Swarthmore College Catalogue, 2014-2015

SW A R T H M O R E
C O LLEG E
B U L L E T IN
2 0 1 4 -2 0 1 5

Swarthmore
College Bulletin 2014-2015
Volume CXII Number 1
Catalog Issue August 2014

Directions for Correspondence
Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390
Online at www.swarthmore.edu
Main number 610-328-8000
Constance Cain Hungerford
Interim President

Office of the President

Thomas A. Stephenson
Provost
James L. Bock III
Vice President and Dean o f Admissions
Lisa Lee
Director of Alumni Relations
Nancy Burkett
Director of Career Services

Academic Policy
Admissions
Alumni Relations
Career Services

Maurice G. Eldridge
Vice President for College and Community Relations
Nancy Nicely
Secretary of the College and Vice President for Communications
Karl Clauss
Vice President for Development and Alumni Relations
C. Stuart Hain
Vice President for Facilities and Capital Projects
Gregory N. Brown
Vice President for Finance and Administration
Laura Talbot
Director of Financial Aid
Pamela Prescod-Caesar
Vice President for Human Resources
Martin O. Warner
Registrar

College and Community Relations
Communications
Development and Gifts
Facilities
Finance
Financial Aid
Human Resources
Records and Transcripts
Student Services

Swarthmore College does not discriminate in
education or employment on the basis o f sex, race,
color, age, religion, national origin, marital status,
sexual orientation, gender identity or expression,
veteran status, medical condition, pregnancy,
disability, or any other legally protected status.
This policy is consistent with relevant
governmental statutes and regulations, including
those pursuant to Title IX of the Federal Education
Amendments o f 1972 and Section 504 of the
Federal Rehabilitation Act of 1973.
The Swarthmore College Department o f Public
Safety is responsible for the overall security of
Swarthmore's campus and is the first contact and
first responder for all campus emergencies. Its
charge is to protect persons and property, preserve
the peace, deter crime, apprehend criminal
offenders, recover lost and stolen property,
perform services as required, enforce appropriate

Elizabeth Braun
Dean o f Students
College regulations, and maintain a sense of
community security and confidence in the
department. A copy of the College's Annual
Security Report-describing safety programs and
policies, as well as crime statistics—-is available at
www.swarthmore.edu/public-safety/clery-crimestatistics.xml.
This Bulletin contains policies and program
descriptions as o f July 15,2014, and should be
used solely as an informational guide. The College
reserves the right to alter or amend at any time the
policies or programs contained in the Bulletin.
Students are responsible for informing themselves
of current policies and meeting all relevant
requirements. Up-to-date information can be found
at www.swarthmore.edu/coursecatalog.
© 2014 Swarthmore College
Printed in U.S.A.

Table of Contents
COLLEGE CALENDAR
1
2

INTRODUCTION
EDUCATIONAL RESOURCES

3

ADMISSIONS

4
5
6
7

EXPENSES
FINANCIAL AID
COLLEGE LIFE
EDUCATIONAL PROGRAM

8
9

FACULTY REGULATIONS
DEGREE REQUIREMENTS

10
11
12
13
14
15
16

THE CORPORATION
BOARD OF MANAGERS
ALUMNI ASSOCIATION OFFICERS AND ALUMNI COUNCIL
FACULTY AND OTHER INSTRUCTIONAL STAFF
ADMINISTRATION
VISITING EXAMINERS
DEGREES CONFERRED

17
18

DISTINCTIONS, AWARDS, AND FELLOWSHIPS
ENDOWED CHAIRS

19
20

ENROLLMENT STATISTICS
COURSE CREDIT AND NUMBERING

COURSES OF STUDY
Art
Asian Studies
Biology
Black Studies
Chemistry and Biochemistry
Classics
Cognitive Science
Comparative Literature
Computer Science
Economics
Educational Studies
Engineering
English Literature
Environmental Studies
Film and Media Studies
Gender and Sexuality Studies
History
Interpretation Theory
DIRECTIONS TO SWARTHMORE COLLEGE
SWARTHMORE COLLEGE CAMPUS MAP
INDEX

Islamic Studies
Latin American Studies
Linguistics
Mathematics and Statistics
Medieval Studies
Modem Languages and Literatures
Music and Dance
Peace and Conflict Studies
Philosophy
Physical Education and Athletics
Physics and Astronomy
Political Science
Psychology
Public Policy
Religion
Sociology and Anthropology
Theater

College Calendar
2014

Fall Semester

Aug. 22-26
Aug. 26
Aug. 26-31
Aug. 28

International student orientation.
Residence halls open for new students.

Aug. 29
Aug. 29
Aug. 30
Aug. 31
Sept. 1
Sept. 12
Sept. 19-20
Oct. 1
Oct. 10
Oct. 20
Oct. 31—Nov. 2
Nov. 5
Nov. 7
Nov. 10-20
Nov. 24-26
Nov. 26
Nov. 26
Dec. 1
Dec. 1
Dec. 5-6
Dec. 8-9

Orientation and placement days.
Advising begins. All-adviser meeting in morning. Individual advising
begins in afternoon.
Residence halls open for returning students.
Computer preregistration for first-year and transfer students only.
Registration follow-up meeting for students who need to make a change to
their schedule.
Meal plan starts at dinner for returning students.
Classes and seminars begin. Labor Day
Drop/add ends. Last day to delete a course from or add one to permanent
registration.
Board of Managers meeting.
Final examination schedule available online.
October break begins at end of last class or seminar.
October break ends at 8:30 a.m.
Garnet Homecoming and Family Weekend.
Schedule of courses and seminars for next semester available online.
Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”
Advising period.
Pre-enrollment for spring semester.
Pre-enrollment ends at 4 p.m.
Thanksgiving break begins at end of last class or seminar.
Thanksgiving break ends at 8:30 a.m.
All accounts must show a zero or positive balance to enroll or select a
room for spring semester.
Board o f 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.

Dec. 9

Classes end.
Lottery for spring housing.

Dec. 12
Dec. 12-20

Final examinations begin.
Note: Final examinations are not rescheduled to accommodate travel plans.
If you must make travel arrangements before the examination schedule is
published (by Oct. 1), do not expect to leave until after finals.

Dec. 19

Seminars end.
Final examinations end at noon.
Meal plan ends at lunch. Residence halls close at 6 p.m.

Dec. 20

Coliege Calendar
2015

Spring Semester

Ja n .17

Residence halls open at noon.
Meal plan starts at dinner.

Ja n .18
Jan. 19
Jan. 30
Feb. 20-21
March 6
March 16
March 27
April 1

April 6-16
April 20-22
April 22
May 1
May 1-2
May 5
May 14

May 18-19
May 17-19
May 23
May24
May 25
May 29-31

Classes and seminars begin.
Drop/add ends. Last day to delete a course from or add one to permanent
registration.
Board of Managers meeting.
Spring break begins at end of last class or seminar.
Spring break ends at 8:30 a.m.
Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”
Schedule of courses and seminars for next semester available online.
All accounts must show a zero or positive balance for students to enroll
and select a room for the fall semester.
Advising period.
Pre-enrollment for fall semester.
Pre-enrollment ends at 4 p.m.
Classes and seminars end.
Board o f Managers meeting.
Course Finals and Written Honors examinations begin.
Course Finals and Written Honors examinations end.
Meal plan ends at dinner for all but seniors.
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.

College Calendar
2015

Fall Semester

Aug. 21-25
Aug. 25
Aug 25-30

International student orientation.
Residence halls open for new students.

Aug. 27
Aug. 28
Aug. 29
Aug 30
Aug 31
Sept. 11
Sept. 18-19
Oct. 1
Oct.
Oct. 9
Oct. 19
Nov. 3

Orientation and placement days.
Advising begins. All-adviser meeting in morning. Individual advising
begins in afternoon.
Residence halls open for returning students.
Computer preregistration for first-year and transfer students only.
Registration follow-up meeting for students who need to make a change to
their schedule.
Meal plan starts at dinner for returning students.
Classes and seminars begin.
Drop/add ends. Last day to delete a course from or add one to permanent
registration.
Board o f Managers meeting.
Final examination schedule available online.
Garnet Homecoming and Family Weekend.
October break begins at end o f last class or seminar.
October break ends at 8:30 a.m.
Schedule o f courses and seminars for next semester available online.

Nov. 6

Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”

Nov. 9-19
Nov. 23-25
Nov. 25

Advising period.
Pre-enrollment for spring semester.

Nov 26-27
Dec. 1

Pre-enrollment ends at 4 p.m.
Thanksgiving break..
All accounts must show a zero or positive balance to enroll or select a
room for spring semester.

Nov 30
Dec. 4-5
Dec. 7-8

Fall classes Resume 8:30 am
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 o f Thanksgiving break.

Dec. 8

Classes end.
Lottery for spring housing.
Final examinations begin.
Note: Final examinations are not rescheduled to accommodate travel plans.
If you must make travel arrangements before the examination schedule is
published (by Oct. 1), do not expect to leave until after finals.

Dec. 11
Dec. 11-19

Dec. 18
Dec. 19

Seminars end.
Final examinations end at noon.
Residence halls close at 6 p.m. Meal plan ends at lunch.

College Calendar
2016

Spring Semester

Jan. 16
Jan. 17

Residence halls open at noon.

Jan. 18
Jan. 29
Feb. 19-20
March 4
March 14
March 25
April 1
March 29
April 4-14
April 18-20
April 20
Apr 29
May 3
May 6-7
May 12

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.
Board o f Managers meeting.
Spring break begins at end o f last class or seminar.
Spring break ends at 8:30 a.m.
Last day to declare CR/NC grading option. Last day to withdraw from a
course and receive the grade notation “W.”
All accounts must show a zero or positive balance for students to enroll
and select a room for the fall semester.
Schedule of courses and seminars for next semester available online.
Advising period.
Pre-enrollment for fall semester.
Pre-enrollment ends at 4 p.m.
Classes and seminars end.
Course Finals and Written Honors examinations begin.
Board o f Managers annual meeting.
Course Finals and Written Honors examinations end.
Meal plan ends at dinner for all but seniors.
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.

May 16-17
May 15-17

Oral honors examinations.

May 21
May 22
May 23

Baccalaureate.
Commencement.
Residence halls close to seniors at 9 a.m.

May 27-29

Alumni Weekend.

1 introduction to Swarthmore College
Swarthmore College, founded in 1864 by members
of the Religious Society of Friends as a co­
educational institution, occupies a campus of 425
acres of rolling wooded land in and adjacent to the
Borough of Swarthmore in Delaware County, Pa.
It is a small college by deliberate policy, with an
enrollment of approximately 1,550 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 o f nearby rural settings and
the opportunities offered by Philadelphia. The
College’s location also makes cooperation possible
with three nearby institutions, Bryn Mawr and
Haverford colleges and the University of
Pennsylvania.

p .i

many o f the principles of that society. Foremost
among these principles is the individual’s
responsibility for seeking and applying truth and
for testing whatever truth one believes one has
found. As a way of life, Quakerism emphasizes
hard work, simple living, and generous giving as
well as personal integrity, social justice, and the
peaceful settlement o f 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 o f things and the duties of human
beings. It does, however, encourage ethical and
religious concern about such matters and
continuing examination of any view that may be
held regarding them.

1.4 Tradition and Change
1.1 Objectives and Purposes
Swarthmore students are expected to prepare
themselves for full, balanced lives as individuals
and as responsible citizens through exacting
intellectual study supplemented by a varied
program of sports and other extracurricular
activities. The purpose o f Swarthmore College is
to make its students more valuable human beings
and more useful members o f society. Although it
shares this purpose with other educational
institutions, each school, college, and university
seeks to realize that purpose in its own way.
Swarthmore seeks to help its students realize their
full intellectual and personal potential combined
with a deep sense of ethical and social concern.

1.2 Varieties of Educational
Experience
Education is largely an individual matter, for no
two students are exactly alike. The Swarthmore
College curriculum is designed to give recognition
to this fact and seeks to evoke the maximum effort
and development from each student. The
Swarthmore College Honors Program offers
additional enriching and exciting intellectual
experiences to students who choose to prepare for
evaluation by examiners from other colleges and
universities. Throughout the curriculum, options
for independent study and interdisciplinary work
offer opportunities for exploration and
development over a wide range of individual
goals. These opportunities typically include
considerable flexibility of program choices from
semester to semester, so that academic planning
may be responsive to the emerging needs of
students.

1.3 The Religious Tradition
Swarthmore College was founded by members o f
the Religious Society o f Friends (the Quakers).
Although it has been nonsectarian in control since
1908 and Friends now compose a small minority
o f the student body, the faculty, and the
administration, the College still values highly

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

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

2.1 The Endowment
The educational resources at Swarthmore College
have been provided by gifts and bequests from
many alumni, foundations, corporations, parents,
and friends. In addition to unrestricted gifts for the
operating budget, these donors have contributed
funds for buildings, equipment, collections of art
and literature, and permanently endowed
professorships, scholarships, awards, book funds,
and lectureships. Their gifts to Swarthmore have
not only provided the physical plant but also have
created an endowment fhnd of $ $ 1.635 billion at
market value on June 30,2013. Swarthmore is
ranked among the highest in the country in
endowment per student. Income from the
endowment during the academic year 2012-2013
contributed approximately $35,877 to meet the
total expense of educating each student and
provided about 43 percent o f the College’s
operating revenues.
The College’s ability to continue to offer a high
quality of education depends on continuing
voluntary support. Swarthmore seeks additional
gifts and bequests for its current operations, its
permanent endowment, and its capital
development programs to maintain and strengthen
its resources. The vice president in charge of
development will be pleased to provide
information about various forms of gifts: bequests,
outright gifts of cash or securities, real estate or
other property, and deferred gifts through
charitable remainder trusts and life-income
contracts in which the donor reserves the right to
the annual income during his or her lifetime.

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

p.2
www.swarthmore.edu/library. The Tri-College
Library Consortium takes advantage o f a long
history o f cooperation and a unified, online catalog
to work toward building a research-quality
collection from the combined holdings of these
three strong liberal arts colleges.
Reference service is often where research begins.
Reference librarians guide patrons in formulating
research strategies and in accessing the
information and materials contained in the
library’s vast electronic and print collections. The
library provides a considerable digital collection of
electronic journals in all disciplines and of citation
and full-text research databases that support access
to historical, statistical, visual, and bibliographic
information. The ever-growing amount o f online
resources has created a variety of new library
services, including Live Help, an online “chat”
reference service. The library also provides direct
curricular support through extensive print and
electronic reserve readings and honors collections.
Swarthmore College library holdings amount to
approximately 850,000 print volumes with some
12.000 volumes added each year; additionally
more than 500,000 e-books are available to
patrons. The College participates in the Federal
and Pennsylvania Depository Library Program and
selects those government documents most
appropriate to the needs of the curriculum and the
public and catalogs them in Tripod. The library
also houses an extensive interdisciplinary
audiovisual collection, including 12,600 videos
more than 17,000 classical and jazz music
recordings, and 1,400 spoken-word recordings of
dramatic and poetic literature. The video collection
includes classic U.S. and foreign films as well as
educational, documentary, and experimental films.
The collections are housed in three libraries. The
Thomas B. and Jeannette L. McCabe Library is
the center of the College library system and is
home to the major portion o f the collections,
extensive public computing resources, a wide
variety of reading and study areas, and a video
classroom.
The Cornell Library o f Science and Engineering in
the Science Center houses 66,000 volumes and
serves the curricular and research needs of
students and faculty in the sciences.
The Underhill Music and Dance Library contains
22.000 books on music and dance as well as the
sound recordings mentioned earlier. It provides a
wide variety o f listening and viewing facilities,
which overlook the Crum Woods. Small
collections of relevant materials are located in the
Black Cultural Center and the Beit Midrash
located in the Bond Lodges.
2.2.1 Special Library Collections
The College library contains certain special
collections: the Private Press Collection,
representing the work of more than 750 presses, an
exemplary collection of “book arts” and artists’

2 Educational Resources
books; British Americana, accounts of British
travelers in the United States; the works o f English
poets Wordsworth and Thomson bequeathed to the
library by Edwin H. Wells; the works of Seamus
Heaney, winner of the Nobel Prize for Literature,
1995; the W.H. Auden Collection commemorating
the English poet who taught at Swarthmore in the
mid-1940s; and the Bathe Collection of the history
of technology donated by Greville Bathe.
Within the McCabe Library building are two
special libraries that enrich the academic life o f the
College:
The Friends H istorical Library, founded in 1871
by Anson Lapham, is one of the outstanding
collections in the United States of manuscripts,
books, pamphlets, and pictures relating to the
history o f the Society o f Friends. The library is a
depository for records of Friends Meetings
belonging to Baltimore, New York, Philadelphia,
and other Yearly Meetings. More than 10,000
record books, dating from the 1670s until the
present, have been deposited. Additional records
are available on microfilm.
The collection includes materials on subjects of
Quaker concern such as abolition, Indian rights,
utopian reform, and the history o f women’s rights.
Notable among the other holdings are the Whittier
Collection (first editions and manuscripts o f John
Greenleaf Whittier, the Quaker poet), the Mott
manuscripts (more than 500 letters of Lucretia
Mott, antislavery and women’s rights leader), and
the Hicks manuscripts (more than 400 letters of
Elias Hicks, a prominent Quaker minister). More
than 43,000 volumes are in the library’s collection
of books and pamphlets by and about Friends.
More than 200 Quaker periodicals are currently
received. The library also has an extensive
collection o f photographs of meetinghouses and
pictures of representative Friends and Quaker
activities as well as a number o f oil paintings,
including The Peaceable Kingdom by Edward
Hicks. It is hoped that Friends and others will
consider the advantages of giving to this library
any books and family papers that may throw light
on the history o f the Society of Friends. Visit the
website www.swarthmore.edu/ihl.xml.
The Swarthmore College Peace Collection is o f
special interest to research students seeking
records of the peace movement. The records of the
Women’s International League for Peace and
Freedom and the personal papers of Jane Addams
o f Hull-House, Chicago, formed the original
nucleus o f the Collection (1930). Over the years,
other major collections have been added including
the papers of Devere Allen, Emily Greene Balch,
Danilo Dolci, Belva Lockwood, Homer Jack, A.J.
Muste, Scott Nearing, John Nevin Sayre, Wilhelm
Sollmann, André and Magda Trocmé, and others
as well as the records o f the American Peace
Society, A Quaker Action Group, Center on
Conscience and War, Code Pink, Fellowship of
Reconciliation, Friends Committee on National

p.3
Legislation, The Great Peace March, Lake
Mohonk Conferences on International Arbitration,
Military Families Speak Out, National Council for
Prevention of War, SANE Inc., United for Peace
and Justice, War Resisters League, Women Strike
for Peace, and many others. The Peace Collection
serves as the official repository for the archives o f
these organizations. The Peace Collection also
houses more than 14,000 books and pamphlets
over 3,000 periodical titles, more than 20,000
linear feet o f manuscripts, over 50,000
photographs and other images, thousands o f audio
and video recordings, and memorabilia.
Periodicals are currently received from 22
countries. The comprehensive website
www.swarthmore.edu/library/peace describes the
archival holdings and resources.

2.3 Information Technology
Services
Information Technology Services (ITS) provides
technology resources to support the instructional
mission, residential life, and administrative work
of the College. Services are available to all
students, faculty, staff, and alumni. ITS works in
partnership with the Swarthmore community to
meet its mission.
Swarthmore provides a rich, robust, and secure
technology infrastructure. All campus buildings
are served by wired and wireless networks. In
addition to network services, a cell phone signal
distribution system is installed in the residence
halls. Presentation technology is available in every
classroom. Swarthmore’s information systems
provide a wide range o f academic and
administrative information services to the College
community.
Public computers and printing services are
available to students in the residence halls,
McCabe, Science, and Music Libraries, and in
other public spaces on campus. Public computer
labs are located in Trotter and McCabe Library,
and there are many departmental computer labs
across campus that meet the specific needs of
academic disciplines. A wide array of commercial
and open source sofiware is available for use on all
public computers to support academic work.
The Media Center in Beardsley provides access to
a rich set o f multimedia tools and the newest
technologies available for experimentation and
creation of audio, video, multimedia, high-quality
color and 3-D output for curricular and extra­
curricular work. Music composition/editing
computers are available in the Music
Library. Language study and video editing are
supported in the Language Resource Center in
Kohlberg Hall. Some academic software is
available for downloading by the College
community. The College Bookstore also sells a
variety of software at competitive prices.

2 Educational Resources
The ITS Help Desk located in Beardsley Hall
serves students, faculty, and staff who have
technology questions or problems and is available
by phone on campus at X4357 (HELP), off
campus at 610-328-8513, or via email at
help@swarthmore.edu. Computer repair services
are also available for students (a fee is charged for
parts and labor).

2.4 Communications
The Communications Office coordinates strategic
communications efforts at the College, particularly
those relating to admissions, alumni, advancement,
Swarthmore’s web presence, and media relations.
In collaboration with other College offices, the
Communications Office leads the development
and implementation o f an overall web strategy for
Swarthmore. The office also leads crisis
communications efforts at the College, in close
collaboration with a team of partners across
campus.
The Communications Office produces a broad
range o f print and online materials for the
College’s internal and external communities. A
selection includes the quarterly Swarthmore
College Bulletin, the annual college calendar, and
the Sw@tNews email newsletter. News about
Swarthmore newsmakers, campus activities, and
special events are available on the College’s
website (www.swarthmore.edu), which also
features a rich variety of videos, podcasts, and
faculty experts. The Communications Office also
maintains the College’s social media presence on
Twitter, Facebook, Instagram, YouTube, and
¡Tunes.
The Communications Office maintains a set of
standards for print and web publications, including
a College design guide, a College style guide, and
the appropriate use o f the College logo.
Permission from the office is also required for all
photo, film, or video shooting on the Swarthmore
campus by external vendors or members of the
media.
Communications Office staff members provide
editorial, photographic, graphic design, printproduction, and web content support services to
administrative offices and academic departments
across campus, either directly or in working with
outside vendors to produce exceptional products.

2.5 Physical Facilities
When Swarthmore College opened in fall 1869, it
consisted of one building—Parrish Hall—set on
farmland and serving 199 students. Today, the
College encompasses more than 40 buildings used
by approximately 1,550 students on 425 acres.
The College provides an impressive range of
modem facilities for students’ intellectual growth,
cultural enrichment, and physical and social
development. At the same time, it maintains an

p.4

intimate, pedestrian campus exemplifying the
concept of academic study in an idyllic setting.
2.5.1 Intellectual Growth
Parrish Hall, the original College building, still
lies at the heart of the campus with classroom
buildings clustered around it. Parrish is the
administrative and social center of the campus.
Admissions, the Registrar’s Office, the President’s
Office, and Dean’s Office share space with the
Financial Aid Office, Career Services, numerous
student groups, and two floors of student
residences. The second oldest building on campus,
Trotter H all, was renovated in 1997. Today,
Trotter Hall respects the past but embraces modem
technology and design, providing the space for the
history, political science, and classics departments;
the Center for Social and Policy Studies; programs
in Latin American studies, peace and conflict
studies, interpretation theory, gender and sexuality
studies, black studies, and Asian studies; the
Writing Center; and several classrooms and
seminar rooms. At the center of the building is the
Tarble Atrium, with student lounges on each floor.
Views from this building overlook the Rose
Garden to the south and the Nason Garden and
Outdoor Classroom to the north.
Kohlberg H all, completed in 1996, features spaces
for use by the entire College community on the
ground floor, including a lounge complete with a
coffee bar and fireplace; the Scheuer Room, a
popular place for lectures and gatherings; and the
Cosby Courtyard, a dramatic outdoor space with
stone seating walls around a lawn that doubles as
an outdoor classroom. On the upper two floors are
modem classrooms and intimate seminar rooms, a
language resource center, and faculty offices.
Home to the Modem Languages and Literatures,
Economics, and Sociology and Anthropology
departments, Kohlberg Hall demonstrates that a
new building with award-winning architectural
design can be integrated into an established
campus.
Next door to Kohlberg lies the Lang Performing
A rts Center, home to the English Literature and
Theater departments and the programs in dance
and film and media studies. In addition to two
theaters and two dance studios, classrooms and
offices are found on the second and third floors.
Hicks, Beardsley, and Pearson halls are clustered
together on the north end o f the academic campus,
forming with Trotter Hall a quadrangle around the
Nason Garden. Hicks is home to the Engineering
Department and contains laboratories, with several
equipped for computer-assisted and controlled
experimentation. Beardsley, renovated in 1990,
houses the Art Department and Information
Technology Services. Pearson, renovated in 1998,
is home to the Linguistics, Educational Studies,
and Religion departments. Completing the cluster
of north campus academic buildings is Papazian

2 Educational Resources
Hall, which houses the Psychology and
Philosophy departments.
The Science Center, completed in 2004, physically
links the departments o f Biology, in Martin Hall,
Chemistry and Biochemistry, Computer Science,
Mathematics and Statistics, Physics and
Astronomy, and the Cornell Science and
Engineering Library to foster interaction and
exchange among faculty and student scientists.
The center offers the 80-seat Cunniff Lecture Hall,
a 120-seat auditorium, and the Eldridge Commons
area. The project was designed and constructed
using criteria developed by the U.S. Green
Building Council to produce a sustainable design
providing opportunities for education about the
environment and environmental responsibility. In
1999, the M artin Greenhouse was renovated to
support a broader research program.
Lang M usic Building, another award-winning
building on campus, is home to the Music and
Dance Department and the Underhill Library.
McCabe Library, the intellectual heart o f campus,
is the College’s main library, and houses the
national repository of the Society of Friends.
The Lang Centerfo r Civic and Social
Responsibility, at 3-5 Whittier Place, is an
incubator and funding source for student, staff and
faculty initiatives related to activism, advocacy,
community service, and social entrepreneurship.
Sproul Observatory, with its 24-inch visual
refracting telescope, was the center of fundamental
research in multiple star systems. A 24-inch
reflecting telescope on Papazian Hall is used for
solar and stellar spectroscopy. In 2009, a 24-inch
computerized telescope was installed in the Peter
van de Kamp Observatory in the Science Center,
providing state-of-the-art observing capabilities.
In the management, design, and construction of all
physical facilities, the College recognizes the
importance of employing environmentally sound
practices and acknowledges its commitment to
current and future societies. An example of
Swarthmore’s commitment to sustainability is the
biostream bed, located between McCabe Library
and Willets Hall and designed to filter runoff from
upper-campus building roofs. More information is
available at www.swarthmore.edu/sustainability.
Housed in Trotter Hall, the Center fo r Social and
Policy Studies is an interdisciplinary applied
research and policy initiative at the College.
Established in 1972, the center undertakes and
supports research addressing the complex,
dynamic, and compelling needs o f inner-city
communities, particularly the interplay between
poverty and community development in the
neighboring community of Chester. In addition,
the center supports POLS 70: Politics of
Punishment and POLS 106: The Urban Underclass
and Urban Policy.
For students, the center attempts to tie academic
learning to real-world problem solving and

p. 5
provides a rich hands-on experience in the broad
field of social and public policy. Through their
research, education, outreach, and advocacy
activities, students have an opportunity to put their
convictions into practice as they work with
residents in the Chester community. The center’s
faculty director is Associate Professor of Political
Science Keith Reeves ’88.
2.5.2 Cultural Enrichment
The Lang M usic Building, opened in 1973,
contains a concert hall which seats 425 while
providing an expansive view into the Crum
Woods. It also is home to the Daniel Underhill
Music and Dance Library, classrooms, practice
and rehearsal rooms, and an exhibition area. It is
the central facility for the Music Department and
for musical activities at the College.
Greatly enhancing performance venues, the
Eugene M. and Theresa Lang Performing Arts
Center (LPAC) opened in 1991. The building
contains Pearson-Hall Theatre, with a seating
capacity o f 825. The theater can be divided with a
40-ton movable soundproof wall, which is raised
and lowered hydraulically. When the wall is
raised, the space may be used simultaneously as a
cinema seating more than 300 and a theater space
of about equal seating capacity. The stage of the
theater may also be transformed from its
traditional configuration into a thrust stage.
The Frear Ensemble Theatre on the lower level of
the LPAC is another, more intimate theater, a
“black box” that serves as an experimental and
instructional studio as well as the Patricia Wityk
Boyer Dance Studio and the Troy Dance Lab. This
building also provides an elegant facility for
changing art exhibits, student art exhibitions, and a
display of holdings of Swarthmore College’s
permanent art collection in its List Art Gallery.
2.5.3 Physical Development
The College maintains about 80 acres of playing
fields around the academic heart of the campus to
support a wide range of sports, including rugby,
field hockey, lacrosse, soccer, softball and
baseball. Track sports are supported by both an
outdoor track around the Clothier F ield and indoor
track in the Lamb-M iller F ield House, which also
provides indoor basketball courts. Next to the field
house are Matchbox, our wellness/fitness center
and Ware Pool, with a 50-meter pool. Twelve
outdoor tennis courts are supplemented with the
Mullan Tennis Center, which houses indoor tennis
courts and a fitness pavilion. Ample open lawn
areas, an integral part of the Swarthmore College
campus, accommodate and inspire a range of
informal and spontaneous physical activity from
Frisbee throwing to water sliding.
2.5.4 Social Development
Residence hall rooms are assigned by a lottery. All
students have private telephone and computer
hookup capabilities in their rooms. All halls have

2 Educational Resources
common lounges for socializing, and
Swarthmore’s Sharpies D ining H all provides an
impressive dining space, ensuring that students
have the opportunity to interact regularly at
mealtimes. Small dining rooms within the dining
hall are frequently used for special-interest groups
such as language discussion groups.
Other student activity and organization space on
campus includes the Parlors, a student lounge, and
student activities offices in Parrish Hall, Tarble in
Clothier, with a snack bar, game room, the College
Bookstore, a large all-campus space used for
dances and other events and Paces, a student
coffeehouse; the Intercultural Center, with both
private organization space and a large meeting
room for collective events; the Black Cultural
Center; Bond Hall, home to the religious advisers
and religious organizations; the Kitao Gallery, a
student-run art gallery; Olde Club, a party/concert
venue; the Women’s Resource Center, and two
fraternity houses.
2.5.5 Scott Arboretum
The College property comprises 425 acres,
including a large tract of woodland and the valley
of Crum Creek. Much of this tract has been
developed as horticultural and botanical
collections 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 o f 1895. The plant
collections are designed to afford examples o f the
better kinds of trees and shrubs that are hardy in
the climate of eastern Pennsylvania, are suitable
for planting by the average gardener, and to
beautify the campus. All collections are labeled
and recorded. Exceptionally fine displays include
hollies, flowering cherries, conifers, crabapples,
magnolias, tree peonies, lilacs, rhododendrons,
azaleas, hydrangeas, and witch hazels. Specialty
gardens include the Terry Shane Teaching Garden,
the Theresa Lang Garden o f Fragrance, the Dean
Bond Rose Garden, the Isabelle Bennett Cosby ’28
Courtyard, the Nason Garden, the Metasequoia
Allée, the Harry Wood Courtyard Garden, the
Pollinators Garden, the Gold Medal Plant Garden,
and the West House Garden. Many interested
donors have contributed generously to the
collections, and the arboretum is fiinded primarily
by restricted endowment funds with a combined
market value of $29.5 million as of June 30, 2013.
The arboretum offers educational horticulture
programs to the general public and Swarthmore
students. These workshops, lectures, and classes
are designed to cover many facets of the
science/art called gardening. Tours are conducted
throughout the year for College people and
interested public groups. In 2009 the arboretum
opened the Wister Education Center and
Greenhouse (5,200 square feet) to better fulfill its
educational mission. This facility has been

p.6

awarded Gold LEED certification (Leadership in
Energy and Environmental Design).
Aiding the arboretum staff in all its efforts, are the
Associates of the Scott Arboretum. This
membership organization provides financial
support and assistance in carrying out the myriad
operations that make up the arboretum’s total
program, such as plant propagation, public
lectures, workshops, publications, and tours to
other gardens. More than 100 volunteer Arboretum
Assistants aid in campus maintenance on a regular
basis. Student memberships are available and the
arboretum provides interesting and educational job
opportunities for students. The arboretum’s
newsletter, Hybrid, publicizes its activities and
provides up-to-date information on seasonal
gardening topics. Maps for self-guided tours and
free brochures of the arboretum plant collections
are available at the Scott offices, 610-328-8025,
located in the Cunningham House, as well as
online.
The arboretum conducts applied research on
ornamental plants and it holds three recognized
North American Plant Collections: hollies,
magnolias, and oaks.
The Scott Arboretum was accredited by the
American Association of Museums in 1995 and re­
accredited in 2006, signifying its professional
standards of operation as a museum of living
plants. For more information and a calendar of
events, the “Garden Seeds” blog, membership
information, and brochures, visit
www.scottarboretum.org.

2.6 Special Funds and
Lectureships
The Catherine G. ’72 and Ernest B. Abbott '72
Partners in M inistry Endowment was created in
recognition of the importance o f a distinctive
ecumenical program of spiritual nurture serving
the entire Swarthmore College community.
Income from the Abbott endowment is distributed
to Partners in Ministry to help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.
The Mary Albertson Lectureship in Medieval
Studies was established in 1987 with gifts from
George Cuttino ’35 and former students,
colleagues, and friends. Mary Albertson joined the
Swarthmore faculty in 1927 and served as chair of
the History Department from 1942 until her
retirement in 1963. She was responsible for
expanding the history curriculum to include
studies on Russia, the Far and Near East, Africa,
and Latin America. Mary specialized in English
medieval history. She died in May 1986.
The Jesse and Maria Aweida Endowmentfo r the
Support o f Arabic Language Instruction was
established in 2006 by Jesse and Maria Aweida,
members of the Class of 1956.

2 Educational Resources
The Barnard Fund was established in 1964 by two
graduates of the College, Mr. and Mrs. Boyd T.
Barnard o f Rosemont, Pa. The fund has been
augmented by the 50-year class gifts from the
classes of 1917 and 1919 and other friends. The
income from the fund may be used for any activity
that contributes to the advancement of music at the
College. It has been used for concerts on the
campus, for the purchase o f vocal and orchestral
scores and other musical literature, and to provide
scholarships for students in the Music Department
who show unusual promise as instrumentalists or
vocalists.
The Peter B. Bart ’54 Endowment was established
in 2005 to support the Film and Media Studies
Program at Swarthmore College.
The A lbert 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
o f musical instruments and brings musical
performers to the College.
The Bloom Discretionary Fund Endowment was
established by Ira T. Wender ’45 in honor of
President Alfred H. Bloom. This fund is
discretionary under the direction of the president.
The A l and Peggi Bloom Endowmentfo r Financial
A id fo r International Students andfor Faculty
Support was established in 2005. This endowment
aims to help prepare students to identify and
advance common purpose in a global world by
providing financial support to international
students at Swarthmore, and by supporting
relevant faculty efforts in any discipline or across
disciplines.
The Alfred H. Bloom Jr. and Martha B. Bloom
M emorial 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.
The Patricia Boyer Music Fund was created in
1989. Income from the Boyer fund supports the
Dance Program.
The Richard B. Brandt Fund was established in
1986 by Phillip J. Stone ’62 in honor of Richard B.
Brandt, a member of the Philosophy Department
from 1937 to 1964. The fund supports visiting
speakers chosen by the department.
Brest Family General Endowment was established
in 2004 by Iris Lang Brest ’61, Paul Brest ’62,
Hilary Brest Meltzer ’86, and Jeremy Brest ’90 to
further the objectives and purposes of Swarthmore
College. The income of the Brest Endowment is
for unrestricted use.
The Brown Family Travel Fund, established in
2011 by Vera Grant Brown ’70 and Frank I.
Brown ’68, recognizes and honors the special
contribution that parents and family members have
played in helping their student prepare for college
and come to Swarthmore. It provides support for
families to travel to landmark events or programs

p.7
involving their student that would not be possible
otherwise due to cost of transportation and
lodging. These might include Commencement
exercises, athletic competitions, performing arts
productions, academic presentations and the like.
The use o f the fund is under the direction o f the
Dean’s Office.
The Phillip A. Bruno Fine Arts Endowment was
created by Phillip A. Bruno in 1988. The fund
supports the acquisition o f artwork for the
Swarthmore College collections.
The William J. Carter ’47 Religious Harmony
Fund was established in 2011 by a bequest from
William J. Carter ’47. The fund’s purpose is to
encourage and promote understanding, harmony
and respect among the various religions o f the
world.
The Barbara Weiss Cartwright Fund fo r Social
Responsibility was created in 1993 by a gift from
Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. The fund supports new or existing
programs that encourage involvement in
addressing societal problems through projects
initiated by the College or created by current
students. In addition, it will provide opportunities
for faculty and students to participate in volunteer
service projects linked to the academic program.
Wendy Susan Cheek ’83 Memorial Fund fo r
Gender and Sexuality Studies. Established in 1998
by Aimee Lee and William Francis Cheek, the
fiind supports student and/or programming needs
of the Gender and Sexuality Studies Program,
including the capstone seminar for honors and
course students. The fund shall be spent at the
direction of the gender and sexuality studies
coordinator.
The Cilento Family General Endowment Fund was
established in 2002 by Alexander P. Cilento ’71 to
support the general objectives of the College. The
income is unrestricted.
The Cilento Family Information Technology Fund
was established in 2002 by Alexander P. Cilento
’71 as an expression of gratitude and appreciation
for the Engineering Department at Swarthmore
College. The fund supports teaching innovations in
information science, with preference for computer
science, engineering, and related disciplines. The
Provost’s Office administers the fund.
The Classics Endowment was established in 2005
and, in consultation with the Provost’s Office,
shall be used to support classics instruction
directly.
The Richard W. Conner ’49 Partners in M inistry
Fund was created in spring 2000 by Richard W.
Conner ’49 to establish a matching challenge grant
program benefiting Partners in Ministry in
recognition o f the importance o f an ecumenical
program of spiritual nurture serving the diverse
faith traditions of the entire Swarthmore College
community.

2 Educational Resources
The George R. Cooley Curatorship was
established in 1986. The Cooley endowment
supports the curatorship o f the Swarthmore
College Peace Collection.
The William J. Cooper Foundation provides
funding for a varied program of lectures, exhibits,
and concerts, which enriches the academic work
and cultural experience o f the College and the
community. The foundation was established by
William J. Cooper, a devoted friend o f the College
whose wife, Emma Mcllvain Cooper, served as a
member of the Board of Managers from 1882 to
1923. It provides annual funds that are used “in
bringing to the College eminent citizens of this
and other countries who are leaders in
statesmanship, education, the arts, sciences,
learned professions and business, in order that the
faculty, students and the College community may
be broadened by a closer acquaintance with
matters of world [interest].”
The Cooper Foundation Committee, composed of
students, faculty members, and staff members,
works with members of all campus constituencies
to arrange lectures, exhibitions, and performances
of College-wide interest as well as to bring to the
College speakers of note who will remain in
residence long enough to enter into the life of the
community. In the past, some speakers have been
invited with the understanding that their lectures
would be published under the auspices of the
foundation. This arrangement has produced 18
volumes.
The Bruce Cratsley '66 M emorial Fund was
created in 1998 and supports lectures about
photography and exhibitions.
The Carley Cunniff 72 Paul H all Residence Fund
was established to honor this member o f the Board
of Managers who died in January 2005.
The M ichael J. Durkan Memorial Fund was
established by family and friends o f Michael J.
Durkan, librarian emeritus, to support library
collections and to help bring Irish writers to
campus.
The Elizabeth Pollard Fetter Chamber Music
Fund, 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 private instrumental lessons of
outstanding student string players at the College.
Interested applicants should write to the director of
the Fetter Chamber Music program and should
plan to audition at the beginning o f each semester.
The James A. F ield Jr. Lectureship was
established by Thomas D. Jones Jr. ’53 and Vera
Lundy Jones ’58 in memory of James Field,
professor of history from 1947 to 1984, to support
lectures by visiting scholars on the history o f the
United States.
The James A. F ield Jr. Memorial Fund was
established by family and friends of James A.

p. 8
Field Jr., Clothier Professor Emeritus of history, to
support library collections.
The Tariq Q. Fischer Endowed Islam ic Studies
Fund was created in 2005 by Paul and Asma
Fischer, parents of Tariq. Q. Fischer ’08, in his
memory, to support the development o f an Islamic
Studies Program.
The Swarthmore College Folk Dance Club
Endowment was established in 2010. This fund
supports activities o f the Swarthmore College Folk
Dance Club.
The Lee Frank Memorial A rt 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
established in 1992 to support travel and research
o f biology faculty members with preference to
those studying in the area of physiology and
related subspecialties. Grants are awarded at the
discretion of the chair of the Biology Department.
The Garnet Athletics Endowment was created in
2002 by an anonymous donor to support the
Athletics Program at Swarthmore College. The
fund supports expenses associated with
introducing prospective scholar-athletes to
Swarthmore College, including travel costs and the
production of publications promoting the Athletics
Program at the College.
The M ary Josephine Good 70 Endowment was
created in her memory by her father, Richard A.
Good. The fund was created in 2004 and supports
the Partners in Ministry program at Swarthmore
College.
The D avid R. Goodrich 71 Endowmentfo r
Islamic Studies was established in 2003 to support
the Islamic Studies Program at Swarthmore
College. The Provost’s Office administers the
fund.
The D onald J. Gordon A rt Fund was established in
1998 by a gift from his children and their spouses
on the occasion o f his 70th birthday and the 50th
anniversary of his graduation from Swarthmore
College. The fund supports visiting artists.
The Harry D. Gotwals Fund was established in
1997 in memory of the distinguished service of
Harry D. Gotwals as vice president for
development, alumni, and public relations from
1990 to 1997. The fund supports the professional
development of members of the division.
The M erritt W. Hallowell ’61 Career Services
Fund was established in 2002 by Merritt Hallowell
to support the College’s career services program
and initiatives, including but not limited to student
career exploration, vocational counseling,
identification o f skills, interests, and values to
develop an individual’s personalized career
options; electronic and print resources; alumni
networking and mentoring; and extern

2 Educational Resources

p.9

opportunities. The Career Services Office
administers the fund.
The H alpem Family Foundation Engineering
Design Fund was established in 2007 by Michael
Halpem ’68 and Christine Grant ’69. This fund
supports work by students on interdisciplinary
projects with socially relevant purposes, which
include design engineering principles as well as
aesthetics and client needs.
The Hayward Family Fund was established by
Priscilla Hayward Crago ’53 in honor o f her
parents, Sumner and Elizabeth Hayward, to
receive designated life income gifts made by the
donor since 1991 and to accommodate additional
gifts anticipated over the donor’s lifetime and from
her estate. The income from the fund provides
support for the faculty at Swarthmore College.
The M arjorie Heilman Visiting A rtist Fund was
established by M. Grant Heilman ’41 in memory
o f Maijorie Heilman to stimulate interest in art,
particularly the practice of art, on campus.
The James C. Hormel '55 Endowmentfo r Public
Policy and Social Change was established by
James Hormel ’55 to support faculty in the
Political Science Department.
The James C. Hormel '55 Endowmentfo r Student
Services was established by James Hormel ’55 to
support staffing and programs related to student
services and activities, including student
involvement in volunteering and programs to
encourage greater understanding of, sensitivity to,
and incorporation into the great society of
differences in culture, sexual orientation, or race.
The William I. H ull Fund was established in 1958
by Mrs. Hannah Clothier Hull, Class of 1891, in
memory of her late husband. Dr. Hull was a
professor of history and international law at
Swarthmore College for 48 years. The fund
enables the College to bring a noted lecturer on
peace to the campus each year in memory o f Dr.
and Mrs. Hull, who were peace activists.
The D avid Kemp Endowment was created in 2006
by Giles ’72 and Barbara Kemp and provides
support for David Kemp Hall, which is named for
Gil’s grandfather.
The Kaori Kitao Cinema H istory Endowment.
Established in 2013 by Kaori Kitao, Professor
Emerita in Art History, to celebrate her 80th
birthday, supports curricular, scholarly and public
events that explore history of cinema, with a
preference for silent cinema, such as the annual
public screening o f silent films from worldwide
sources, in recognition of its historical, cultural
and cross-cultural importance, but open to other
topics and purposes. The fund will be administered
by the coordinator of the Film and Media Studies
Department in consultation with other relevant
departments.
The Kaori Kitao Endowmentfo r M athematics,
established in 2012 by Kaori Kitao, Professor
Emerita in Art History, to celebrate her 80th

birthday, supports a visiting lecture or lecture
series in the Mathematics and Statistics
department colloquium with a preference for
topics in geometry, topology, and the history of
mathematics, at the discretion o f the department.
Creation of this fund was motivated by the donor’s
desire to fulfill her alternate ambition for a career
in mathematics which never materialized. The
Mathematics and Statistics Department will
administer the fund.
The Kaori Kitao Endowmentfo r the L ist Gallery,
established in 2013 by Kaori Kitao, Professor
Emerita in Art History, to celebrate her 80th
birthday, supports a variety of educational
initiatives to be organized and administered by the
List Gallery director. Supported initiatives include
a student fellowship in curatorial studies, the
publication o f exhibition catalogs for emerging
artists, on-site sculpture and installation projects,
and the hiring o f technical and administrative
assistants as needed in order for the director to
pursue such additional programming.
The Kaori Kitao Humanities Research Fellowship
Endowment. Kaori Kitao, Professor Emerita in Art
History, established this research fellowship in
2013 in celebration o f her 80th birthday. The fund
supports students in the humanities by providing
grants to encourage and facilitate historical
research, original scholarship, and professional
development, with a preference for Italian Studies,
Japanese Studies, and Performing Arts. The fund
is administered by the Division of the Humanities
and the Provost’s Office.
The K yle House Endowment was created by a gift
from Elena ’54 and Fred ’54 Kyle and is used for
the upkeep and expenses o f a house on Whittier
Place currently used as a residence hall.
The Jonathan R. Lax Fund, created by his bequest
in 1996, supports an annual Lax Conference on
Entrepreneurship and Economic Anthropology.
Jonathan Lax ’71 was class agent and a reunion
leader. His parents, Stephen ’41 and Frances Lax,
and brothers Stephen (Gerry) Lax Jr. ’74 and
Andrew Lax ’78 have been actively involved at
the College.
The Lucinda M. Lewis '70 and Sarah Reynolds '09
Mathematics Endowment was established in 2012
by Robert J. Reynolds. This fund supports visiting
scholars to the department of mathematics and
student participation in conferences. Recipients)
will be chosen by the chair of the department of
mathematics.
The Genevieve Ching-wen Lee '96 M emorial Fund
was established in her memory by family and
friends and recognizes the importance o f mutual
understanding and respect among the growing
number of ethnic groups in our society. The fund
supports an annual lecture by a prominent scholar
o f Asian American studies and/or an annual award
to two students to assist in projects pertaining to
Asian American studies.

2 Educational Resources
The Lucinda M. Lewis '70 and Sarah E. Reynolds
'09 F ield Hockey Endowment was established in
2009 by Robert Reynolds P'09 in honor o f his wife
and daughter. Cindy was an avid field hockey
player at Swarthmore from 1966-1970, and Sarah
from 2006-2009. This fund will be administered
by the Athletics Department and supports
activities and expenses associated with the field
hockey program at Swarthmore College including
training trips and trips by field hockey coaching
staff to high school field hockey games and
tournaments.
The L ist Gallery Exhibit Fund, established through
the generosity o f Mrs. Albert List, supports
exhibits in the List Gallery o f the Eugene M. and
Theresa Lang Performing Arts Center.
The Lorax Fund fo r Environmental Sustainability
was established in 2007 by a grant from the
Schwab Charitable Fund as recommended by
Naomi Zikmund-Fisher ’91. The fund is used to
support the activities that move Swarthmore
College and its community toward a more
environmentally sustainable future (e.g. the
reduction or offsetting o f carbon or other
greenhouse gas emissions, innovative
replacements of less than efficient technologies,
systems, and devices, etc.). The fund is
administered by the Office of Facilities and
Services.
The Judy Lord Endowment was established in
2004 by anonymous donors who are friends of the
College. The endowment memorializes Judy
Lord’s enthusiasm and community spirit and is a
reward for hard work and contributions to
Swarthmore College life. Earnings from the Judy
Lord endowment are awarded to academic
departmental administrative assistants with tenure
of 10 or more years at the College.
The Lovelace Family Endowment was established
in 2004 to further the objectives and purposes of
Swarthmore College. The income is unrestricted.
The Caro Elise Luhrs '56 Business and Leadership
Endowment was established by Caro Elise Luhrs
’56 in 2011. This fund better prepares students for
assuming leadership positions in whatever liberal
arts and science fields they may go into by giving
them grounding in basic business skills. Activities
supported by this fund will foster strong
communication skills, inspire new ways to develop
innovative solutions, and encourage
entrepreneurship thought and action.
The Julia and Frank L. Lyman '43 Partners in
M inistry Endowment was created in February 2000
in recognition of the importance o f a distinctive
ecumenical program o f spiritual nurture serving
the entire community of Swarthmore College.
Income from this endowment will help provide for
the compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
Community.

p. 10
The Barbara W. M ather '65 P olitical Science
Honors Endowment was established in 2012 in
honor o f Barbara W. Mather ’65, an exceptional
and agile leader who served as chair of the
Swarthmore College Board o f Managers from
2004-2012. As Barbara was a Political Science
major as a student, this fund supports the Honors
Program in Political Science, which includes
visiting examiners, special lectures, thesis work,
and other special projects of Political Science
honors majors.
The Isabel Gamble MacCaffrey '46 Library
Endowment was established in 2010 by Wallace
MacCaffrey in memory of his wife. The fund is
used to support the library program.
The Lucy Bunzl Malian '54 Faculty Leave
Endowment was established in 2006 by Lucy
Bunzl Malian to recognize the importance o f her
Swarthmore College experience and classmates.
This endowment will be used by the provost to
support faculty leaves.
The Penelope Mason Endowmentfo r Asian
Studies was created via the estate of Penelope E.
Mason ’57. The fund supports courses taught in
the departments o f art, modem languages,
economics, history, music and dance, political
science, religion, and sociology/anthropology.
The Chica M aynard '48 Cherry Border Fund was
established in 2009 by the Class o f ’48, friends
and family in memory o f Carolien “Chica” Powers
Maynard ’48 to honor her ties and over a century
of family ties to Swarthmore College. This fund
supports maintenance, upkeep, and enhancements
to the Cherry Border of the Scott Arboretum
which was started in April 1931 with a gift from
Mrs. Allen K. White, Class of 1894, in recognition
of her daughter, Carolien White Powers ’22 and
the “whisper bench” which serves as a memorial
to Carolien Powers ’22. Uses for the income of
this fund will be determined by the Scott
Arboretum.
The Thomas B. McCabe Memorial Fund was
established with gifts from alumni and the
McCabe Family to support an annual lectureship
that brings to campus each fall individuals with
distinguished careers in fields such as public
service, business, government, education, or
medicine.
The James H. M iller '58 Partners in M inistry
Endowment was created in recognition of the
importance o f a distinctive ecumenical program of
spiritual nurture serving the entire Swarthmore
College community. Income from the Miller
endowment is distributed to Partners in Ministry to
help provide for the compensation o f the religious
adviser and supporting staff of the Swarthmore
Protestant community.
The M argaret 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

2 Educational Resources
Friends Historical Library and/or the Peace
Collection at Swarthmore College.
The Paul Moses and Barbara Lubash Computer
Science Fund was created to provide support for
computer science students traveling to seminars
and related events.
The Helen F. North Fund in Classics, established
in 1996 by Susan Willis Ruff ’60 and Charles F.C.
Ruff ’60 to honor the distinguished career of
Helen F. North and her enduring impact on
generations o f Swarthmore students, is awarded to
support the program o f the Classics Department.
At the discretion o f the department, it shall be used
to fund annually the Helen F. North Distinguished
Lectureship in Classics and, as income permits, for
a conference or symposium with visiting scholars;
summer study of Greek or Latin or research in
classics-related areas by students majoring in the
field; or study in Greece or Italy in classics by a
graduate o f the department.
The Project Pericles Fund o f Swarthmore College
was created in 2005 to support ambitious, social
change-oriented projects o f groups of Swarthmore
students. Eugene M. Lang ’38 and the Board of
Managers of the College contributed to the
endowment, which is administered by the Lang
Center for Civic and Social Responsibility.
The Theodore and Elizabeth Pierson Friend Fund
fo r Islamic Studies was created in 2005 and is used
to support the Islamic Studies Program at
Swarthmore College.
The Promise Fund, established anonymously by an
alumnus on the occasion o f his graduation, is
administered by The Cooper Foundation
Committee. Income from the Promise Fund brings
guest speakers, artists, and performers in music,
film, dance, and theater who show promise of
distinguished achievement.
The Mary Herndon Ravdin '50 Endowmentfo r
Partners in M inistry was established in memory of
Mary Herndon Ravdin in 2008 by her husband,
William D. Ravdin ’50. This fund supports the
Partners in Ministry program at Swarthmore
College.
The Lucinda M. Lewis ’70 and Sarah Reynolds ’09
Mathematics Endowment was established in 2012
by Robert J. Reynolds. This fund supports visiting
scholars to the department of mathematics and
student participation in conferences. Recipient(s)
will be chosen by the chair of the department of
mathematics.
The Edgar and Herta Rosenblatt Fund was created
in 1967 and supports the work of the faculty at
Swarthmore College.
The Ruach Endowment was created in 2000 to
support Hillel activities on campus.
The Richard L. Rubin Scholar M entoring Fund
was established by Richard Rubin, a professor of
political science and public policy at the College,

p .n
in 2003. This fund supports the mentoring
program, which the Dean’s Office administers.
The Bernie Saffron Lecture Endowment was
established in 2007 by students, colleagues, and
friends as a tribute to this beloved and esteemed
member of the College faculty. This fund is
administered by the Economics Department and
supports expenses associated with bringing
exceptional speakers to campus.
The Sager Fund o f Swarthmore College was
established in 1988 by alumnus Richard Sager ’73,
a leader in San Diego’s gay community. To
combat homophobia and related 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
administered by a committee of women and men
from the student body, alumni, staff, faculty, and
administration. In 2004, Richard Sager created an
“internship” to provide funding for students in
internships with nonprofit organizations whose
primary missions address
gay/lesbian/bisexual/transgender issues. The Lang
Center for Civic and Social Responsibility
administers the internship.
The Scheuer-Pierson Fund, established in 1978 by
Walter and Marge Scheuer ’48, supports the
Economics Department.
The Schmelz Family Endowment was established
in 2012 by John and Diane Schmelz. This fund
supports the athletics program at Swarthmore
College and activities and expenses associated
with the women’s basketball program, including
training trips, winter break trips, and other
program enhancing projects.
The Science Center Endowment Fund was
established in 2003 with a gift from Peter
Weinberger of the Class of 1964. Income from this
endowment will be used to support the operations
and maintenance of the Science Center.
The Science Center Support Endowment was
established by numerous donors to support the
operation of the renovated Science Center and
related academic programs.
H arold E. and Ruth Caldwell Snyder Premedical
Endowment Fund was established in 1988 by
Harold Cincy Snyder ’29 in appreciation for the
education he and his beloved wife, Ruth Caldwell
Snyder ’31, received at Swarthmore College. The
fund was fUlly endowed through a bequest in 1992
and supports a visiting lecturer in the medical
profession with a preference for practitioners who
treat each patient as a whole person.
The Gil and Mary Roelofs Stott Concert Fund was
established in 1997 on the 25 th anniversary of the
Lang Music Building. The fund was created as an
expression of deep affection for the Stotts by
Eugene M. Lang, Class of 1938, to recognize their
special artistic talents and all that they have meant

2 Educational Resources

p. 12

to the Swarthmore community. Each year, a new
musical composition will be commissioned by the
College to be performed at an annual Gil and Mary
Roelofs Stott Concert at which the Gil and Mary
Roelofs Stott Resident Student Artist will perform.
The Mary and Gilmore Stott Honors Philosophy
Seminar Endowment was created in 1998 by
William G. Stott ’75 and by Christopher
Niemczewski ’74. The fund supports a seminar
offered by the Philosophy Department. It was
established in honor of the parents o f William G.
Stott ’75.
The Swarthmore Chapter o f Sigma X i Lecture
Series brings eminent scientists to the campus
under its auspices throughout the year. Local
members present colloquia on their own research.
The Thatcher Fund provides individualized
assistance to students with disabilities. The
purpose of the fund is to enable such students to
take fall advantage of the academic and
extracurricular life o f the College and to make
Swarthmore a desirable choice for prospective
students with disabilities. The fund was
established in 1997.
The Phoebe Anna Thome Memorial Endowment
was created by a Thome family member in 1911.
The endowment supports the faculty of
Swarthmore College.
The Pat Trinder Endowment was established by
alumni and friends of Patricia E. Trinder, a
member o f the career planning and placement
office staff, to honor her many years o f dedication
and support to students. The endowment supports
programs to advance career planning and
placement at Swarthmore College. It specifically
supports alumni participation in the recruiting,
placement, and mentoring efforts for students.
The P. Linwood Urban Jr. Partners in M inistry
Endowment was created in recognition of the
importance o f a distinctive ecumenical program of
spiritual nurture serving the entire Swarthmore
College community. Income from the Urban
endowment is distributed to Partners in Ministry to
help provide for the compensation of the religious
adviser and supporting staff of the Swarthmore
Protestant community.
The Benjamin West Lecture, made possible by
gifts from members o f the Class o f 1905 and other
friends of the College, is given annually on some
phase of art. It is the outgrowth of the Benjamin
West Society, which built up a collection of
paintings, drawings, and prints, which are
exhibited, as space permits, in the buildings on
campus. The lecture was named for the American
artist who was bom in a house that stands on the
campus and became president of the Royal
Academy.
The Dan and Sidney West House Endowment was
established in 2006 by Giles and Barbara Kemp to
honor Vice President Dan C. West and his wife,
Sidney Childs West. The income from this

endowment will be used to support the
maintenance, upkeep, and program expenses o f the
campus residence and the gardens of the vice
president for development, alumni, and public
relations, which also serves as guest quarters and
an entertainment venue for campus visitors.
The Wister Memorial Endowment was established
in 2000 by John C. and Gertrude Wister to support
the Scott Arboretum.
Kenneth R. Wynn 7 4 Fund fo r Interdisciplinary
Programs was created in 1998 to support
interdisciplinary, language-based programs that
embrace a more global view of language learning
than traditional sources.
The N eil ’80 and Beth Yelsey Endowment was
established in 2004 to further the objectives and
purposes of Swarthmore College. The income is
unrestricted.
The Young Family Endowment was established in
2003 by James and Jacqueline Young, parents of
Scott Young ’06. The fond supports the
Swarthmore College radio station, WSRN.

3 Admissions
Inquiries concerning admission and applications
should be addressed to the Vice President and
Dean o f Admissions, Swarthmore College, 500
College Avenue, Swarthmore PA 19081-1390 or
admissions@swarthmore.edu. Office telephone:
610-328-8300 or 800-667-3110.

3.1 General Statement
In the selection o f students, the College seeks
those qualities of character, social responsibility,
and intellectual capacity that it is primarily
concerned to develop. It seeks them not in
isolation but as essential elements o f the whole
personality o f candidates for admission.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise o f distinction in the
quality of their personal lives, in service to the
community, or in leadership in their chosen fields.
Swarthmore College must choose its students on
the basis of their academic achievement and
commitment to intellectual inquiry as well as their
individual future worth to society and o f 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 o f the Society of Friends.
Admission to the first-year class is normally based
on the satisfactory completion of a 4-year
secondary school program. Under some
circumstances, students who have virtually
completed the normal 4-year program in 3 years
will be considered for admission, provided they
meet the competition of other candidates in
general maturity as well as readiness for a rigorous
academic program. Home-schooled students
should make every effort to complete the
application with information that is appropriate to
their experience. It is useful to note that
Swarthmore is looking for the same information
about a candidate as is required from a student
with more traditional secondary schooling.
Students who have already completed a college
degree, or higher, are not eligible for admission to
Swarthmore College.
All applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school principal,
headmaster, or guidance counselor, and from two
academic teachers.
3. Standardized testing results for any one of the
three following testing scenarios: The SAT and
any two SAT Subject Tests, the ACT with writing;
the SAT and the ACT (with or without writing).

p. 13
4. Applicants considering a major in engineering
are strongly encouraged to take the SAT Math
level 2 subject test.
5. A brief statement about why the student is
applying to Swarthmore, a brief essay on a
meaningful activity or interest, and a longer essay
(subject specified).
6. Cocurricular and extracurricular activities.
Applicants must have satisfactory standing in
school and standardized tests as well as strong
intellectual interests. The College is also interested
in strength of character, promise o f growth,
initiative, seriousness o f purpose, distinction in
personal and extracurricular interests, and a sense
of social responsibility. The College values the
diversity that varied interests and backgrounds can
bring to the community.

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

3.3 Application Process
Application to the College may be submitted
through either the Regular Decision or one of the
Early Decision plans. Applicants follow the same
procedures, submit the same supporting materials,
and are evaluated by the same criteria under each
plan.
The Regular Decision plan is designed for those
candidates who wish to keep open several different
options for their undergraduate education
throughout the admissions process. Applications
under this plan will be accepted at any time up to
the Jan. 1 deadline, but the application should be
submitted as early as possible to create a file for
the candidate to which supporting material will be
added up to the deadline.

3 Admissions
The Early Decision plans are designed for
candidates who have thoroughly and thoughtfully
investigated Swarthmore and other colleges and
found Swarthmore to be an unequivocal first
choice. On applying to Swarthmore College, Early
Decision candidates may not file an early decision
application at other colleges, but they may file
early action/regular applications at other colleges
with the understanding that these applications will
be withdrawn upon admission to Swarthmore.
Any Early Decision candidate not admitted will
receive one of two determinations: a deferral of
decision, which secures reconsideration for the
candidate among the Regular Decision candidates,
or a denial o f admission, which withdraws the
application from further consideration. If one of
these determinations is made, the applicant is free
to apply to other institutions.
Application under any plan must be accompanied
by a nonrefundable application fee o f $60 or fee
waiver (which must be approved by the secondary
school counselor). Timetables for the plans are the
following:
Fall Early Decision
Application deadline Nov. 15
Notification of candidate by Dec. 15
Winter Early Decision
Application deadline Jan. 1
Notification of candidate by Feb. 15
Regular Decision
Application deadline Jan. 1
Notification of candidate by April 1
Candidate reply date May 1
Under certain circumstances, admitted students
may apply in writing to defer their admission for
one year. These requests must be received by May
1 and approved in writing by the dean of
admissions, and students must confirm their plans
for the year by June 1. The dean of admissions
may choose to review other requests on a case-bycase basis. Students granted deferment may neither
apply to nor enroll at another degree-granting
college/university program.
Swarthmore College places strong emphasis on
academic achievement and personal character. An
offer of admission to Swarthmore College is
dependent on a student maintaining his or her
standard of academic achievement before enrolling
at the College. An offer of admission is also
dependent on a student’s continued demonstration
of character and high standards for personal
conduct Lapses in either category may be grounds
for rescinding an offer of admission.
For U.S. citizens and permanent residents applying
as first-year or transfer students, admission to
Swarthmore is determined without regard to
financial need. See information concerning
financial aid.

p. 14

3.4 Interview
An admissions interview with a representative of
the College is a recommended part of the first-year
application process. Prospective first-year
applicants 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 application to
the College. Those who can reach Swarthmore
with no more than a half-day’s trip are urged to
make an appointment to visit the College for this
purpose. Other students may contact the
Admissions Office in the 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. Applicants for transfer may
interview with an alumni representative. Transfer
interviews are completely optional and may be
requested in the winter and must be completed by
the transfer deadline o f April 1.
Arrangements for on-campus or alumni interviews
can be made by writing to the Admissions Office
or by calling 610-328-8300 or 800-667-3110.
Requests for interviews may also be made through
the admissions website.

3.5 Advanced Placement
Enrolled first-year students with special
credentials may be eligible during the first
semester for advanced placement (placement into
courses with prerequisites) and/or credit toward
graduation from Swarthmore (32 credits are
required), however, credit is normally only
available for high-scoring work in certain
Advanced Placement (AP) examinations of the
College Entrance Examination Board, certain
higher-level examinations o f the International
Baccalaureate, or certain other foreign
certifications (such as British A-Levels or the
German Abitur). Sometimes placement or possibly
credit might be awarded for courses taken at
another college. Every effort is made to place
students at the appropriate level, but no
department is required to give placement or credit
for special credentials. All placement or credit
decisions are made on a subject-by-subject basis
by the individual Swarthmore departments. Credit
for examination credentials is available only for
examinations taken before matriculation at
Swarthmore. Credit is denied or revoked if a
student chooses to take a course at Swarthmore
that the Swarthmore department says essentially
repeats the work covered by the credit.
Departmental AP-credit policies are posted on the
registrar’s website under “Policies.”
Departments may set additional requirements. For
instance, students may be required to take a
placement examination at Swarthmore to validate
their previous work.

3 Admissions
Swarthmore normally does not grant degree credit
for college work done prior to starting school at
Swarthmore (including the summer before
Swarthmore) but advanced placement into courses
with prerequisites may be possible. Students who
wish to have courses taken at another college
considered for either advanced placement or credit
must be prepared to provide as needed an official
transcript from the institution attended as well as
written work (papers, examinations); syllabi; and
reading lists for die coursework to be evaluated by
the department concerned. Transcripts are
evaluated by the registrar; grades must be straight
C or better for credit, but departments make the
placement or credit decisions. Any such requests
for placement or credit must be made within the
first year at Swarthmore.
In some cases, students may qualify for advanced
standing and may become juniors in their second
year. To qualify for advanced standing, a student
must do satisfactory work in the first semester,
obtain 14 credits by the end of the first year, intend
to complete the degree requirements in 3 years,
and signify this intention when she or he applies
for a major during the spring of the first year.

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

p. 15
5. The College does not accept transfer
applications from foreign nationals who require
financial aid.

3.7 Applications for Transfer
The College welcomes well-qualified transfer
applicants. Applicants for transfer must have had
an outstanding academic record in the institution
attended and must present transcripts for both
college and secondary school work, including an
official statement indicating that the student is
leaving the institution attended in good standing.
Students who have completed the equivalent of
two or more semesters o f university-level work
must apply for transfer admission. Admission
status for students who have completed less than
the equivalent of two semesters o f university-level
work will be decided on a case-by-case basis.
Results o f the SAT and ACT are optional for
transfer applicants.
Four semesters o f study at Swarthmore College
constitute the minimum requirement for a degree,
two o f which must be those o f the senior year.
Applications for transfer must be filed by April 1
of die year in which entrance is desired.
Swarthmore does not have a midyear transfer
application process. Need-based financial
assistance is available for transfer students who are
U.S. citizens or permanent residents. Transfer
applications are not accepted from international
students who require financial aid.
Transfer applicants are notified o f decisions by
mid to late May. Students who have already
completed a bachelor’s degree, or higher, are not
eligible for transfer admission to Swarthmore
College.

4 Expenses
4.1 Student Charges
Total charges for the 2014-2015 academic year
(two semesters) are as follows:
$45,700
Tuition
$6,950
Room
$6,600
Board
$360
Student activities fee
$59,610
These are the annual charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items. In
addition, the College will bill for unpaid library
fines, Worth Health Center fees, and other fees
and fines not collected at the source.
Students engaged in independent projects away
from the College for which regular academic
credit is anticipated are expected to register in
advance in the usual way and pay normal
tuition. If the student is away from the College
for a 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
preceding charges may be made on a pro rata
basis.
Students who have not satisfied their financial
obligations will not be permitted to return to
campus, attend any classes, live in campus
housing, have a meal plan, register via add/drop
(or any other method) for any classes, enroll for
the following semester, participate in the room
lottery, obtain a transcript, or be permitted to be
graduated. Late fees o f 1.5 percent per month
will accrue on all past-due balances.
The regular College tuition covers the normal
program of four courses per term as well as
variations of as many as five courses or as few

4.3

p. 16
as three courses. Students who elect to carry
more than five courses incur a unit charge for
the additional course ($5,712) or half-course
($2,856), although they may within the regular
tuition vary their programs to average as many
as five courses in the two semesters o f any
academic year. College policy does not permit
programs of fewer than three courses for degree
candidates in their first eight semesters of
enrollment. After the first eight semesters of
enrollment, students are eligible to pay the unit
charge for each course.
4.1.1 Study Abroad
Students who wish to receive Swarthmore
credit for study abroad must, for the semester or
year abroad, pay the full Swarthmore charges
(excluding the student activities fee). Financial
aid is normally applicable to study abroad, with
the approval of the Off-Campus Study Office.
Students contemplating study abroad should
begin working with the Off-Campus Study
Office well in advance for academic and
administrative planning.

4.2 Payment Policy
Semester bills are sent in July and December.
Payment for the first semester is due by July 28,
2014 and for the second semester by January 5,
2015. A 1.5 percent late fee will be assessed
monthly on payments received after the due
date. Many parents have indicated a preference
to pay College charges on a monthly basis
rather than in two installments. For this reason,
Swarthmore offers a monthly payment plan,
which provides for payment in installments
without interest charges. Information on the
plan is mailed to all parents in April.

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:
Tuition and Fees Reduced
Board Reduced
Room Reduced
For Students Who Withdraw
To $0
To $0
To $500
Before start of classes
To $100
To $500
During first 2 weeks of classes To $200
By 90 percent
By 90 percent
To $500
During week 3
By 80 percent
By 80 percent
To $500
During week 4
By 70 percent
By 70 percent
To $500
During week 5
By 60 percent
By 60 percent
To $500
During week 6
By 50 percent
By 50 percent
To $500
During week 7
By 40 percent
By 40 percent
To $500
During week 8
No further reduction on tuition, fees, board, or rooms
During week 9 and beyond

4 Expenses
4.3.1 Withdrawal From Study Abroad
If a student elects to withdraw from an OffCampus Study abroad program, or is required
by the College to withdraw from the program,
either before the program begins, or after the
program is underway, the student also assumes
financial responsibility for the expenses that
the College has either paid out or obligated on
behalf of the student. Unrecoverable expenses
may include, but are not limited to the
payment of tuition, room and board, and travel
allowances. The student must repay any
unrecoverable expenses and any travel and/or
meal and/or lodgings allowance that have been
advanced, before he or she will be permitted to
re-enroll at the College, receive an official
transcript, or be graduated from the College.
Financial aid will not be available for this
purpose of covering these costs. Once the
obligated and unrecoverable amounts have
been met by the student, College charges will
be reduced in a manner consistent with the
charge reduction/withdrawal policy for tuition,
room, and board set forth in section 4.3.

4.4 Housing Fines
Any time a student selects a room in the
lottery that they do not use, the minimum fine
is SI00. Other fines follow:
4.4.1 Fall Semester
If a student selects a room in the lottery and
1. Chooses to live off campus and is still
enrolled, they will be assessed:
a. A $500 penalty unless everyone in the
space notifies the Residential Life Office by
June 1 that they will not be occupying the
room. If everyone does notify the office, the
fine will be $100 each.
b. A $500 penalty for each person moving
off campus when notice is given between June
1 and the 8th week o f classes.
c. No room refund when notice is given
after the 8th week.
2. Takes a leave o f absence and notifies the
Dean’s Office, they will be assessed:
a. A $100 penalty if notice is given by
Aug. 1.
b. A $500 penalty if notice is given
between Aug. 1 and the 8th week of classes.
c. No room refund after the 8th week.
4.4.2 Spring Semester
If a student selects a room in the December
lottery or already has a room from fall
semester and
1. Chooses to live off campus and is still
enrolled, they will be assessed:

P- 1?
a. A $250 penalty unless everyone in the unit
leaves this space and notifies the Residential Life
Office by Dec. 1.
b. A $500 penalty each if notice is given between
Dec. 1 and the 8th week of classes.
c. No room refund if notice is received after the 8th
week.
2. Takes a leave o f absence and notifies the Dean’s
Office, they will be assessed:
a. No penalty if notice is given by Dec. 1.
b. A $100 penalty if notice is given between Dec. 1
and Jan. 5.
c. A $500 penalty if notice is given between Jan. 5
and the 8th week of classes.
d. No room refund after the 8th week.

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

5 Financial Aid
To make a Swarthmore education available to
qualified students, the College designated in
excess o f $31 million for Swarthmore scholarships
for the coming year. About 52% o f our student
body receives scholarship assistance through
Swarthmore on the basis of their families’
financial situations. To meet the needs of our
students, the average aid award for 2013-2014
was $39,982. A total of 70 percent of our students
will share more than $40 million in scholarships,
loans, and campus job opportunities during the
2014-2015 academic year.
Although admission and financial aid decisions are
made separately, they are made at the same time.
A prospective student should apply for
Swarthmore aid and outside assistance when
applying for admission to Swarthmore.
Instructions for completing a financial aid
application can be found at
www.swarthmore.edu/financialaid. Financial
assistance will be offered if a family does not have
the capacity to meet college costs without our
help. The amount a family is expected to
contribute is determined by weighing the family’s
income and assets against such demands as taxes,
living expenses, medical expenses, siblings’
undergraduate tuition expenses, and so forth.
Family contributions also include a $2,000 to
$2,500 summer earnings contribution from
students, as well as a portion of the student’s
assets.
For 2014-2015, the College charges, which
include tuition, room, board, and a student activity
fee, will be $59,610. This activity fee covers
admission to all social, cultural, and athletic events
on campus. The total budget figure against which
aid is computed is $62,050. This allows for an
estimated $1,230 for books and supplies and
$1,210 for personal expenses. A transportation
allowance is added to the budget for those who
live in the United States but more than 100 miles
from the College. It is this larger total that we use
when determining a student’s need for our help.
Although our financial aid awards are loan-free,
students and parents remain welcome to borrow to
help pay the family’s share o f Swarthmore
expenses (see section 5.2).
In keeping with our policy of basing financial aid
on demonstrated need, the College reviews each
student’s family financial situation annually.
Students who would like to be considered for our
support for the next year must submit a new
financial aid application each spring. A student’s
aid is not withdrawn unless financial need is no
longer demonstrated. Assistance is available only
during a normal-length undergraduate program
(eight semesters) and only if a student enrolls full­
time each semester, earns four credits each
semester, and makes satisfactory academic
progress. These factors also apply in our
consideration of a sibling’s undergraduate
educational expenses. Students who choose to live

p. 18
off campus will not receive Swarthmore
Scholarship or Supplemental Educational
Opportunity Grants in excess of their college bills.
However, the cost of living off campus will be
recognized in the calculation of a student’s
financial need, and other outside sources of aid
may be used to help meet off-campus living
expenses once the college bill is satisfied.
Although eligibility for federal aid funds is limited
to those who are able to complete and to submit
the Statement o f Registration Compliance,
additional funds have been made available for
those who are unable to accept need-based federal
aid because they have not registered with the U.S.
Selective Service.
U.S. citizens and permanent residents who have
not previously received financial aid may become
eligible and may apply to receive aid if their
financial situations have changed. A student who
marries may continue to apply for aid, though
parents are still expected to contribute to the
student’s education.
Financial support for foreign national students is
limited and must be requested during the
admission application process. New aid
applications from foreign nationals cannot be
considered after admission.
Answers to most financial aid questions are
available at www.swarthmore.edu/financialaid.

5.1 Scholarships
For the academic year 2014—2015, the College
will award more than $31 million in Swarthmore
Scholarship funds. About one-half of that sum will
be provided through the generosity of alumni and
friends by special gifts and the scholarships listed
in section 5.4. Students do not apply for a specific
College scholarship. Rather, the College decides
who is to receive restricted endowed scholarships
or support from general scholarship funds.
Although the qualifying criteria for awarding most
endowed scholarships remain general, some
donors have established explicit guidelines that
closely mirror the interests o f the individual for
whom the scholarship is named. Financial need,
however, is a requirement for all College
scholarships except the regional McCabe
Scholarship. Federal Pell Grants and federal
Supplemental Educational Opportunity Grants are
also available to eligible students.

5.2 Loan Funds
Although our aid awards are loan-free, students
may choose to borrow instead of working or to
help ease the family’s burden. First-year students
may borrow up to $5,500; sophomores may
borrow $6,500, and juniors and seniors may
borrow up to $7,500.
The federal Direct Stafford Loan is a long-term,
low-interest educational loan. Eligibility for a

5 Financial Aid
federal Direct Stafford Loan is determined by the
College, using federal guidelines. Family income,
family size, asset strength, and number of children
in college, etc., form the basis for the
determination of your federal eligibility.
Parents who wish to borrow might consider the
federal Direct PLUS Loan. Up to $59,610 per year
and repayment may be made over a 10-year
period.
For more information about these loan programs
or other financing options, go to our website at
www.swarthmore.edu/finaiicialaid.

5.3 Student Employment
Student employment on the Swarthmore campus is
coordinated by the Student Employment Office,
which is under student direction. Campus jobs are
available in such areas as our libraries,
Information Technology Services, the student-run
coffeehouse, most academic and administrative
offices, and many other places on campus. Our
students manage, give tours, tutor, write,
coordinate, and provide support throughout the
campus. Students apply for campus positions when
they arrive in the fall. On-campus hourly rates of
pay run from $8.95 to $9.60. Students receiving
financial aid are usually offered the opportunity to
earn up to $1,920 during the academic year, and
are given hiring priority, but there are many jobs
available for non-aided students who wish to work
on campus. Students are encouraged to keep a
moderate work schedule—no more than about 7 or
8 hours weekly—so that academic performance is
not compromised. About 1,200 of our 1,550
students choose to work.
The Student Employment Office also publicizes
local off-campus and temporary employment
opportunities in the student DASH on-line.
For those who wish to work off campus and who
qualify for the federal Work-Study Program, offcampus positions in public or private nonprofit
agencies may be arranged through our Financial
Aid Office—if funding is sufficient.

5.4 Scholarship Funds
All students who demonstrate financial need are
offered scholarship aid, some o f which is drawn
from the following named funds. However,
students should not worry if they do not fit the
specific restrictions listed because their
scholarships will instead be drawn from other .
sources not listed here. By completing the aid
application process, a student will be considered
for the following funds. No separate application is
needed.
(Financial need is a requirementfo r all
scholarships except the McCabe Scholarships. No
separate application is needed.)
The Catherine G. ’72 and Ernest B. ’72 Abbott
Scholarship, established in 1999 by Catherine and

p. 19
Ernest Abbott, is awarded to a first-year student
who shows great promise. This renewable
scholarship is for a man or woman who
demonstrates financial need and academic
excellence.
The Karim Abdel-M otaal '90 Egypt Scholarship
was established in 2012. The scholarship shall be
awarded to students on the basis of academic merit
and financial need and is renewable. Preference
will be given first to students from Egypt,
secondarily to Arab or Arab American students
and thence to international students or students
from the United States. For each of the preceding
preferences, additional preference will be given to
women candidates.
The Frank and Alice Adelberg Scholarship was
established by Stephen M. Hamik ’75 in 2010 in
his capacity as executor o f their charitable estate.
The Adelbergs were Holocaust survivors who
believed deeply in Jewish causes which promoted
peaceful international discourse and who dedicated
their benefactions to such endeavors. The
scholarship is awarded to students on the basis of
academic merit and financial need and is
renewable. Preference will be given to students
who have an interest in human rights, conflict
resolution, and the promotion of peace and
understanding.
The Lisa P. Albert ’81 Scholarship, established in
1983 by Lisa Albert and her mother, Stella
Saltonstall, is awarded to a young man or woman
on the basis of scholarship and financial need, with
preference given to a student with a demonstrated
interest in the humanities.
The George I. Alden Scholarship, established in
1989 as a memorial by the Alden Trust with
matching funds from several individual donors, is
awarded on the basis o f academic merit and
financial need with preference given to a student
from New England studying in the sciences or
engineering.
The Vivian B. Allen Foundation, established in
1969, provides scholarship aid to enable foreign
students to attend Swarthmore College as part of
the foundation’s interest in the international
exchange of students.
The Susan W. Almy ’68 Scholarship was
established by this alumna in 2003. The fund
supports financial aid for needy students at
Swarthmore College, with preference given to
students interested in international careers,
especially in developing nations.
The Alumni Council Scholarship, established in
2000 by the Alumni Council of Swarthmore
College, is awarded based on academic merit and
financial need and is renewable.
The Alumni Scholarship is awarded to students on
the basis of financial need. Established in 1991, it
is funded through alumni gifts and bequests to
encourage donors who cannot fund a fully
endowed named scholarship.

5 Financial Aid
The John R. '53 and Joyce B. '55 Ambruster
Scholarship was created in 2001. The scholarship
is awarded on the basis of academic merit and
financial need.
The Anadarko Endowed Scholarship was
established by Mike Nelson ’81 and Michelle
Murray in 2012. This renewable scholarship is
awarded on the basis of academic merit and
financial need, with preference given to students
who come from the states o f Oklahoma, New
Mexico, Nebraska, Kansas or Arkansas.
The Janice R. Anderson '42 Scholarship,
established in 2006, is awarded on the basis of
academic merit and financial need.
The Smitha Arekapudi '99 Scholarship was
established in 2006 by Drs. Bapu and
Vijayalakshmi Arekapudi. This renewable
scholarship is awarded on the basis of academic
merit and financial need. Preference is given to a
premed student, with a background in the
humanities and social sciences, who plans to
become a doctor and care for patients. Preference
is also given to students who show commitment to
socially responsible citizenship, with demonstrated
qualities of exceptional character, intellectual
curiosity, and leadership.
The Evenor Armington Scholarship, created in
1980 in recognition of the long-standing and
affectionate connection between the Armington
family and Swarthmore College, is given each
year to a worthy student with financial need.
The Paul '62 and Catherine '60 Armington
Endowed Scholarship was established in 2005.
The scholarship is awarded on the basis of
academic merit and financial need and is
renewable. Preference will be given to students
who have plans to or are currently studying in
Africa.
The Barclay G. Atkinson Scholarship and Rebecca
M. Atkinson Scholarship were established in 1892
by Rebecca M. Atkinson and are now part of the
general scholarship fund.
The Frank and Marie Aydelotte Scholarship,
established in 1946 by family, friends, and alumni,
is awarded to a new student who shows promise of
distinguished intellectual attainment based on
sound character and personality. The award is
made in honor of Frank Aydelotte, president of the
College from 1921 to 1940 and originator of the
Honors Program at Swarthmore, and Marie
Osgood Aydelotte, his wife.
The D avid Baltimore '60 Scholarship was
established by an anonymous donor in 2000. This
renewable scholarship is awarded with preference
given to a junior or senior majoring in biology or
chemistry.
Thp Norman Barasch Scholarship was established
in 2006 by Richard Barasch ’75 in honor of his
father. This renewable scholarship is awarded on
the basis of academic merit and financial need.

p. 20
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. This
renewable scholarship is awarded on the basis of
academic merit and financial need. Preference is
given to women with an interest in the sciences
and, in particular, in the environment.
The Charles F. Barber Scholarship was
established in 2009 by Charles F. Barber, a
member o f the Board of Managers from 1967 to
1974, in memory o f his wife o f 62 years, Lois
LaCroix Barber. Lois and Charles raised four
children, including Robin Barber ’74. The
scholarship is awarded to students on the basis of
academic merit and financial need and is
renewable.
The W. Herman Barcus '27 Scholarship,
established in his memory in 1982 by his widow,
Kate, and his employer, Sun Oil, is awarded to a
student with financial need.
The Philip H. Barley '66 Memorial Scholarship
was established in 1968 in memory of Philip H.
Barley by his family and friends and the Class of
1966, which he served as president. The
scholarship provides financial assistance for a
junior or senior who has demonstrated outstanding
leadership qualities at Swarthmore.
The Franklin E. Barr Jr. '48 Scholarship was
established in 1984 by Betty Barr to honor her
husband’s memory and is awarded to a first-year
student who has broad academic and
extracurricular interests and shows promise of
developing these abilities for the betterment of
society. This scholarship, based on financial need,
is renewable for three years.
The Robert A. Barr, Jr. ’56 Scholarship was
established by a group of alumni in 2011 in honor
of Robert A. Barr, Jr., who served Swarthmore
College as Dean of Men from 1962-1970, and as
Dean of Admissions from 1977-1994. This
scholarship was created to honor Dean Barr for his
contributions to the lives of Swarthmore students;
as an unfailingly supportive adviser to so many he
admitted to the College, and as a role model who
taught us how to treat and respect one another.
This renewable scholarship will be awarded to a
first year student with strong academic credentials
who also shows promise o f making substantial
contributions to the co-curricular life of the
campus. When appropriate, preference will be
given to sons and daughters o f Swarthmore
alumni.
The Peter B. Bart ’54 Scholarship, established in
2005, is awarded to deserving students.
The Connie L. Baxter Scholarship was established
by Eugene M. Lang ’38 in 2010 in honor of
Connie L. Baxter, in recognition of her
extraordinary dedication as a member of the
Swarthmore College staff. The scholarship shall be
awarded to students on the basis o f academic merit

5 Financial Aid
and financial need and is renewable. Preference
will be given to students who transfer to
Swarthmore from a community college, or to
students with an interest in classics or theater.
The H. Albert Beekhuis Scholarship in engineering
is awarded on the basis of academic merit and
financial 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 was endowed in 1989 through the
generous bequest of Dr. Beekhuis, neighbor,
friend, and successful chemical engineer.
The 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 financial need, with preference given to
students from western Pennsylvania.
The M argaret Fraser Bell ’53 Scholarship, created
in 2000 in her memory by her husband, Monroe
Bell, is awarded each year to a junior on the basis
of academic merit and financial need, with
preference given to a student majoring in Russian.
The Sherry F. Bellamy ’74 Scholarship was
established in 2003 by Sherry Bellamy. This
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Belville Scholarship was established in 1882
by Catharine Reading Belville, Class of 1919.
Honoring Robert Chambers Belville and Margaret
Klein Belville, the scholarship is awarded annually
to an incoming student of particular promise.
The Brand and Frances Blanshard Scholarship,
established in 1987 by a former student to honor
the memory of this philosophy professor and his
wife, is given to a deserving student with high
academic promise.
The A l and Peggi Bloom Endowmentfo r
Advancing Swarthmore's Global Reach was
established in 2005. This endowment supports
international student financial aid and supports
faculty effort in any discipline or across disciplines
that enhances the global reach of the college
curriculum.
The Blough and Locksley Family Scholarship,
established in 2003 by Stephen Blough ’79 and
Sally Locksley ’79, is awarded on the basis o f
academic merit and financial need. The
scholarship is renewable.
The Jeanne Cotten Blum ’40 Scholarship,
established in 2003 by Jeanne Cotten Blum, is
awarded on the basis of academic merit and
financial need. The scholarship is renewable.
The Frank '36 and Benita Blumenthal Scholarship
was established in 2006 by Frank Blumenthal.
This renewable scholarship is awarded on the basis
of academic merit and financial need.
The Curtis Bok Scholarship was established in
1964, the College’s centennial year, in honor of
the late Philadelphia attorney, author, and jurist,
who was a Quaker and honorary alumnus of

P- 21
Swarthmore. The renewable scholarship is
assigned annually to a junior or senior whose
qualities of mind and character indicate a potential
for humanitarian service such as Curtis Bok
himself rendered and would have wished to
develop in young people. Students in any field of
study, and from any part o f this country or from
abroad, are eligible.
The W inifred Cammack Bond ’43 Scholarship was
established by Winifred Cammack Bond and her
husband, George Cline Bond ’42, to be awarded to
a first-year student who is the first member of his
or her family to attend college, with a high school
record showing strong academic, athletic, and
leadership abilities.
The Book and Key Scholarship was established in
1965 by members of Book and Key, a men’s
secret honorary society, when the society was
dissolved. The scholarship is awarded to a member
o f the senior class.
The Anne C. Booth ’32 Endowed Scholarship was
established in 2006 by this alumna who wanted
students to be able to share the special educational
experience she enjoyed, regardless o f financial
need. Although Anne died in 2006, her memory
lives on through this scholarship.
The Frank R. Borchert Jr. ’58 and Thomas K.
GlennanJr. ’57 Scholarship was established in
2002 by T. Keith ’82 and Kathryn P. ’82 Glennan
in honor and memory of their uncle and father
who, from their days as fraternity brothers at
Swarthmore, became lifelong friends and brothersin-law. They shared a common commitment to
educational excellence, and each devoted his
professional life to this cause. The renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Edward S. Bower ’42 M emorial Scholarship,
established in 1958 by Mr. and Mrs. Ward T.
Bower in memory of their son, is awarded
annually to a student who ranks high in
scholarship, character, and personality.
The George ’38 and Josephine Clarke ’41 Braden
Scholarship was established in 1999 by their
children in honor of George and in memory of
Josephine. The renewable scholarship is awarded
to a student with demonstrated need for financial
assistance, with preference for a child of
immigrant parents or guardians.
The William A. Bradford Jr. ’66 Scholarship was
established in 2000 by William Bradford. The
renewable scholarship provides financial
assistance to a student who shows great promise
and is based on academic merit and financial need.
The Carol Paxson Brainerd '26 Scholarship,
established in 2001, is awarded on the basis of
financial need and academic merit.
The Susan Goldman Brandes '76 Memorial
Scholarship was established in 2008 by her
husband, Lee Brandes. The renewable scholarship
is awarded to students on the basis of academic

5 Financial Aid
merit and financial need. Preference is given to
students majoring in chemistry.
The D aniel Walter Brenner ’74 Memorial
Scholarship, established in 1979 by family and
friends in memory of Daniel W. Brenner, is
awarded to a senior majoring in biology who is
distinguished for scholarship and has an interest in
plant ecology, wildlife preservation, or animal
behavior research. The recipient is chosen with the
approval of the biology faculty.
The Leon Willard Briggs ’17 Scholarship,
established in 1979 with a bequest from Ina Carey
Diller in honor of her husband, is awarded to a
worthy student with financial need.
The John S. Brod ’34 Scholarship, established in
1984 with gifts from this chemistry major and his
employer, Procter & Gamble, is awarded to a
deserving student on the basis of academic merit
and financial need.
The John G. Brokaw Scholarship was established
in 2005 by Lawrence Jean Richardson ’78 and
Jacqueline Brokaw Richardson ’80. It is awarded
on the basis of academic merit and financial need.
The Robert C. Brooks Scholarship was established
in 1964 by several o f his former students as a
memorial to Professor Brooks, who taught
political science at Swarthmore from 1912 to
1941. The scholarship is awarded to students on
the basis of academic merit and financial need.
The Edna Pownall Buffington, Class o f1898,
Scholarship was established by a bequest from
Albert Buffington, Class o f 1896, during 1964, the
College’s centennial year. This scholarship honors
a graduate and a longtime resident of Swarthmore
and is awarded on the basis of financial need.
The Bushnell Family Scholarship was established
in 2005 by the Bushnell family: father Douglas,
daughter Rebecca Bushnell ’74, and brothers
Michael and David, in honor of wife and mother,
Peggy Meeker ’45. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Malcolm Campbell '44 Unitarian
Scholarship, established by Malcolm Campbell on
the occasion of his 50th reunion, is awarded to a
student who is an active Unitarian Universalist
with financial need and a strong academic record.
The scholarship is renewable.
The Centennial Scholarship, established in 1964
with gifts from many donors to the Centennial
Campaign, is awarded on the basis of financial
need.
The Richard N. Chambers ’48 Scholarship was
established by the bequest of Clyde Chambers,
father of Richard, in 2012 in memory of Richard
N. Chambers ’48. The scholarship shall be
awarded to students on the basis of academic merit
and financial need and is renewable.
The Chang/Hawley ’58 Scholarship, established in
2003, is named for Rosalind Chang Whitehead and

P- 22
John K. Hawley. Their son, Charles Loy Hawley
’85, is also an alumnus. The scholarship is
awarded on the basis of financial need and
academic merit.
The Chi Omega Scholarship, established by the
sorority and the Swarthmore Chapter of Gamma
Alpha, provides an award to a student annually on
the basis o f academic merit and financial need.
The Elinor Jones Clapp ’46 Scholarship was
established in 2003. The renewable scholarship is
awarded on the basis of academic merit and
financial need with preference given to students
who are U.S. citizens residing abroad.
The William ’17 and Eleanor Stabler ’18 Clarke
Scholarships, established in 1985 in their honor by
W. Marshall ’47 and Cornelia Clarke ’46 Schmidt,
are awarded to two worthy first-year students with
financial need. Preference for these renewable
scholarships is accorded to members of the Society
of Friends.
The Class o f 1913 Scholarship, established on the
occasion o f the class’s 50th reunion, is awarded to
a student who has demonstrated financial need.
The Class o f 1914 Scholarship, established in
honor of the class’s 50th reunion, is awarded to a
student who has demonstrated financial need.
The Class o f 1915 Scholarship, established in
1940, is awarded to a student with financial need.
The Class o f 1917 Scholarship is awarded to a
student who has demonstrated financial need.
The Class o f1925 Scholarship, created on the
occasion of the class’s 50th reunion, is awarded on
the basis of academic merit and financial need.
The Class o f1930 Scholarship was endowed on
the occasion of the class’s 60th reunion. The
renewable scholarship is awarded alternately to a
woman or a man on the basis of sound character
and academic achievement, with preference given
to those who exercise leadership in athletics and
community service.
The Class o f1932 Scholarship was established on
the occasion of the class’s 70th reunion. This
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Class o f1938 Harriet and William Carroll
Scholarship was established on the occasion of the
class’s 65th reunion by their classmates and
members o f their family in honor of the Carrolls’
long-standing service to the College. The
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Class o f1939 Scholarship was established at
the 50th reunion o f the class in fond memory of
. Frank Aydelotte, president of the College from
1921 to 1940, and his wife, Marie Aydelotte. The
renewable scholarship is awarded to a worthy
student with financial need.
The Class o f 1941 Scholarship was created in
celebration of the 50th reunion of the class. The

5 Financial Aid
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Class o f1943 Scholarship, established to
honor the 50th reunion of that class, is awarded to
a student in the sophomore class on the basis of
sound character and academic achievement, with
preference given to those participating in athletics
and community service. The scholarship is
renewable through the senior year.
The Class o f1946 Scholarship was established on
the occasion of the class’s 50th reunion in
recognition o f the Swarthmore tradition that so
influenced its members.
The Class o f1949 Scholarship was established in
1999 in celebration o f the class’s 50th reunion.
The renewable scholarship is awarded on the basis
of academic merit and financial need.
The Class o f1950 Scholarship, established on the
occasion o f the class’s 50th reunion, is awarded to
one or more deserving students. It is renewable.
The Class o f1952 Evans H. Burn Memorial
Scholarship, established on the occasion of the
class’s 50th reunion in memory o f the class’s
longtime president, is awarded on the basis of
academic merit and financial need. It is renewable.
The Class o f1954 Scholarship, established on the
occasion of the class’s 50th reunion, is awarded on
the basis of academic merit and financial need. It
is renewable.
The Class o f1956 Scholarship, established on the
occasion of the class’s 25th reunion, is awarded on
the basis of academic merit and financial need.
The Class o f1957 Gilmore Stott Memorial
Scholarship, established on the occasion of the
class’s 50th reunion, is in memory of Dean
Gilmore Stott, who died in 2005. A beloved
College professor and dean for 55 years who
played the viola in the College orchestra, taught
ethics, and counseled thousands of students; he
was widely admired for his intelligence, judicial
manner, modesty, gentleness, and consideration of
others. This renewable scholarship is awarded, on
the basis of academic merit and financial need, to
a student who shares some of Dean Stott’s
wonderful characteristics.
The Class o f1960 Scholarship was created in
honor o f the 50th reunion o f the class. This
renewable scholarship shall be awarded to students
on the basis of academic merit and financial need.
The Class o f1963 Scholarship, awarded on the
basis of academic merit and financial need, is
renewable through the senior year. The scholarship
was created in honor of the class’s 25th reunion.
The Class o f1964 Scholarship, established in
honor of their 50th reunion, is renewable and
awarded to students on the basis of academic merit
and financial need.
The Class o f1969 Scholarship was established at
the 25th reunion o f the class in honor of the
contributions made by Courtney Smith, president

p. 23
of Swarthmore College from 1953 to 1969. The
scholarship was given with bittersweet memories
o f the campus turmoil of the 1960s and with
confidence in the power of open discussion and
reconciliation. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Cochran Memorial Scholarship, established in
1979 in memory of the Cochran family by the
estate of Marie A. Cochran, is awarded annually to
a student who has demonstrated financial need.
The D avid L. '77 and Rhonda R. '76 Cohen
Scholarship, established in 2004, is awarded on
the basis o f academic merit and financial need.
The Sarah A. Cole '34 Scholarship, founded in
1953 by her parents to celebrate her life and
memory, is awarded to deserving students on the
basis of academic merit.
The Charles A. Collins, Class o f 1912,
Scholarship, established in 1974, is awarded every
year to a deserving student in need o f financial
assistance, in accordance with the donor’s will.
Charles Collins, a New Jersey farmer, was active
in local Quaker affairs and served as a trustee of
the Philadelphia Yearly Meeting.
The N. Harvey Collisson '22 Scholarship,
established in 1965 by his family and the Olin
Mathieson Charitable Trust in memory of N.
Harvey Collisson, is awarded to a first-year
student. Selection places emphasis on character,
personality, and ability.
The Gehan Talwdtte '87 and Keara Connolly '87
Endowed Scholarship was established in 2011.
The scholarship shall be awarded to students on
the basis of academic merit and financial need and
is renewable. Preference will be given first to
students from Sri Lanka, secondarily to other
international students, and thence to students from
the United States.
The M arcia Perry Ruddick Cook '27 Scholarship
is awarded to a junior on the basis of merit and
need, with preference given to an English
literature major. The renewable scholarship was
endowed in 1987 by J. Perry Ruddick in memory
of his mother.
The Edward Hanes Cooley '43 Endowed
Scholarship, established in 2005, is awarded on
the basis of academic merit and financial need,
with a preference for a student majoring in
engineering.
The Helen Ridgway Cooley, Class o f1907,
Endowed Scholarship, established in 2005, is
awarded on the basis of academic merit and
financial need, with a preference for a female
student majoring in music.
The Stephanie Cooley '70 Scholarship was
established in loving memory by her parents in
1984 and is awarded on the basis of financial need,
with preference for a student from Greece or a
student with an interest in the study of classics.

5 Financial Aid
The D avid S. Cowden ’42 Scholarship was
established in 1977 by David Cowden, who taught
English literature at Swarthmore from 1949 until
his death in 1983. The scholarship is awarded on
the basis of financial need.
The M ark W. Crandall ’80 International
Scholarship was established in 2004. The
renewable scholarship is awarded on the basis of
academic merit and financial need, with a
preference for international students.
The John ’41 and Barbara Crowley Endowed
Scholarship was established in 2006 by the
Crowleys as a symbol o f their long-standing
affection for and commitment to the College. The
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Crum Meadow Scholarship was created by an
anonymous donor in 2001. The renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Ellsworth F. Curtin '16 Memorial Scholarship
was established in 1982 by Margaretta Cope
Curtin ’18 in memory of her husband, with
preference for engineering majors.
The Marion L. Dannenberg Scholarship,
established in 1978, is awarded to a first-year
student with financial need who ranks high in
personality, character, and scholarship. This
endowment is in memory of Mrs. Dannenberg,
who was the mother, grandmother, and great­
grandmother of seven students who attended
Swarthmore.
The Anna Janney DeArmond ’32 Scholarship was
established by bequest from her estate in 2008.
The renewable scholarship is awarded on the basis
of academic merit and financial need. Preference
is given to a female upper-class student interested
in a teaching career at the high school or college
level, majoring or expressing an interest in
literature in the English language or the history of
countries in which the language of literature is
ordinarily English.
The Edith Thatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded to Swarthmore
College students who are United States citizens
whose legal residence is in Maine, Vermont,
Rhode Island, or Massachusetts and who intend to
major either in engineering or the humanities. The
renewable scholarship, established in 1986 as the
gift of Edith and Russell de Burlo, is awarded on
the basis o f financial need and academic merit.
The Kenneth William Defontes Jr., Class o f1972,
Scholarship was established in 2006 to support a
deserving student who expresses interest in
pursuing a major in engineering or the physical
sciences. This renewable scholarship is awarded
on the basis o f academic merit and financial need
and may be given to a first-year student.
The D elta Gamma Scholarship, created by the
sorority, is awarded to a student who has
demonstrated academic merit and financial need.

p. 24
The William Diebold, Class o f1906, William
D iebold Jr., Class o f1937, and John T. Diebold,
Class o f1949, Endowed Scholarship was
established in 2004 by John T. Diebold in honor of
the Diebold family. The scholarship is awarded on
the basis of academic merit and financial need,
with a preference for students studying and
performing research in Europe.
The Edward L. Dobbins ’39 Memorial Scholarship
was established by Hope J. Dobbins in 1997 in
memory of her husband. The Dobbins scholarship
is awarded to a worthy student who demonstrates a
commitment to the betterment of society through
involvement in community or environmental
activism. Preference for the renewable scholarship
is given to residents of Berkshire County, Mass.
The Patrick A. Dolan Scholarship was established
by Patrick D. Dolan ’83 in 2004. The renewable
scholarship is awarded on the basis of academic
merit and financial need to a first-year student who
shows great promise.
The Francis W. D ’Olier, Class o f1907,
Scholarship, created in 1964 in memory o f Francis
W. D’Olier, is awarded to a first-year student.
Selection for the renewable scholarship focuses on
character, personality, and ability.
The William Dorsey Scholarship was established
in 1906 through the estate of Elizabeth Dorsey, a
member of the Board of Managers from 1868 to
1870, in memory o f her father, who served on the
Board of Managers from 1862 to 1865 and from
1867 to 1874. The scholarship is awarded on the
basis of financial need.
The Agnes B. Doty Memorial Scholarship was
established in 2000 by her daughter, Christine M.
Doty ’70. The renewable scholarship is awarded
each year, with a preference given to students
majoring in Asian studies.
The M arcel Dubien Endowed Scholarship was
established in 2007 by Jacques Joussot-Dubien ’49
to honor his father. This renewable scholarship is
awarded on the basis of academic merit and
financial need. Preference is given to students
from Europe who are not U.S. citizens.
The Faith ’51 and Ross ’50 Eckler Scholarship
was established in 2002 by A. Ross and Faith
Woodward Eckler. The renewable scholarship is
awarded on the basis of academic merit and
financial need, with preference given to a man or
woman with a commitment to community service.
The M arjorie Vandeusen '38 and J. Earle ’36
Edwards Scholarship was established by an
anonymous donor in 2000. The renewable
scholarship is awarded with preference given to a
junior or senior who has demonstrated a
commitment to socially responsible citizenship,
with a special interest in peace and conflict
studies.
The Maurice G. Eldridge ’61 Scholarship was
created by an anonymous donor in recognition of
outstanding administrators at Swarthmore College.

5 Financial Aid
The Eldridge Scholarship was established in 1999
to honor Maurice G. Eldridge, vice president of
college and community relations and executive
assistant to the president. The renewable
scholarship is awarded to a student with merit and
need who has demonstrated a commitment to
socially responsible citizenship, with a preference
for a student from the Washington, D.C., public
school system, especially from either the Banneker
Academic High School, Duke Ellington School of
the Arts, or the Bell Multicultural School.
The George Ellsler, Class o f1890, Scholarship,
created in 1943 by a bequest from Mary Ellsler, is
awarded to a student who has demonstrated
financial need.
The Robert K. Enders Scholarship, established by
his friends and former students to honor Dr.
Robert K. Enders, a member of the College faculty
from 1932 to 1970, is awarded annually to a
worthy student with an interest in the study of
biological problems in a natural environment.
The J. Horace Ervien, Class o f1903, Scholarship,
created in 1979 with gifts from J. Horace Ervien
and his wife, is awarded to students demonstrating
academic merit and financial need.
The European Alumni Scholarship was established
in 2006 by gifts from Antoinette Graefin zu Eltz
’01, Jacques Joussot-Dubien ’49, and other
European alumni. This scholarship is awarded on
the basis o f academic merit and financial need.
Preference is for students from Europe who are not
U.S. citizens.
The Howard S„ Class o f1903, and Gertrude P.
Evans Scholarship provides scholarships for
worthy students with financial need. Howard
Evans majored in engineering at Swarthmore and
was a native o f the village of Swarthmore.
The Philip Evans Scholarship was established in
1986 by Jerome Kohlberg ’46 in memory o f his
longtime friend and classmate, Dr. Phillip Evans
’48. Dr. Evans was a highly admired physician,
faithfully serving patients from all walks of life.
Evans Scholars are expected to develop
themselves as critical thinkers, compassionate
citizens, and engaged participants in local and
world affairs. They are awarded to students who in
their high school years have demonstrated
leadership, integrity, intelligence and a
commitment to the larger community. The
Scholarships are awarded to members o f the first
year class, are renewable annually, and provide
summer opportunity grants that are awarded on the
recommendation o f the dean of students.
The M ichael S. Fedak ’82 Scholarship was
established in 2003. The renewable scholarship is
awarded on the basis of academic merit and
financial need with preference given to students
from New Jersey majoring in economics or
mathematics.
The Samuel and Gretchen Vogel '56 Feldman
Scholarship was established in 1992 by Gretchen

p. 25
Vogel Feldman and her husband, Samuel. The
renewable scholarship, awarded on the basis of
financial need, is given to a student interested in
pursuing a teaching career. Preference is given to
residents o f Martha’s Vineyard.
The Samuel M. and Gretchen Vogel ’56 Feldman
Scholarship II was established in 2000. The
renewable scholarship, awarded on the basis of
financial need, is given to a student interested in
pursuing a teaching career after graduating from
Swarthmore College. Preference is given to
residents o f Martha’s Vineyard.
The M artin Fleisher ’80 and M ark Risk 78
Scholarship, established in 2005, is awarded on
the basis of academic merit and financial need.
The Eleanor Flexner ’30 Scholarship, established
in 1989, is awarded to a deserving student on the
basis of academic merit and financial need, with
preference given to a student majoring in English
literature.
The M argaret Mccain Ford ’43 Scholarship was
established in 2006 in her memory by her husband,
Thomas Ford, and their children. This renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Norma Patz Fox '82 and Clifford Fox
Scholarship was established in 2006 by Clifford
and Norma Patz Fox. This renewable scholarship
is awarded on the basis of academic merit and
financial need.
The Caroline W. Frame Scholarship was
established in 1885 by a bequest from her
grandfather, Samuel Willets. The funds, now part
o f the general scholarship fund, are awarded on the
basis of academic merit and financial need.
The D avid W. Fraser Scholarship. This endowed
scholarship was established in 1991 by the Board
of Managers and friends of David Fraser in honor
o f his service as president of Swarthmore College
from 1982 to 1991. This scholarship is awarded to
one student enrolled in an approved program of
academic study outside the boundaries of the
United States. Preference is given to students
studying in Asian, Middle Eastern, and African
countries.
The Marianne Durand Frey ’57 Scholarship,
established by Marianne Durand Frey in 2002,
reflects the donor’s gratitude for scholarship aid
received during her attendance at Swarthmore.
This renewable scholarship is awarded based on
academic merit and financial need to a woman
who has attended a public high school.
The Theodore and Elizabeth Friend Scholarship
was established in 1981 and was announced during
the closing ceremony for The Program for
Swarthmore as an expression of respect and
appreciation by board members and others who
have been associated with them in the service of
Swarthmore College. The scholarship honors this
former president o f Swarthmore, who served from

5 Financial Aid
1973 to 1982, and his wife. It is awarded each year
on the basis o f financial need to a worthy student.
The Theodore Friend and Elizabeth Pierson
Friend Scholarship was established by him in
2005 and is awarded on the basis of academic
merit and financial need, with a preference for a
student from an Islamic country or a student
engaged in Islamic Studies.
The Toge and M itsu Fujihira Scholarship was
created in 2000 by their son, Donald Fujihira ’69.
The renewable scholarship is awarded to a man or
woman who shows great promise and assumes
both financial need and academic excellence.
Preference is given to students of Asian descent.
The John and Gail Gaustad Scholarship was
established by friends and students of die Gaustads
to honor their many years of service to the
College. In 1984, John Gaustad, the Edward Hicks
Magill Professor of Astronomy, and his wife, Gail,
started the practice of welcoming international
students into their home during periods when the
dorms were closed. Over the years, they were
hosts to about 120 students with many becoming
close and lasting friends. This renewable
scholarship, expressing appreciation for the
Gaustads’ generosity and dedication, is awarded
annually to a promising student who demonstrates
financial need and academic excellence.
The Martha Salzmann Gay ’79 Scholarship was
created in 2000 by Martha S. Gay. The renewable
scholarship assumes both academic excellence and
financial need and is awarded to a first-year
student who shows great promise.
The D avid Gelber '63 and Kyoko Inouye
Scholarship, established in 2004, is awarded on
the basis of academic merit and financial need,
with a first preference for students from New York
or New Jersey majoring in history and a second
preference for humanities majors.
The Jeffrey L. Gertler '74 M emorial Scholarship
was established in 2005 by an anonymous donor.
The renewable scholarship is awarded on the basis
of academic merit and financial need.
The Joseph E. Gillingham Scholarship was
established by a bequest from prominent
Philadelphia merchant Joseph E. Gillingham, who
died in 1907. The scholarship is awarded to a
deserving student on the basis of academic merit
and financial need.
The Allis Dale and John E. '59 Gillmor and
Jordan and Sarah Gillmor '92 Hymowitz
Scholarship was established in 2008 by this family
on the occasion of John’s 50th reunion. The
scholarship is awarded on the basis of academic
merit and financial need to a first-year student who
shows great promise.
The,Joyce M ertz Gilmore '51 Scholarship,
awarded to an entering first-year student, is
renewable. The recipient is chosen on the basis of
mental vigor, concern for human welfare, and the
potential to contribute to the College and the

p. 26
community outside. The award was established in
1976 by Harold Mertz ’26 in memory o f his
daughter, Joyce Mertz Gilmore.
The Barbara Entenberg Gimbel '39 Scholarship
was endowed in 1980 in memory of Barbara
Entenberg Gimbel by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the basis of
need to a worthy student, with preference for a
black candidate.
The Chloe and Raoul Giant Scholarship was
established in 2005 by their family to honor their
zeal for lifelong learning and passion for greater
understanding of the issues facing today’s world.
The scholarship is awarded based on need and
academic achievement, with a preference for a
foreign or American student who demonstrates
intellectual and personal integrity and a strong
commitment to the public good.
The Barbara Nugent Glouchevitch Scholarship
was established in 2004 by Michel Glouchevitch
’77 in memory of his mother, a 1948 Bryn Mawr
graduate. Barbara had close ties to Swailhmore
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 academics, leadership, and extracurricular
activities.
The M arcia and John D. Goldman '71 Scholarship
was created in 1992 and 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 o f the
Settlement Music School. Preference will be given
to a student who has attended the Settlement
Music School and shows an interest and
proficiency in playing the piano.
The Kermit Gordon '38 Scholarship was created
by an anonymous donor in 2000. This renewable
scholarship is awarded on the basis o f need, merit,
and an interest in public policy.
The Cynthia Norris Graae '62 and Stephen L.
Bloom '62 Scholarship recognizes two dedicated
alumni, both members of the Class of 1962. It was
created by an anonymous donor in 2007 in
recognition of Cynthia Norris Graae, an alumna
whose service to the College included serving on
Alumni Council and the Board of Managers, and
expanded in 2011 in recognition o f her late
husband Stephen L. Bloom, an alumnus who was a
gifted clarinetist who was a member of both the
orchestra and the wind ensemble while a student at
Swarthmore. The renewable scholarship is
awarded on the basis of financial need, with
preference given to a student who plays a musical
instrument.

5 Financial Aid
The N eil R. Grabois ’57 Scholarship was created
by an anonymous donor in 2001. The scholarship
is awarded on the basis of academic merit and
financial need, with preference for students from
urban public high schools who wish to study
engineering or science.
The Sarah Maurer Graham ’77 Scholarship was
established in 2003 by Sarah’s husband, Robert B.
Graham, after her passing to honor her curiosity,
achievements, and passion for Swarthmore. The
renewable scholarship is awarded on the basis of
academic merit and financial need with preference
given to students interested in classical studies.
The Edward F. Green ’40 Scholarship, established
in 1999 by a bequest from this alumnus, is
awarded on the basis of academic merit and
financial need.
The Walter W. Green Scholarship and the White
Open Scholarships Mr. and Mrs. Daniel S. White,
Class of 1875, on the occasion o f the class’s 50th
reunion, established three scholarships in the
names of Howard White Jr., Serena B. White, and
Walter W. Green. They are awarded annually on
the basis of financial need and are tenable for four
consecutive years.
The James E. Gregory ’85 Scholarship,
established in 2005, is awarded on the basis of
academic merit and financial need. Preference is
for music majors or students who study or perform
music.
The Mary Lippincott Griscom, Class o f 1901,
Scholarship was established in 1969 by Mary
Griscom and her daughter, Mary Griscom
Colegrove ’42, to provide financial aid on the
basis o f academic merit and financial need. The
scholarship honors Mary L. Griscom, who served
on the Board of Managers from 1916 to 1967.
The Robert G. Grossman ’53 and Ellin Grossman
Endowed Scholarship, created in 2005, is awarded
on the basis of academic merit and financial need,
with a preference for biology or history majors.
The Pauline and Joseph Guss Endowed
Scholarship was established in 2003 by Giles ’72
and Barbara Guss Kemp. The scholarship is
awarded on the basis of financial need and
academic merit, with preference for students from
Nebraska or, as a second consideration, students
from the Midwest.
The Lucinda Buchanan Thomas ’34 and Joseph H.
’37 Hafkenschiel Scholarship was established as a
memorial to Lucinda Thomas in 1989 by her
husband and sons, Joseph III ’68; B.A. Thomas
’69; Mark C. ’72; and John Proctor ’75. Lucinda’s
father, B.A. Thomas, M.D., graduated with the
Class of 1899. This scholarship is awarded to a
junior and is renewable, based on need. Preference
is given to students who have demonstrated
proficiency in water sports or have shown talent in
studio arts and who have been outstanding in
service to the College.

p. 27
The Mason H aire ’37 Scholarship was established
in 1986 by his wife, Vivian, in honor of this
alumnus, a distinguished psychologist and former
member of the Swarthmore College faculty. The
renewable scholarship is awarded to a first-year
student with financial need who is distinguished
for intellectual promise and leadership.
The Nicole Alfandre H albreiner ’82 Scholarship,
established in 2005, is awarded on the basis of
academic merit and financial need.
The M argaret Johnson H all ’41 Scholarship fo r
the Performing Arts was established in 1991 by
Margaret Johnson Hall. The scholarship provides
financial assistance based on academic merit and
financial need, with preference for students
intending to pursue a career in music or dance.
The M erritt W. Hallowell ’61 Scholarships were
established in 2005 by a bequest from Merritt
Hallowell, a loyal and generous alumnus with a
sincere interest in helping students. These
renewable scholarships are awarded on the basis of
academic merit and financial need.
The Helene and Mark ’71 Hankin Scholarship was
established in 2002 by the Hankins in memory of
Mark Hankin’s father, Perch P. Hankin. The
renewable scholarship is awarded on the basis of
academic merit and financial need.
The John W. ’60 and Ann E. Harbeson
Scholarship, established by the Harbesons in 2004,
is awarded on the basis of academic merit and
financial need to a first-year student, renewable
through the senior year. Preference is given to a
deserving international student, reflecting the
donors’ active involvement, careers, and interests.
The Edith Ogden Harrison Memorial Scholarship
was created in 2004 by her daughter, Armason
Harrison ’35. The renewable scholarship is
awarded to a first-year student, with a preference
for children of members of the Religious Society
of Friends or to Native American students.
The H artnett Engineering Scholarship was
established in 2009 by Thomas ’94 and Rachel
Hartnett. The renewable scholarship is awarded on
the basis of academic merit and financial need,
with preference for an engineering student who
shows great promise.
The William Randolph Hearst Scholarship fo r
M inority Students, established in 1988 by the
Hearst Foundation Inc., provides financial
assistance to minority students with financial need.
The Bernard B. and Phyllis N. Helfand
Scholarship was established by their daughter,
Margaret Helfand ’69, in 2003 to honor their
encouragement of nontraditional educational
pathways. The renewable scholarship is awarded
on the basis of academic merit and financial need,
with preference given to students interested in both
art and science and a commitment to improving
their communities through their work.

5 Financial Aid
The J. Philip Herrmann Scholarship was
established in 1983 by Katharine F. Herrmann ’14
and Margaret Herrmann Ball ’24 in honor o f their
father. The renewable scholarship is awarded to a
deserving student on the basis of academic merit
and financial need.
The E. Dyson and Carol Hogeland ’38 Herting
Scholarship was created in 1999 by Eugene M.
Lang ’38. The renewable scholarship is awarded
with preference given to a junior or senior woman
majoring in political science who plans to attend
law school.
The A. Price Heusner '32 Scholarship, established
in 1976 by his wife, Helen, is awarded to a student
on the basis of academic merit and financial need.
The Rachel W. H illbom Scholarship was
established in 1945 by Anne Hillbom Philips,
Class of 1892, in memory of her mother, Rachel
W. Hillbom, who served on the Board of
Managers from 1887 to 1913. The scholarship is
awarded to a junior or senior, with preference for a
student who is a member of the Religious Society
of Friends or who is involved in international
service.
The Stephen B. Hitchner Jr. '67 Scholarship was
established in 1990 by the Board o f Managers in
memory of Stephen B. Hitchner Jr. with gratitude
for his strong leadership of the Student Life
Committee and his previous service to the College.
Recipients o f this need-based, renewable
scholarship are selected from the junior class for
their interest in a career in the public or nonprofit
sectors.
The Betty Stem Hoffenberg ’43 Scholarship,
established in 1987 in honor of this alumna, is
awarded to a junior or senior with academic merit
and financial need who shows unusual promise,
character, and intellectual strength. Strong
preference is given to a student majoring in
history.
The Hadassah M. L. Holcombe Scholarship,
created by a bequest from this member of the
Board of Managers who served from 1938 until
her death in 1978, is awarded to a deserving
student on the basis o f academic merit and
financial need, with preference given to a member
of the Religious Society of Friends.
The Holland Family Scholarship was established
in 2002 by Jim Holland ’71 and Nancy Holland
’72, and is awarded on the basis o f academic merit
and financial need. The scholarship is renewable.
The Hollenberg-Sher Scholarship was created in
1998 by Norman Sher ’52. The renewable
scholarship is awarded to a first-year student.
The Carl R. Horten ’47 Scholarship was created in
1985 by the Ingersoll-Rand Company on the
occasion o f his retirement. Preference is given to
students planning to major in engineering or
prelaw.

p. 28
The Doris K. Hourihan Scholarship was
established in 2006 by Jenny Hourihan Bailin ’80
in memory o f her mother, Doris K. Hourihan. This
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Everett L. Hunt Scholarship, endowed in 1973
as a reunion gift by the Class of 1937, honors this
beloved emeritus professor and dean and provides
an unrestricted scholarship awarded annually by
the College.
The Betty P. Hunter '48 Scholarship was created
in 1977. Betty P. Hunter, one of the first black
students to attend Swarthmore College, established
this fund by a bequest to provide scholarship aid to
needy students.
The Richard M. Hurd ’48 Scholarship was created
in 2000 by this alumnus who served on the Board
of Managers for almost two decades and his wife,
Patricia. The renewable scholarship is awarded
with preference given to a student majoring in
engineering.
The William Y. Jnouye '44 Scholarship was
established in loving memory by his family,
friends, and colleagues in recognition o f his life of
service as a physician. The renewable scholarship
is awarded to a worthy junior premedical student
with need.
The Aaron B. Ivins Scholarship was established
with an annuity given in 1928 by Emma Ivins
Gower and is awarded to a deserving student on
the basis o f academic merit and financial need.
The William and Florence Ivins Scholarship,
created in 1993 by a bequest from Barbara Ivins
’35, is awarded to a student who has demonstrated
financial need.
The George B, Jackson '21 Scholarship was
endowed in 1986 by Eugene M. Lang ’38 in honor
of the man who guided him to Swarthmore. The
scholarship is awarded on the basis of financial
need and academic merit, with preference given to
a student from the New York metropolitan area.
The Howard M. ’20 and Elsa P. ’22 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 was created in 1993 by the gift of
Elsa Palmer Jenkins, Swarthmore’s first woman
graduate in engineering.
The George K. and Sallie K. Johnson Scholarship,
established in 1928 by a bequest from Sallie Kaign
Johnson, is awarded to students with financial
need. Sallie Johnson was the mother of Howard
Cooper Johnson, Class of 1896.
The Howard Cooper Johnson, Class o f1896,
Scholarship, established in 1944 by this alumnus
who served on the Board of Managers from 1901
to 1952, is awarded with preference given to a
member of the Religious Society o f Friends.
The Edmund A. Jones Memorial Scholarship was
created in 1965, awarding a grant each year to a

5 Financial Aid
graduate of Swarthmore High School and, since
1983, to a graduate of Strath Haven High School.
In 2004, this four-year, renewable scholarship was
designated with preference for graduates o f Strath
Haven High School, Delaware County high
schools, or Pennsylvania high schools,
respectively. Edmund A. Jones was the son of
Adalyn Purdy Jones ’40, and Edmund Jones ’39,
longtime residents o f Swarthmore.
The Benjamin Kalkstein '72 Scholarship,
established by his family in 2002, is awarded to a
first-year student on the basis of merit and need
and is renewable. Preference is given to students
with an interest in environmental studies.
The Kappa Alpha Theta Scholarship, established
through the generosity o f the members and friends
of the sorority at Swarthmore College, is awarded
on the basis of academic merit and financial need.
The Kappa Kappa Gamma Scholarship, created by
the sorority, is awarded to a first-year student and
is renewable.
The Jennie Keith Scholarship was created by an
anonymous donor in recognition o f outstanding
administrators at Swarthmore College. The Keith
Scholarship was established in 2000 to honor
Jennie Keith, professor o f anthropology, who
served as provost from 1992 to 2001. The
scholarship is awarded to a student who shares the
donor’s and Jennie Keith’s commitment to the use
of intellectual excellence in the service o f positive
social change.
The M ichael and Elizabeth Lavin '87 Kelley
Scholarship was established in 2004. The
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Alexander Kemp Endowed Scholarship was
established in 2001 by Giles Kemp ’72 and
Barbara Guss Kemp. The renewable scholarship is
awarded on the basis o f financial need and
academic merit.
The Kennedy Scholarship is given in honor of the
parents and with thanks to the children of
Christopher ’54 and Jane ’55 Kennedy. The
renewable scholarship, created in 1985, is awarded
on the basis o f financial need and academic merit.
The Clark Kerr '32 Scholarship was created by an
anonymous donor in 2000. The scholarship is
awarded with preference given to a student
entering his or her senior year, who meets the
model described by President Aydelotte of the allaround student with strong interests in academic
achievement, athletics, and interests in debating
and other aspects of student life and community
service.
The Florence and M elville Kershaw Scholarship
was endowed in 1987 in their honor by their son
Thomas A. Kershaw ’60. The renewable
scholarship is awarded to a first-year student on
the basis o f financial need and academic merit,
with preference given to those intending to major
in engineering.

p. 29
The Naomi Kies ’62 Scholarship was created in
2006 in her memory by her family and friends.
Naomi Kies devoted herself to community service,
pursuing practical idealism and seeking peaceful
solutions to political and social problems. This
renewable scholarship is awarded on the basis of
academic merit and financial need. Preference is
given to international students.
The Joseph W. '44 and Elizabeth Blackburn '44
Kimmel Scholarship was established in 2003 by
their son, James B. Kimmel ’70. The renewable
scholarship is awarded on the basis of academic
merit and financial need, with preference given to
students from the Delaware Valley area, including
eastern Pennsylvania, southern New Jersey, and
Delaware.
The William H. K istler '43 Scholarship was
endowed in 1986 in his memory by his wife,
Suzanne ’44, his friends, and former classmates.
The scholarship is awarded to a needy and
deserving student majoring in engineering or
economics.
The Floyd C. and Virginia Burger '39 Knight
Endowed Scholarship, established by a bequest in
2006, is awarded on the basis o f academic merit
and financial need.
The Paul '46 and Mary Jane Kopsch Scholarship,
established in 1982 through a gift of Paul J.
Kopsch, is renewable and awarded each year to a
junior premedical students) with financial need.
The Jessie Stevenson Kovalenko Scholarship,
established in 1944 by Michel Kovalenko in
memory o f his wife, is awarded on the basis of
academic merit and financial need.
The Walter W. Krider, Class o f1909, Memorial
Scholarship was established by his wife, Anna
Hetzell Mulford Krider, and daughter, Elizabeth
Krider Snowden ’36, in 1959. The Krider
scholarship is awarded to a student who ranks high
in scholarship, character, and personality and has
financial need.
The Paul Kuenstner '80 Endowed Scholarship was
established in 2013. The scholarship shall be
awarded to students on the basis o f academic merit
and financial need and is renewable.
The Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54, and
Robert B. Kyle Jr. ’52, is awarded in the junior or
senior year to a student who has shown leadership
capability, made significant contributions to the
life o f the College, and demonstrated the need for
financial assistance.
The John Lafore, Class o f1895, Scholarship,
established in 1956 by his son Laurence Lafore
’38 and his daughter Eleanor Lafore Gilbert, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Laurence Lafore '38 Scholarship was
established in his memory in 1986 by family,
friends, classmates, and former students. Professor

5 Financial Aid
Lafore, author of numerous books and essays,
taught history at Swarthmore from 1945 until
1969. This renewable scholarship is awarded to a
student showing unusual promise.
The Robert E„ Class o f1903, Elizabeth, Class o f
1903, and Walter, Class o f1939, Lamb
Scholarship was established in 2000 by Walter
Lamb, who served on the Board o f Managers from
1977 to 2002. The scholarship is awarded on the
basis of academic merit and financial need.
The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in the
arts, preferably in music, who ranks high in
scholarship and has financial need. This renewable
scholarship was established in 1984 by Eugene M.
Lang ’38 in honor of his sister.
The Eugene M. Lang ’38 Opportunity Grants are
awarded each year to as many as six sophomore
students who are selected by a special committee
on the basis of distinguished academic and
extracurricular achievement and demonstrable
interest in social change. Stipends are based on
financial need and take the form of full grants up
to the amount of total college charges. Each Lang
Scholar is also eligible for summer or academicyear community service support while an
undergraduate. 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 a gift of Eugene M.
Lang.
The Ida and Daniel Lang Scholarship, established
in 1964 by their son, Eugene M. Lang ’38,
provides financial assistance for a young man or
woman who ranks high in scholarship, character,
and personality.
The Eleanor B. and Edward M. ’30 Lapham, Jr.
Scholarship, established in 1996 by Eleanor to
honor her husband’s memory, is awarded to a firstyear student on the basis of academic merit and
financial need. The scholarship is renewable for
his or her years of study at Swarthmore.
The E. Hibberd Lawrence Scholarship honors the
memory of a student who attended the Swarthmore
Preparatory School from 1881 to 1882 and is
awarded on the basis of financial need.
The Frances Reiner and Stephen Girard ’41 Lax
Scholarship was established in 1989 with
preference for minority or foreign students who
show academic merit and financial need. This
scholarship has been endowed by the family of
Stephen Girard Lax, who was chairman o f the
Board o f Managers of Swarthmore College from
1971 to 1976.
The Stephen Girard Lax ’41 Scholarship was
established in 1977 by family, friends, and
business associates of Stephen Lax. The
scholarship is awarded on the basis o f financial
need every two years to a student entering the
junior year who shows academic distinction,

p. 30
leadership qualities, and a definite interest in a
career in business.
The A lfred and Harolyn Lazarus Scholarship was
established in 2008 by their son, Lewis H. Lazarus
’78, in honor o f his parents’ boundless curiosity,
great respect for intellectual excellence, high
moral character, and service to others. The
scholarship is awarded to students on the basis of
academic promise and financial need. The
renewable scholarship is given with preference for
students intending to practice medicine or
majoring in history.
TheD orrie '44 and Henry ’45 Leader Family
Scholarship was established in 2001 in recognition
of their many family members who attended
Swarthmore College including their children,
Martha ’71 and Elizabeth ’73. The scholarship is
awarded on the basis of academic merit and
financial need.
The Thomas L. Leedom Scholarship was
established in 1905 by Hannah A. Leedom in
memory of her husband, who always had a deep
interest in the success of the College. It is awarded
to a deserving student on the basis of academic
merit and financial need.
The Raphael Lemkin Endowed Scholarship was
established in 2005 by John ’77 and Ann ’77
Montgomery to honor Raphael Lemkin, a
Holocaust survivor who invented the word
“genocide” and drafted the Genocide Convention
of the United Nations, adopted in 1948. The
scholarship is awarded with preference for
“upstanders” or students who demonstrate interest
in human rights, especially anti-genocide work.
The Gerry and M arguerite Lenfest Scholarship
was established in 2008. The renewable
scholarship is awarded to students on the basis of
academic merit and financial need.
The Walter H. Leser ’49 Memorial Scholarship
was established by his wife, Martha E. Leser, in
2002. The renewable scholarship is awarded on
the basis of academic merit and financial need
with preference for students majoring in
mathematics.
The Carl M. Levin ’56 Scholarship was created by
an anonymous donor in 2000. The renewable
scholarship is awarded to a student with merit and
need who has overcome obstacles, with a
preference for Michigan public high school
graduates.
The Beryl and Leonard Levine Scholarship was
established by their daughter, Susan Brauna
Levine ’78, in 2005 and is awarded on the basis of
academic merit and financial need.
The Levine Family Scholarship was established by
Jay H. Levine ’55 and Michael A. Levine ’87 in
2012. The scholarship shall be awarded to students
on the basis of academic merit and financial need
and is renewable.

5 Financial Aid
The Wilma A. Lewis ’78 Scholarship was
established in 2006 by Wilma A. Lewis. This
scholarship is awarded on the basis of academic
merit and financial need.
The Lewis—B ill Scholarship was established in
2009 by Robert J. Reynolds, father of Sarah
Reynolds ’09, to honor his wife, Lucinda M.
Lewis ’70, and her parents, Robert B. ’35 and
Margaret Bill ’38 Lewis. It is awarded to students
on the basis of academic merit and financial need.
The Scott B. Lilly Scholarship, endowed by Jacob
T. Schless of the Class o f 1914 and offered for the
first time in 1950, is awarded annually in honor o f
a former distinguished professor of engineering.
Students who plan to major in engineering are
given preference.
The Sarah E. Lippincott Scholarship, established
in 1918 by Katherine Lippincott Holden in
memory of her mother, is awarded to a deserving
student on the basis o f financial need.
The L loyd Family Scholarship was established in
2000 by May Brown Lloyd ’27, G. Stephen Lloyd
’57, and Anne Lloyd ’87. The renewable
scholarship is awarded with preference given to a
student who shows great promise.
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.
Established in 1990, the renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Amy Chase Lofiin ’29 Scholarship was
established in 1998. The renewable scholarship is
awarded to a sophomore, with preference given to
Native Americans and African Americans.
The Joan Longer ’78 Scholarship was created as a
memorial in 1989 by her family, classmates, and
friends, to honor Joan’s personal courage, high
ideals, good humor, and grace. The renewable
scholarship is awarded on the basis o f merit and
need.
The M ary T. Longstrelh Scholarship was
established in 1938 by Rebecca C. Longstreth in
memory o f her mother, who served on the Board
of Managers from 1872 to 1887. The scholarship
is awarded to a deserving student on the basis of
financial need.
The D avid Laurent Low M emorial Scholarship
was established in 1981 by Martin L. Low ’40; his
wife, Alice; Andy Low ’73; and Kathy Low in
memory o f 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 renewable
scholarship is awarded to a first-year student.
The Lyman Scholarship was established by Frank
L. Lyman Jr. ’43 and his wife, Julia, on the

P- 31
occasion of his 50th reunion in 1993. The
renewable scholarship is awarded on the basis of
financial need to a student who is a member o f the
Religious Society of Friends or whose parents are
members o f the Religious Society of Friends.
The Leland S. M acPhail Jr. ’39 Scholarship, given
by Major League Baseball in 1986 in recognition
o f 48 years o f dedicated service by Leland S.
MacPhail Jr., is awarded annually to a deserving
student on the basis of need and merit.
The M agill Walk Scholarship was established in
2010 by an anonymous donor. The scholarship
shall be awarded to students on the basis of
academic merit and financial need and is
renewable.
The D avid Mailloux Endowed Scholarship was
established in 2005 by his loving parents to
celebrate David’s life and memory. The renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Clara B. M arshall Scholarship was
established in 1982 by the estate of Dr. Clara
Marshall. Clara Marshall was a Philadelphia-area
physician and educator from a prominent Quaker
family whose leadership as dean o f the Women’s
Medical College led to greatly expanded and
improved facilities and course offerings at that
institution. The scholarship is awarded to a
deserving student on the basis o f academic merit
and financial need.
The Edward Martin Scholarship, established by a
bequest from Edward Martin, a professor of
biological sciences at the College, is awarded to a
junior or senior with preference for a biology
major or premedical student.
The Richard G. Mason Fund, an endowed
scholarship, was established in 2012 by the estate
of Richard G. Mason ’50 and is awarded on the
basis of academic merit and financial need with a
preference for students studying theater or art
history. The scholarship is renewable.
The Jacob and Rae M attuck Scholarship, created
in 2009 by Arthur P. Mattuck ’51 in honor of his
parents, is renewable and awarded to students
based on academic merit and financial need with
preference for majors in the sciences,
mathematics, statistics, computer science,
engineering, music, or the arts.
The Franz H. M autner Scholarship honors the
memory o f this Professor Emeritus o f German and
is awarded to a student who has demonstrated
financial need.
The Thomas B. McCabe ’15 Awards, established
in 1952 by Thomas B. McCabe, are awarded to
entering students. Regional McCabe Scholarships
are awarded to a few students from the Delmarva
Peninsula and from southeastern Pennsylvania
(Chester, Montgomery, and Delaware counties).
These awards provide a minimum annual
scholarship of full tuition or a maximum to cover
tuition, fees, room, and board, depending on need.

5 Financial Aid
The National McCabe Scholarships are awarded to
a few students based on financial need. In making
selections for all McCabe Scholarships, the
committee places emphasis on ability, character,
personality, and service to school and community.
The Charlotte Goette ’20 and Wallace M.
McCurdy Scholarship is awarded to a first-year
student on the basis of financial need and
academic merit. The renewable scholarship was
endowed by Charlotte McCurdy in 1986.
The Cornelia D ashiell and Dino Enea Petech '35
McCurdy, M.D., Family Scholarship was endowed
by Cornelia and Dino E.P. McCurdy, M.D. The
scholarship is awarded each year to a well-rounded
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 Dorothy Shoemaker ’29 and Hugh '30
McDiarmid Scholarship is awarded to a first-year
man or woman on the basis of academic merit and
financial need. Established in 1987, the renewable
scholarship is the gift of the McDiarmid family in
commemoration of their close association with
Swarthmore College.
The Helen Osier McKendree ’23 Scholarship,
created in 1998 by the estate of Helen’s brother, E.
Morgan Osier, is awarded to a junior majoring in a
foreign language or languages.
The Sarah Meade M cKitterick Scholarship was
established in 2006 by Katherine Burt Anderson
’49 to honor the memory o f her daughter. This
renewable scholarship is awarded on the basis of
academic merit and financial need.
The D onaldR. McMinn '86, Robert ’57, and
Tamzin MacDonald ’58 McMinn Scholarship was
created in 2004 and is awarded on the basis of
academic merit and financial need, with preference
for students planning a career in business.
The M argaret S. Meeker ’45 Scholarship was
established in 2005 by Douglas F. Bushinell,
Rebecca W. Bushnell ’74, and John D. Toner ’73
in memory o f Peggy Meeker, wife and mother,
who was full o f love and life and who was so
happy during her years at Swarthmore College.
The renewable scholarship is awarded on the basis
of academic merit and financial need.
The Norman M einkoth Scholarship was
established in 1988 by his friends and former
students to honor Dr. Norman A. Meinkoth, a
member of the College faculty from 1947 to 1978
who died in 1987. This scholarship serves as a
memorial and is awarded annually to a worthy
student with an interest in the study o f biological
problems in a natural environment.
The Alison Joanna Meloy ’94 Memorial
Scholarship was established in 2006 by her mother
and stepfather, Alice and Robert Deal. The
scholarship celebrates Alison’s love of
Swarthmore College and recognizes that some of
her happiest years were spent there. The renewable

p. 32
scholarship is awarded on the basis of academic
merit and financial need, with a preference for
female students majoring in political science.
The Peter M ertz ’57 Scholarship is awarded to an
entering first-year student outstanding in mental
and physical vigor, who shows promise o f using
these talents for the good of the College
community and of the larger community outside.
The renewable scholarship was established in
1955 by Harold ’26, LuEsther, and Joyce ’51
Mertz in Peter’s memory.
The M ari M ichener Scholarship provides financial
support to four students on the basis of academic
merit and financial need. The scholarship is the
gift of James Michener ’29 and honors his wife.
The Bruce and Florence M iller Scholarship was
established in 2006 by their son, Grant Miller ’65,
to honor his parents’ lifetime commitment to
education and underserved communities. The
renewable scholarship is awarded on the basis of
academic merit and financial need. Preference is
given to students with sensitivity toward diverse
underserved communities.
The James E. M iller Scholarship, established by a
bequest from Arabella M. Miller in 1924, is
awarded to a deserving student on the basis of
financial need.
The James H. M iller ’58 Scholarship will be
established with a gift from the estate o f James H.
Miller and awarded on the basis of academic merit
and financial need.
The Hajime M itarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory o f his
close friend and the father o f Tsuyoshi Mitarai ’98,
is awarded to students with financial need.
Preference is given to students with international
backgrounds.
The M argaret Moore Scholarship, established in
1974 by an anonymous donor, provides
scholarships to foreign students, with a preference
given to students of South Asian origin. This
scholarship honors a Quaker teacher who spent a
lifetime of teaching and public service in western
India with the people she loved until her death in
1962.
The Kathryn L. Morgan Scholarship was
established by an anonymous donor in 2000. The
renewable scholarship was created in recognition
of Professor Morgan’s distinguished teaching and
scholarly contributions to the life o f the College.
Preference is given to students with an interest in
black studies.
The Robert '67 and Joan M urray Scholarship was
created in 2004 and is awarded on the basis of
academic merit and financial need.
The Thomas W. Nash ’74 Scholarship was
established in 2006. This renewable scholarship is
awarded on the basis of academic merit and
financial need.

5 Financial Aid
The Florence Eising Naumburg Scholarship was
named in 1975 in honor of the mother o f an
alumna o f the Class of 1943. The scholarship is
awarded to a student whose past performance
gives evidence o f intellectual attainment,
leadership, and character and who shows potential
for future intellectual growth, creativity, and
scholarship and for being a contributor to the
College and, ultimately, to society.
The Albert and Christine Nehamas Scholarship
was established in 2004 by Alexander Nehamas
’67 and Susan Glimcher in loving memory of
Alexander’s parents, who strove to provide a
sound education for their son. The scholarship is
awarded on the basis of academic merit and
financial need, with preference for students from
Greece or from other foreign countries.
The Thomas S. ’30 and Marian Hamming ’30
Nicely Scholarship was established in 1987 and is
awarded to a first-year student with need who
shows promise of academic achievement, fine
character, and athletic ability. Preference is given
to a person who has been on the varsity tennis,
squash, golf, or swimming teams in high school or
preparatory school.
The Mary McCusker Niemczewski Scholarship
was established in 2005 by Christopher M.
Niemczewski ’74 to honor his mother and is
awarded on the basis of academic merit and
financial need.
The John H. Nixon ’35 Scholarship was
established in 1983 by John H. Nixon to assist
Third World students, especially those who plan to
return to their country o f origin.
The Donald E. Noble Scholarship was established
in 2002 by the Donald E. and Alice M. Noble
Charitable Foundation. The renewable scholarship
is awarded on the basis o f academic merit and
financial need.
The Helen North Scholarship was established in
2002 by Maureen Cavanaugh ’75 and Christopher
Plum ’75 in honor of Helen F. North, who, at the
time of her retirement from Swarthmore in 1991,
was the Centennial Professor o f Classics and had
been a member of the College faculty for 43 years.
Author, traveler, lecturer, and beloved friend,
Helen North has always been committed to
teaching in a culturally diverse educational
community. The scholarship is awarded on the
basis of academic merit and financial need.
The Northwest Scholarship was established in
1990 by Constance Gayl Pious ’53 to offer
financial aid to students from the northwestern
United States.
The Edward L. Noyes ’31 Scholarship was
endowed in 1987 in his memory by his wife, Jean
Walton Noyes ’32; his three sons; and his many
friends. The scholarship is available to an
incoming first-year student, with preference given
to those from the Southwest, especially Texas. The
renewable scholarship is awarded on the basis of

p. 33
financial need and academic merit to students with
broad interests.
The Nancy Triggs Ohland '55 Scholarship was
established in her memory in 2006 by her husband,
Theodor C. Ohland, and children Karen J. Ohland
’83, Matthew W. Ohland ’89, and Erik D. Ohland.
The scholarship is awarded on the basis of
academic merit and financial need, with preference
given to a student with a strong record of
community service.
The Howard Osborn Scholarship, established by a
bequest in 1970 to honor the memory o f his
parents, Viola L. and Frank Osborn, is awarded to
a deserving student on the basis of academic merit
and financial need.
The M ark L. Osterweil ’94 M emorial Scholarship
was established by his family and friends. Mark
was an ardent student o f European and American
history, with a special interest in the economic,
intellectual, political, and social relationships and
connections between the United States and other
countries, peoples, and cultures. Preference in
awarding the scholarship is given to American or
foreign students whose studies of history are
consistent with Mark’s wide-ranging interests.
The M artin Ostwald Scholarship was established
in 2005 by Christopher Plum ’75 in memory of his
beloved wife, Maureen Cavanaugh ’75. The
scholarship is named in honor of Martin Ostwald,
the Swarthmore classics professor who had a
tremendous lifelong impact on Maureen’s
development as a classics and legal scholar. It is
awarded on the basis o f academic merit and
financial need, with a preference for classics
students, particularly those studying ancient
history or philosophy.
The Page-Pixton Scholarship fo r Study Abroad,
established in 2003, is awarded yearly on the basis
of financial need to rising juniors or seniors who
seek through study abroad experience to prepare
themselves to become effective leaders of a more
inclusive, generous, and peaceful world.
The H arriet W. Paiste Scholarship was established
by a bequest in 1900 to assist those whose limited
means would exclude them from enjoying the
advantages of an education at this college.
The Rogers Palmer ’26 Scholarship, established in
1973, is awarded to a deserving student on the
basis of academic merit and financial need.
The Susanna H aines Parry, Class o f1908 and
Beulah H aines Parry, Class o f1909 Scholarship,
established by a bequest in 1979, is awarded to a
deserving student on the basis of academic merit
and financial need.
The Tory Parsons ’63 Scholarship was established
in 1991 in his memory by a member o f the Class
of 1964 to provide scholarship aid to students with
demonstrated need.
The Sibella Clark Pedder ‘64 Endowment was
established in 2005 to enable American students

5 Financial Aid
through study abroad to develop deeper
understanding 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 financial need.
The J. RolandPennock ’27 Scholarships were
established in 1973 by Ann and Guerin Todd ’38
in honor of J. Roland Pennock, Richter Professor
Emeritus o f Political Science. Income from this
endowment is to be used to award four
scholarships on the basis o f mérit and need,
preferably to one scholar in each class.
The Jean A. ’49 and Edward B. ’49 Perkins
Scholarship was established by Jean A. Perkins
’49 in 2002 in memory of her late husband Edward
B. ’49 Perkins and in honor of their long
Matchbox marriage. The scholarship shall be
awarded to students on the basis of academic merit
and financial need and is renewable.
The T.H. Dudley Perkins, Class o f1906,
Scholarship was established in 1920 by his wife,
Alice Sullivan Perkins 1904, and other family
members and friends to honor the memory of one
who died in the service o f his country in 1918. The
scholarship is awarded to a deserving student on
the basis o f academic merit and financial need.
The Perry Family Scholarship was created in
2006. Four generations of the Perry family have
attended Swarthmore College. At Swarthmore, the
Perrys pursued diverse academic paths and
participated in team sports. After graduation, they
became educators, physicians, and scientists. Thé
Perry Family Scholarship is awarded with
preference for a well-rounded premedicàl student
who demonstrates strong academic achievement
along with an interest in student life and
community service. The scholarship, which may
be renewed, is awarded to a student entering his or
her junior year.
The W innifred Poland Pierce ’45 Scholarship was
established in 1988. This renewable scholarship is
awarded on the basis of academic merit and
financial need. Preference is given to students who
are the first generation in their families to attend
college.
The Cornelia Chapman ’26 and Nicholas O.
Pittenger Scholarship, established in 1961 by their
family, is awarded to an incoming first-year
student who ranks high in scholarship, character,
and personality and needs financial assistance.
Cornelia, an honors graduate, was active in alumni
activities and served on the Alumni Council from
1945 to 1949. Nicholas (“Pitt”) was the controller
of the College for 22 years.
The Frances Hughes P itts Scholarship was
established in 2003 by George R. Pitts ’72 in
honor and memory o f his mother. The renewable
scholarship is awarded on the basis of academic
merit and financial need with a preference given to
students with an interest in the sciences.

p. 34
The Rebecca Kemp and Richard Pogir
Scholarship was established in 2009 on the
occasion of their marriage as a gift from the
bride’s parents, Barbara Guss Kemp and Giles
Kemp ’72. This renewable scholarship is awarded
on the basis of academic merit and financial need.
Preference is given to a student from South Africa
or Africa or with an academic interest in these
areas.
The Anthony Beekman Pool ’59 Scholarship,
established by his family and friends in 1958, is
awarded to an incoming first-year man o f promise
and intellectual curiosity. It is given in memory of
Tony Pool, who died o f pneumonia in his senior
year.
The Ramon L. Posel Scholarship was established
in 2005. The scholarship is awarded on the basis
of academic merit and financial need.
TheRichard ’36 and Helen Shilcock ’36P ost
Scholarship was established in 1995 by Helen
Shilcock Post, Bill ’61 and Suzanne Rekate ’65
Post, Carl ’66 and Margery Post ’67 Abbott,
Barbara Post Walton, Betsy Post Falconi, Richard
W. ’90 and Jennifer Austrian ’90 Post, and their
families. The renewable scholarship is awarded to
a well-rounded first-year student who
demonstrates academic merit, financial need, and
an interest in athletic endeavors.
The Elizabeth Carver Preston, Class o f1934,
M emorial Scholarship was established in 2001 by
the family of Elizabeth “Beth” Preston in
recognition o f her devotion to Swarthmore
College. For Beth, who was a scholarship student,
Swarthmore College opened a new world,
stimulating her intellectually and introducing her
to lifelong friends, including her husband. Her
commitment to the College continued after
graduation with years o f participation in College
events and service as an alumna, including several
terms on the Board of Managers. Her heartfelt
enthusiasm about Swarthmore encouraged
numerous young people to consider the College
for themselves. In this scholarship, Beth’s spirit
lives on by enabling others to experience the
college life she so cherished. The Preston
Scholarship is renewable and awarded on the basis
of demonstrated financial need.
The Mary Coates Preston Scholarship, established
in 1942 by a bequest from Elizabeth Coates, is
awarded to a deserving student on the basis of
academic merit and financial need.
The D avid L. Price ’31 Scholarship, established in
1975 by a bequest from this alumnus, is awarded
to a deserving student on the basis of academic
merit and financial need.
The Henry L. Price Jr., M.D., ’44 Scholarship was
established in 1994 by Hal and Meme Price. The
renewable scholarship, awarded on the basis of
merit and need, is given to a student who has
declared the intention to choose a major in the
Division of Natural Sciences other than

5 Financial Aid
engineering. This scholarship is in memory of Dr.
Price’s parents, Sara Millechamps Anderson and
Henry Locher Price.
The Robert Pyle, Class o f1897, Scholarship was
established in 1964 by Margery Pyle, Class of
1900, and Ellen Pyle Groff, Class of 1892, in
memory of their brother who served for many
years on the Board o f Managers.
The Martin S. and Katherine D. Quigley
Scholarship was established in 2000 by their son,
Kevin F. F. Quigley ’74, in honor of his parents’
steady commitment to family, lifetime learning,
and international understanding. The renewable
scholarship is awarded each year on the basis of
academic merit and financial need. Preference is
given to outstanding international students
attending Swarthmore.
The Jed S. R akoff '64 Scholarship was created by
an anonymous donor in 2005, in recognition of die
benefits o f an independent judiciary. The
renewable scholarship is awarded on the basis of
academic merit and financial need, with preference
for students who have demonstrated an interest in
public affairs.
The Raruey-Chandra and Niyom sit Scholarships
were established in 1980 by Renoo Suvamsit ’47
in memory o f his parents. They are awarded 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, to a
student of high academic standing and real need
for financial aid. Preference is given to a candidate
who has divorced or deceased parents.
The George G. and Helen Gaskill '18 Rathje
Scholarship, established by a bequest in 1985, is
awarded to a deserving student on the basis of
academic merit and financial need. Helen was a
writer and a college drama teacher. Her husband
was a professor of German.
The Reader's D igest Foundation Endowed
Scholarship, created in 1959, is awarded to a
deserving student on the basis of academic merit
and financial need.
The M ark E. Reeves Scholarship was established
in 1905, when Caroline E. Reeves of Richmond,
Ind., gave to Swarthmore College the sum of
$5,000 for the purpose o f founding a scholarship
in memory o f her husband who “was one o f the
first subscribers to the College and always had a
deep interest in its success.” The fund is part o f the
general scholarship fund.
The F red C. and Jessie M Reynolds Scholarship,
established in 1984 by a bequest from Jean
Reynolds ’32, is awarded to a deserving student on
the basis of academic merit and financial need.
The Lily Tily Richards '29 Scholarship was
established in 1963 by Peirce L. Richards Jr. ’27 in
memory o f his wife, who was active in
Swarthmore alumni activities. This scholarship is
awarded to a deserving student on the basis of
academic merit and financial need.

p. 35
The Adele M ills Riley '37 M emorial Scholarship,
established in 1964 by her husband, John R. Riley,
is awarded to a deserving student on the basis of
academic merit and financial need.
The Lewis M. Robbins '40 Scholarship was
established by Lewis M. Robbins in 2002. The
renewable scholarship is awarded on the basis of
academic merit and financial need.
The M ichael J. Robbins Living Memorial Endowed
Scholarship was established anonymously in 2007
to celebrate the memory o f Michael J. Robbins and
to recognize the important role scholarships play
in assisting talented students with substantial
financial need to receive a Swarthmore College
education. This renewable scholarship is awarded
on the basis of academic merit and financial need.
The Byron T. Roberts, Class o f 1912, Scholarship,
endowed in 1973 by his family in memory of
Byron T. Roberts, is awarded annually to an
incoming student and is renewable.
The Louis N. Robinson, Class o f1905, Scholarship
was established in 1964 during the College’s
centennial year by the family and friends of Louis
N. Robinson. Mr. Robinson was for many years a
member o f the Swarthmore College faculty and
founder o f the Economics Discussion Group. A
member o f the junior or senior class who has
demonstrated interest and ability in the study of
economics is chosen for this award.
The Edwin P. Rome '37 Scholarship provides
financial assistance to worthy students with
financial need. The scholarship was established in
1987 in memory o f Edwin P. Rome by his wife,
Rita Rome, and The William Penn Foundation, on
whose board he served.
The Matthew Rosen '73 Scholarship was
established in 2004 and is awarded on the basis of
academic merit and financial need.
The Alexis Rosenberg Scholarship, established in
1983 by The Alexis Rosenberg Foundation, now
the Alexis Rosenberg Fund o f the Greenfield
Foundation, provides aid for a first-year student.
The scholarship is awarded annually to a worthy
student who could not attend the College without
such assistance.
The G irard Bliss Ruddick '27 Scholarship was
established in 1987 by J. Perry Ruddick in
memory of his father. The renewable scholarship
is awarded to a junior on the basis of academic
merit and financial need, with preference given to
an economics major.
The Charles F. C. R u ff '60 D istrict o f Columbia
Scholarship memorializes distinguished alumnus
Charles F. C. Ruff, who died in 2000. Preference
is given to students with financial need who live in
the District of Columbia.
The Edith A. Runge '38 Scholarship, created in
1971 by a bequest from her estate, is awarded to a
deserving student on the basis o f academic merit
and financial need. A professor, Edith Runge

5 Financial Aid
chaired the German Department at Mount Holyoke
College at the time of her death.
The D avid Barker Rushmore, Class o f1894,
Scholarship, established in 1974 in honor o f David
Barker Rushmore by his niece Dorothea Rushmore
Egan ’24, is awarded annually to a worthy student
who plans to major in engineering or economics.
The Carl E. Russo ’79 Business Scholarship was
established in 2000 and financially supports rising
sophomores, juniors, and seniors with a strong and
expanding interest in business and
entrepreneurship. The renewable scholarship is
awarded on the basis of financial need and
academic merit.
The Bernard Saffian Legacy Scholarship honors
Bemie Saffian’s contribution to making
Swarthmore a place to pursue academic passions
without forgetting an obligation to strive for a
better world. Established in 2008, the scholarship
is awarded on the basis o f academic merit and
financial need, with preference given to students
with an interest in economics, political science, or
philosophy.
The Professor Bernard "Bem ie " Saffian
Scholarship was created in 2005 by students,
colleagues, and friends in honor and memory of
Bemie Saffran, distinguished economist, gifted
teacher, international mentor, raconteur, and
treasured member of the Swarthmore College
faculty from 1967 to 2004. The renewable
scholarship is awarded on the basis o f academic
merit and financial need, with preference given to
economics majors with an interest in public policy.
The William B. Sailer ’82 Scholarship was created
in 2004 and is awarded on the basis o f academic
merit and financial need.
The Richard B. Saltzman '77 Scholarship was
established in 2006 by Richard B. Saltzman. This
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Amelia Emhardt Sands ’31 Scholarship,
created in 1995 by a bequest from her estate, is
awarded to a student who has demonstrated
financial need.
The Katharine Scherman ’38 Scholarship is
awarded to a student with a primary interest in the
arts and the humanities who has special talents in
these fields. Students with other special interests,
however, will not be excluded from consideration.
Established in 1963 by her husband, the renewable
scholarship honors Katharine Scherman.
The Peter ’57 and David ’58 Schickele
Scholarship was established by an anonymous
donor in 2000. Named for Peter and in memory of
his brother, David, it is awarded on the basis of
academic merit and financial need. Preference is
given to students from the Native American
community in the plains, desert, and mountain
states west o f the Mississippi River.

p. 36
The Schmidt/Lyman Scholarship, established in
2005, is awarded on the basis o f academic merit
and financial need. The scholarship is renewable.
The Walter Ludwig Schnaring Scholarship was
established in 1998 by a gift from the estate of
Helen Hillbom Schnaring, in memory o f her
husband. This renewable scholarship is
unrestricted.
The Schneck Family Scholarship was established
in 2001 by Jennifer Schneck ’83. The renewable
scholarship is awarded on the basis o f academic
merit and financial need.
The H oward A. Schneiderman ’48 Scholarship,
established in 1991 by his family, is awarded to a
first-year student and is renewable. Preference is
given to students with an interest in the biological
sciences.
The Schoenbaum Family Scholarship was
established in 2003 by Stephen B. Schoenbaum
’62. It is awarded on the basis of academic merit
and financial need and is renewable. Preference is
given to first-generation college students.
The Gustavo R. Schwed ’84 and Lucy E.
Harrington ‘85 Scholarship was established in
2006 by Gus Schwed and Lucy Harrington. The
renewable scholarship is awarded on the basis of
academic merit and financial need. Preference is
given to economically disadvantaged students who
represent the first generation in their families to
attend college.
The D ick Senn ’56 Scholarship was established in
2012 in loving memory by his wife Barbara Sachs
Senn and their children in recognition of Dick’s
devotion to Swarthmore. He brought his
entrepreneurial spirit, his constant quest for
knowledge, his involvement in the political
process, his value of education, and love o f life
and humanity to his everyday life and to each
interview he did with prospective Swarthmore
students. This renewable scholarship is awarded
on the basis of financial need and academic merit,
with preference for African American or Latino
students, preferably majoring in political science.
The William G. and M ary N. Serrill Honors
Scholarship, created in 1931 through a gift from
William’s estate, is awarded to a deserving student
on the basis of financial need.
The Clinton G. Shafer ’51 Scholarship, established
in 1964 by his family, is awarded to a deserving
student on the basis of academic merit and
financial need, with preference given to
engineering and physical science majors.
The Joe ’25 and Terry Shane Scholarship was
created in 1986 in honor of Joe Shane, who was
vice president o f 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. The
renewable scholarship was established by their
son, Larry Shane ’56, and his wife, Marty Porter
Shane ’57, in remembrance o f Joe and Terry’s

5 Financial Aid
warm friendship with generations o f Swarthmore
alumni. This award is made to a first-year student
on the basis of academic merit and financial need.
The Roy J. '70 and Linda G. Shanker Scholarship
was established in 2006. This renewable
scholarship is awarded on the basis o f academic
merit and financial need.
The Leonard Shapiro Scholarship was established
in 2004 by his son, Robin Marc Shapiro ’78. The
award assumes both academic excellence and
financial need and is awarded to a first-year
student who shows great promise. Preference for
this renewable scholarship is 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 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 o f New York.
The renewable scholarship is awarded on the basis
o f academic merit and financial need with
preference for a student looking toward a career in
public service.
The Philip Shen and Sylvia Lo Shen Scholarship
was established in 2006 by an anonymous donor to
honor the parents of the donor’s classmate, Kairos
Shen ’87. This renewable scholarship is awarded
on the basis of academic merit and financial need.
Preference is given to Chinese students who are
not U.S. citizens and students interested in
religious studies.
The Florence Creer Shepard ’26 Scholarship,
established in 1988 by her husband, is awarded on
the basis o f high scholastic attainment, character,
and personality.
The Caroline Shero ’39 Endowed Scholarship,
established on the occasion of her retirement from
Swarthmore College in 1982, is awarded to a
student who has demonstrated financial need.
The Annie Shoemaker Scholarship was created in
1899 and honors the memory of a member o f the
Board of Managers who served from 1876 to 1883
and 1891 to 1903. The scholarship is awarded to a
student on the basis o f financial need.
The Sarah W. Shreiner Scholarship, given in 1965
in loving memory by her daughter, Leah S. Leeds
’27, is awarded to a deserving student on the basis
o f academic merit and financial need. Leah created
the scholarship because she was “able to finish at
Swarthmore due to someone’s kindness in making
money available” when her father fell ill and her
family suffered extreme financial hardship.
The Barbara L. ’86 and Salem D. Shuchman ’84
Scholarship, created in 2000, 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 o f the Educational Studies Department at
Swarthmore College.

p. 37
The William C. ’47 and Barbara Tipping ’50 Sieck
Scholarship was established in 1979 by the Siecks
and is awarded annually to a student showing
distinction in academics, leadership qualities, and
extracurricular activities and who indicates an
interest in a career in business.
The G aryJ. Simon ’79 Scholarship was
established in 2002. The renewable scholarship is
awarded on the basis o f academic merit and
financial need.
The Walter Frederick Sims, Class o f1897,
Scholarship, established in 1975 by a gift from the
estate of Florence Sims, is awarded to a deserving
student on the basis o f academic merit and
financial need.
The D aniel M. Singer ’51 Endowed Scholarship
was established in 2005 by Maxine Frank Singer
’52 in honor of her husband. This renewable
scholarship is awarded on the basis o f academic
merit and financial need.
The Rose and Simon Siskin Scholarship was
established in 2004 in loving memory by their
family to provide financial aid on the basis of
academic merit and financial need.
The Virginia L. ’40 and Robert C. Sites
Scholarship, established in 2003 by a bequest from
Virginia Sites, is awarded to a deserving student
on the basis of academic merit and financial need.
The Nancy Baxter Skallerup Scholarship was
established in 1982 by her husband and children.
The renewable scholarship is awarded to a firstyear student with financial need.
The Ann Brownell Sloane ’60 Scholarship was
established in 2002 by Ann Brownell Sloane.
Preference is given to a student majoring in
history.
The William W. Slocum ’43 Scholarship was
established in 1981 and is awarded to a deserving
student on the basis o f academic merit and
financial need.
The Courtney C. Smith Scholarship, established in
1987 by the Smith family and members o f the
Class o f 1957, is for students who best exemplify
the characteristics o f Swarthmore’s ninth
president: intellect and intellectual courage,
natural dignity, humane purpose, and capacity for
leadership. Normally, the award is made to a
member of the first-year class on the basis of merit
and need. Recipients of this renewable scholarship
gain access to a special file in the Friends
Historical Library left by the scholarship’s creator,
the Class o f 1957, inviting them to perpetuate the
memory o f this individual’s 16 years of
stewardship of the College’s affairs and his tragic
death in its service.
The W. W. Smith Charitable Trust provides
scholarships to qualifying students from the five
surrounding counties in the Philadelphia area. The
Smith Charitable Trust has contributed significant

5 Financial Aid
annual funds (as opposed to endowed funds) to
Swarthmore student scholarships over many years.
The Elizabeth Thom Snipes Scholarship was
established in 2004 by Jim Snipes ’75. The
renewable scholarship is awarded on the basis of
academic merit and financial need, with preference
given to students majoring in religion or
philosophy.
The H arold E. ’29 and Ruth Colwell Snyder
Premedical Scholarship, the gift o f Harold E.
Snyder in 1992, provides support up to full tuition
and fees for junior or senior premedical students
and is awarded on the basis of academic merit and
financial need.
The Cindy Solomon M emorial Scholarship was
created in 1979 by her parents, Mary and Frank
Solomon, Jr. ’50. It is awarded with preference
given to a young woman in need o f financial
assistance who has a special talent in poetry or
other creative and imaginative fields.
The Frank Solomon M emorial Scholarship was
created in 1955 by family, friends, and the Joseph
& Feiss Company Charity Fund. The renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Frank Solomon Jr. ’50 Scholarship was
established in 2004. The scholarship is awarded on
the basis of academic merit and financial need.
The Helen Solomon Scholarship was given in 1988
in her memory by her son, Frank Solomon Jr. ’50.
The renewable scholarship is awarded to a firstyear student on the basis of merit and need.
The Southern California Endowed Scholarship
Fund was established in 2014 by California First
National Bank and Leslie Jewett ’77. The
scholarship shall be awarded to students on the
basis of academic merit and financial need and is
renewable. Preference will be given to students
from Los Angeles or Orange Counties, with a
second preference being the state of California.
The Babette S. Spiegel ’33 Scholarship, given by
her family in 1972 in memory of Babette S.
Spiegel, is awarded to a student showing very
great promise as a creative writer (in any literary
form) who has need o f financial assistance. The
English Department assists in the selection.
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 '32 Scholarship,
established in 1981 in memory o f Harry E.
Sprogell ’32 in honor o f his class’s 50th reunion,
is awarded to a junior or senior with financial need
who has a special interest in law or music.
The M aryL. Sproul, Class o f1907, Scholarship
was established by a bequest in 1949 from this
alumna, cousin of former Pennsylvania governor,

p. 38
William Sproul. The scholarship is awarded to a
deserving student on the basis o f academic merit
and financial need.
The Helen E. W. Squier Scholarship, created in
1892, provides financial aid to a student with need.
The Helen G. Stafford '30 Scholarship, established
by a bequest from the estate o f her sister, Anna R.
Stafford, is awarded to a deserving student on the
basis of financial need.
The C. V. Starr Scholarship, established in 1988
by The Starr Foundation as a memorial to its
founder, provides scholarship assistance on the
basis of academic merit and financial need.
The D avid Parks Steelman Scholarship,
established in his memory in 1990 by C. William
’63 and Linda G. Steelman, is awarded annually to
a deserving male or female student on the basis of
academic merit and financial need, with preference
given to someone showing a strong interest in
athletics.
The Stella Steiner Scholarship was established in
1990 by Lisa A. Steiner ’54 in honor o f her
mother. The renewable scholarship is awarded to a
first-year student on the basis o f academic merit
and financial need.
The Anne C. Stephens and Janaki Ramaswamy
Scholarship was established in 2006 by
Christianna Strohbeck ’80 and Ramaswamy
Murari. The renewable scholarship is awarded on
the basis o f academic merit and financial need.
Preference is given to students who demonstrate a
commitment to teaching or counseling to develop
the human and intellectual potential of others.
The M orris and Pearl Donn Stem light
Scholarship, established by their son, Peter D.
Stemlight ’48, in 2005, is awarded on the basis of
academic merit and financial need.
The Thomas D. '87 and Kathleen B. ’87 Stoddard
Scholarship was established in 2004. This gift of
restricted endowment funds is awarded on the
basis o f academic merit and financial need.
The Clarence K. Streit Scholarship, established in
1975, is awarded to a student entering the junior or
senior year and majoring in history. Preference is
given to persons, outstanding in initiative and
scholarship, who demonstrate a particular interest
in early American history. This scholarship honors
Clarence K. Streit, author of Union Now: A
Proposalfo r an Atlantic Federal Union o f the
Free, whose seminal ideas were made public in
three Cooper Foundation lectures at Swarthmore.
The Francis Holmes Strozier ’57 Memorial
Scholarship, created in 1956 by his parents
following his death, is awarded to a deserving
student on the basis of academic merit and
financial need.
The Joseph T. Sullivan Scholarship, established by
a bequest in 1922, is awarded to a deserving
student on the basis of academic merit and
financial need.

5 Financial Aid
The Solon E. Summerfield Endowed Scholarship,
established in 1991 by the Summerfield
Foundation, is awarded on the basis o f academic
merit and financial need with a preference for
students from the Midwest.
The Swarthmore College Asian Scholarship was
established in 2003 by Ahna Dewan ’96, Terence
Graham ’94, Bruce Wook Han ’86, George Hui
’75, Min Lee ’00, Thomas Lee ’73, Benjamin Su
’96, Mark Tong ’99, Quoc T. Trang ’93, Stephanie
Wang ’99, and Michael Yu ’88. The scholarship is
awarded on the basis of financial need and
academic excellence (or potential for academic
excellence) to Swarthmore College students of
Asian ancestry (excluding U.S. nationals).
The Katharine Bennett Tappen, Class o f 1931,
M emorial Scholarship was established in 1979 by
her sister, a member of the Class of 1928, and is
awarded to a first-year student. The scholarship is
renewable for four years at the discretion o f the
College. Preference is given to a resident o f the
Delmarva Peninsula.
The Newton E. Tarble, Class o f 1913, Award,
established in 1961 by Newton E. Tarble, is
granted to a first-year man who gives promise of
leadership, ranks high in scholarship, character,
and personality, and resides west o f the
Mississippi River or south o f Springfield, 111.
The Julia Fishback Terrell ’45 Scholarship was
established in 2004 by Burnham Terrell ’45 in
honor and memory o f Julia Terrell. The renewable
scholarship is awarded on the basis o f academic
merit and financial need with a preference given to
students with potential for service to the College.
The Ravi Thackurdeen '14 M emorial Scholarship
was established in 2012 by the Thackurdeen
family and friends in memory o f a young man who
not only embraced life with every fiber o f his
being, but touched others’ lives so profoundly.
Filled with boundless energy and enthusiasm, Ravi
cherished his time at Swarthmore—a place he said
“felt like home”—as well as his many dynamic
learning experiences and the opportunities
afforded to him as a student. His greatest wish was
to “make a difference in the world.” This
scholarship shall be awarded to students on the
basis of academic merit and financial need and is
renewable.
The John S. Thayer Endowed Scholarship was
established by a bequest from this friend of the
College in 2007. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Phoebe Anna Thome M emorial Scholarship
was established by a Thome family member in
1911. Preference is given to members o f the New
York Quarterly Meeting o f the Religious Society
o f Friends. The scholarship is renewable.
The Titus Scholarship was established by a
bequest from Georgians Titus, Class of 1898, and

p. 39
is awarded to a deserving student on the basis of
academic merit and financial need.
The D avid Todd '38 Scholarship was established
in 2004 in his memory by his daughter, Rebecca
Todd Lehmann ’64, and her husband, Scott K.
Lehmann ’64. The scholarship is awarded on the
basis o f academic merit and financial need with
preference for a student in the natural sciences.
The Jean Goldman Todd and Alden Todd ’39
Endowed Scholarship was established in 2002 by
writer and editor Alden Todd. The late Jean
Goldman Todd was a research biologist
specializing in tissue culture. The renewable
scholarship is awarded on the basis of academic
merit and financial need with preference given to
students concentrating in the life sciences.
The Patricia Trinder Scholarship, awarded on the
basis of academic merit and financial need, is
renewable. This scholarship was created in 2006 to
honor the memory o f Pat Trinder, recruitment
manager and assistant director of career services
(1988-2003) and secretary to the chairman of
athletics (1979-1988). Pat’s long career at the
College was dedicated to reaching out, serving,
supporting, encouraging, and being a friend to
students as they navigated life at Swarthmore. She
is remembered for her compassion, her largerthan-life personality, and her warmth toward
others. The donors to this scholarship hope it will
be awarded to a student who exemplifies this
spirit.
The Audrey Friedman Troy Scholarship,
established in 1964 by her husband, Melvin B.
Troy ’48, is awarded to a first-year man or woman.
Prime consideration for this renewable scholarship
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. '75 Troy
Scholarship, established in 1999, is awarded
annually to a deserving student on the basis of
academic merit and financial need, with preference
given to art history majors.
The Robert C. ’36 and Sue Thomas ’35 Turner
Scholarship, established in 1987, is awarded to a
deserving student on the basis of academic merit
and financial need.
The D aniel Underhill Scholarship was established
by a bequest from Edward Clarkson Wilson, Class
of 1891, and a gift by Daniel Underhill, Jr. Class
o f 1894. The scholarship is named for Daniel
Underhill and also recognizes Underhill’s father’s
3 1-year tenure on the Board of Managers. The
scholarship is awarded to a deserving student on
the basis of financial need.
The Vaughan-Berry Scholarship was established
in 1963 by Harold S. Berry ’28 and Elizabeth
Vaughan Berry ’28 through their estate plans to
provide financial assistance to needy students.

5 Financial Aid

p. 40

The Larry E. and M yrt C. Westphal Scholarship
The William H illes Ward, Class o f 1915,
was established by Karan Madan ’91, Suzanne
Scholarship was established in 1967 by family
Buckley ’89, and Jason Cummins ’90, with
members in memory o f this alumnus who served
on seven committees during his years on the Board additional gifts from other appreciative students,
friends and colleagues. The scholarship honors
of Managers. It is awarded to a deserving student
Professor Westphal’s teaching excellence and the
on the basis of academic merit and financial need
impact he had through his microeconomics,
with preference for a science major.
economic development, Asian economies and
The Gertrude S. Weaver ’38 Scholarship was
environmental studies classes, and Dean
endowed in her memory by her longtime friend
Westphal’s dedication and work in housing,
and companion Anna Janney de Armond ’32. The
disabilities, the Lang Scholar program and
scholarship, renewable in the senior year, is
personal advising. The scholarship is awarded
awarded each year to a woman student planning a
each year on the basis of academic merit and
career in teaching, with preference given to a
financial need and is renewable.
student who is majoring or has a special interest in
The Deborah F. Wharton Scholarship was created
German or Chinese language, literature, history, or
in 1875 and honors the mother o f Joseph Wharton,
European history.
who served on the Board o f Managers from 1883
The Ellen V. Weissman 7 2 Scholarship was
to 1907. The scholarship is awarded to a deserving
created in 2000. The renewable scholarship is
student on the basis o f financial need.
awarded annually on the basis o f academic merit
The White Family Scholarship, established in
and financial need.
1972, provides financial aid for a deserving
The Stanley andCorinne Weithorn Scholarship
student. A preference is given to students with an
was established in 1981. The renewable
interest in business, economics, or engineering.
scholarship is awarded with preference given to a
The Widdicombe Family Scholarship was
student who has expressed a serious interest in the
established in 2006 by Stacey “Toby”
area o f social justice and civil rights.
Widdicombe III ’74, Gerard C. Widdicombe, and
The Suzanne P. Welsh Scholarship was created in
Elizabeth A. Widdicombe in honor of then2000 by an anonymous donor in recognition of
parents. This renewable scholarship is awarded on
outstanding administrators at Swarthmore College.
the basis of academic merit and financial need.
The Welsh fund was established in honor of
The Frederick J. W iestJr. ’37 and E lizabeths.
Suzanne P. Welsh, who joined the College staff in
Wiest ’38 Scholarship was established in 2006 and
1983 and became its treasurer in 1989 and vice
is awarded on the basis of academic merit and
president for finance and treasurer in 2002. The
financial need.
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Rachel Leigh Wightman Scholarship was
created in 2000 by Colin W. ’82 and Anne
The D avid '51 and Anita '51 Wesson Scholarship
Bauman ’82 Wightman in memory of their
was established on the occasion o f their 50th
daughter. The renewable scholarship is awarded to
reunion in honor o f their parents, Eleanor and
a gentle person whose quiet, unrelenting love of
Castro Dabrohua and Marion and Philip Wesson.
learning inspires similar passion in those around
The renewable scholarship is awarded to a firstthem. The scholarship is awarded on the basis of
year student on the basis o f academic merit and
need to a worthy student.
financial need. Preference is given to a student
who is the first in his or her family to attend
The E rik Joseph Wilk ’90 Scholarship, established
in 2005, is awarded on the basis o f academic merit
college.
and financial need with a preference for someone
The Dan and Sidney West Scholarship Was
who embraces, and has a sensitivity for and
established in 2003 by an anonymous donor to
acceptance o f diversity, including other cultures
reflect the appreciation, respect, and affection that
and sexual orientations.
the Swarthmore College community holds for the
Wests and to honor their significant
The Samuel Willets Scholarship was created in
accomplishments at institutional, community, and
1885 to honor a member of the original committee
personal levels. In 2007, Dan and Sidney added
to solicit funds for “The Establishment of
funds to this endowment. The renewable
Swarthmore College” who also served on the
scholarship is awarded on the basis o f financial
Board of Managers from 1862 to 1883. The
need and academic merit, with a preference for
scholarship is awarded to a deserving student on
students from Arkansas, Oklahoma, or Texas.
the basis o f financial need.
The Westbury Quarterly M eeting Scholarship was
The I. V Williamson Scholarship, established in
created in 1874, when die Westbury Quarterly
1885 by a gift from the sale of property by this
Meeting, N.Y., turned over to Swarthmore College
Philadelphia merchant and philanthropist, is
a fui)d o f $5,000, called the Educational Fund
awarded to a deserving student on the basis of
belonging to the Westbury Quarterly Meeting. The
academic merit and financial need.
scholarship is awarded to students with financial
The Edward Clarkson Wilson and Elizabeth T.
need.
Wilson Scholarship, established in 1948 to honor

5 Financial Aid
the former principal o f the Baltimore Friends
School and his wife, is awarded to a deserving
student on the basis o f financial need.
The Elmer L. Winkler '52 Scholarship, established
in 1980 by this alumnus, is awarded annually to a
deserving student on the basis of academic merit
and financial need.
The N ed Winpenny '74 M emorial Scholarship was
established in 2000 by an anonymous donor. The
renewable scholarship is awarded on the basis of
academic merit and financial need.
The Phyllis M. Wang Wise '67 Endowed
Scholarship was established in 2009. The
renewable scholarship is awarded on the basis of
academic merit and financial need, with preference
given to students o f color majoring in biology.
The Bryan '84 and Elisabeth W olfScholarship was
established in 2014 in honor of Bryan's 30th
reunion, The scholarship shall be awarded to
students on the basis of academic merit and
financial need and is renewable.
The Robert W olf '39 Scholarship was endowed in
his memory by his sisters, Ruth W olf Page ’42 and
Ethel W olf Boyer ’41. The renewable scholarship
is awarded each year on the basis of need and
merit to a junior or senior majoring in chemistry or
biology.
TheLetitiaM . Wolverton, Class o f 1913,
Scholarship, given by a bequest in 1983 from
Letitia M. Wolverton, 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 M ary Wood Scholarship, created through a
bequest in 1898 from this Media, Pa., resident, is
awarded to a deserving student on the basis of
financial need.
The R oselyndAtherholt Wood '23 Scholarship,
established in 1983 by this alumna, is awarded to a
deserving student on the basis o f academic merit
and financial need.
The Thomas Woodnutt Scholarship was
established in 1905 by Hannah H. Woodnutt, then
a member of the Board o f Managers, in memory of
her husband, who had from the beginning taken a
great interest in Swarthmore College.
The Frances '28 and John '30 Worth Scholarship
was established by Frances Ramsey Worth in
1993. The renewable scholarship is awarded to a
first-year student with strong academic credentials
and financial need.
The D avid Wright '65 Scholarship was established
in 2005 and is awarded on the basis of academic
merit and financial need.
The Elizabeth Cox Wright Endowed Scholarship
was established in 2006 by Pamela Taylor Wetzels
’52 to honor an outstanding, beloved teacher
known for instilling a love o f Shakespeare in her
students and holding poetry seminars in her home.

p. 41
Elizabeth Cox Wright came to Swarthmore
College as an instructor of English in 1930 and
retired as a professor emerita of English in 1964.
She died in 1973. This renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Harrison M. Wright Scholarship was created
in 1993 by friends, colleagues, and former students
o f Harrison M. Wright, Isaac H. Clothier Professor
o f History and International Relations, on the
occasion o f his retirement from the College. The
scholarship supports a student who will study in
Africa.
The M ichael M. and Zelma K. Wynn Scholarship,
established in 1983 by Kenneth R. Wynn ’74 in
honor of his mother and father, is awarded
annually to a student on the basis of need and
merit.
The Richard A. Yariowitch '81 Scholarship,
established in 2002, reflects the donor’s
encouragement of student interest in international
relations and cross-cultural development. The
renewable scholarship is awarded on the basis o f
academic merit and financial 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, languages, and international cultures.
The Paul Ylvisaker H ’78 Scholarship was
established in 2008 by a member of the Class of
1952 to honor an articulate, inspiring, and
charismatic faculty member who taught political
science from 1948 to 1955. In 1978, Paul
Ylvisaker returned to Swarthmore to receive an
honorary degree, which recognized his
contributions as a champion o f cities and the urban
underclass as a planner, government official,
foundation executive, and educator. This
scholarship is awarded to students on the basis of
academic merit and financial need.

6 College Life
6.1 The Residential College
Community

p. 42

Although single-sex options are offered, they are
not always available and as such cannot be
guaranteed. Students should not expect to live in
Swarthraore College seeks to help its students
single-sex housing for all four years. In these
realize their full intellectual and personal potential,
single-sex sections, students may determine thencombined with a deep sense o f ethical and social
own visitation hours up to and including 24-hour
concern. The purpose of Swarthmore College is to
visitation restrictions.
make its students more valuable human beings and
more useful members of society. The College is
First-year students are assigned to rooms by the
committed to student learning in and out o f the
deans. Efforts are made to follow the preferences
classroom and thus supports the personal and
indicated and to accommodate special needs, such
leadership development of students through
as documented disabilities. After the first year,
extracurricular activities.
students choose their rooms in an order determined
by a housing lottery or by invoking special
6.1.1 Student Rights, Responsibilities, and
options—among these are block housing, allowing
Code of Conduct
friends to apply as a group for a section of a
Students are expected to familiarize themselves
particular hall. There is also the opportunity to
with the policies and rules concerning their
reside at neighboring Btyn Mawr and Haverford
conduct. The Student Handbook provides
colleges in a cross-campus housing exchange that
information about academic freedom and
proceeds on a matched one-for-one basis. Firstresponsibility; ethical use o f the library and other
and second-year students typically reside with
educational resources; standard citation practices;
roommates, whereas juniors and seniors may
the information technology acceptable use policy;
select single rooms (as available). All students are
and the policies and procedures that guide the
expected to occupy the rooms to which they are
process when academic or behavioral misconduct
assigned or which they have selected through the
is suspected.
regular room choosing process unless authorized
by the deans to move.
6.2 Residential Life
Resident assistants, selected from the junior and
senior classes, are assigned to each o f the
Swarthmore is a primarily residential college,
conducted on the assumption that the close
residence halls. These leaders help create activities
association o f students and instructors is an
for students, serve as support advisers to their hallmates, and help enforce College rules for the
important element in education. Most students live
comfort and safety of the residents.
in college residence halls all four years. New
students are required to live in the residence halls
Residence halls remain open during fall break,
during their first two semesters. After their first
Thanksgiving, and spring break, but are closed to
year at the College, students are permitted to live
student occupancy during winter vacation.
in non-College housing.
Specific winter vacation dates are set each year,
but generally include a 4-5 week period from mid6.2.1 Housing
December through mid-January. No meals are
Seventeen residence halls, ranging in capacity
served during fall and spring breaks.
from 8 to 214 students, offer a diversity of housing
Guests- Friends o f Swarthmore students are
styles. Several o f the residence halls are a 5 to 15welcome to visit campus. If a guest o f a student
minute walk to the center of campus.
will be staying in a residence hall overnight, the
Swarthmore’s residence halls are Alice Paul;
resident assistant must be notified, and all
Dana; David Kemp (the gift of Giles Kemp ’72
roommates must agree to allow the guest to stay.
and Barbara Guss Kemp, in honor o f Giles’
A guest is not permitted to stay in a residence hall
grandfather); Hallowell; Kyle House (named in
more than four nights each term. Residence halls
honor o f Fred and Elena Kyle ’55); Lodges; Maty
are designed for our student population, and as
Lyon; Mertz Hall (the gift o f Harold and Esther
such children, non college-aged individuals,
Mertz); Palmer; Pittenger; Roberts; the upper
parents, and other adults should not be overnight
floors in the wings o f Parrish Hall; Strath Haven;
Wharton Hall (named in honor o f its donor, Joseph guests. A guest is never permitted to sleep or
reside in any public location (such as a dorm
Wharton, a one-time president o f the Board of
lounge, basement, or other public space). Requests
Managers); Willets Hall (made possible largely by
for exceptions must be made to the Assistant Dean
a bequest from Phebe Seaman and named in honor
for Residential Communities. The Dean’s Office
of her mother and aunts); Woolman House; Worth
reserves the right to require a guest to leave
Hall (the gift of William P. and J. Sharpies Worth,
campus if their behavior begins to have an impact
as a memorial to their parents).
on the campus community or is otherwise
A mixture o f class years live in each residence
disruptive.
hall. /)bout 90 percent o f residence hall areas are
Student hosts are responsible for the conduct of
designated as coeducational housing either by
their guests on campus and will be held
floor, section, or entire building. The remaining
accountable for any violation o f the code of
areas are single-sex housing.

6 College Life
conduct or other rules of the College committed by
a guest.
More detailed housing rules and regulations are
found in the Student Handbook, and on the
housing website: www.swarthmore.edu/housing.
6.2.2 Storage and Insurance
College storage is not available for student
belongings, and will be completely phased out
with the end of the spring 2015 semester. Students
will need to plan in advance if they are not able to
transport their items home during the summer
semester. Students will move between residence
halls a minimum o f four times while at
Swarthmore; we encourage students to pack
lightly and only come with essential items.
The insurance program for the College is designed
to provide protection for College property and
does not include the property o f students or others.
Students and their parents are strongly urged to
review their insurance program in order to be sure
that coverage is extended to include personal
effects while at college.
6.2.3 Dining
All students living in campus housing must
participate in one o f the College’s three meal plans
which include 3 guests meals a semester. Students
living off campus may subscribe to the meal plans,
or they may add points to their card or 7 Anytime
Meals a week for the semester drom the Dining
Services office in Sharpies Dining Hall room 204.
Swarthmore’s Dining Services oversees the main
dining facility in Sharpies Dining Hall, Essie
Mae’s Snack Bar, the Kohlberg Coffee Bar, the
Science Center Coffee Bar, and the Mary Lyon’s
Breakfast Room and a weekday Grab-N-Go lunch
program.
Sharpies Dining Hall is open Monday through
Friday, 7:30 a.m. to 8:00 p.m.; Saturday, 7:30 a.m.
to 6:30 p.m.; and Sunday, 10 a.m. to 6:30 p.m.
Unlimited servings are permitted, but take-out is
not. Although a sincere effort is made to meet the
dietary needs of all students, not all special
requirements can be accommodated. Kosher meals
are not available in the dining hall.
Essie Mae’s Snack Bar, the Kohlberg coffee bar,
and the Science Center coffee bar are cash
operations. Students may use their meal
equivalency at Essie Mae’s but not at the coffee
bars. The two coffee bars as well as the snack bar
accept points but the coffee bars are not set up as
meal replacement options. Mary Lyon’s Breakfast
Room serves a hot breakfast on Saturday and
Sunday, which is prepared by students. Mary
Lyon’s residents and guests may use regular meal
credit to partake in the weekend breakfast.
Swarthmore students may obtain passes to eat at
the Bryn Mawr and Haverford college dining halls
from the Checkers at Sharpies Dining Hall. See the
Dining website for additional services —catering,

p. 43
cakes, barbeques and meals to go or ask a staff
member.
Students eating in all college dining locations must
present their college picture identification card for
meal credit or points. These policies are in effect
to protect each student’s personal meal plan
account.
6.2.4 Parking
Parking is very limited on Swarthmore’s campus.
Students should not plan on being approved for
parking for more than one year during their time at
Swarthmore. Students must have the permission o f
the Car Authorization Committee to park on
campus and should apply in the spring term for the
following academic year. Students who live offcampus in the Swarthmore Borough can secure
street parking through Borough Hall, and are not
generally eligible for campus parking spots. Firstyear students are not permitted to bring cars to
campus.

6.3 Health
6.3.1 Worth Health Center (WHC)
The WHC services are available 24 hours a day, to
consult with students either in person or over the
phone, 7 days a week when the College is in
session. The center, a gift o f the Worth family in
memory of William Penn Worth and Caroline
Hallowell, houses the Health Service's outpatient
treatment facilities, offices o f the Counseling and
Psychological Services (CAPS) staff, and rooms
for students who require non-hospital level
infirmary care.
6.3.2 Student Health Services
The WHC team includes nurses, nurse
practitioners, a student wellness coordinator, a
nutritionist, alcohol and drug counselor, violence
prevention educator and advocate, internists, and
an adolescent medicine physician. The physicians
are contracted through Crozer-Chester Medical
Center (CCMC). The WHC staff members are
willing to coordinate care with personal health
care providers, when given permission by the
student. In addition, if a student is admitted to the
CCMC, WHC staff members and physicians are
willing to coordinate care with the hospital
providers.
Students may make appointments with health care
providers at scheduled times during the week.
When school is in session, a registered nurse will
interview and evaluate the health needs o f the sick
student. Through this easy access to care students
are given important health information, scheduled
to see a health care provider or treated and
released based on the level o f illness or injury.
WHC maintains a small dispensary of commonly
used prescription medications. Students who need
prescription medications may purchase them
through their insurance with a pharmacy or
through WHC at a reduced rate. WHC has

6 College Life

p. 44

arranged delivery services from a local pharmacy
for students who are unable to access them
otherwise. Similarly, laboratory services are
provided at low cost or billed through the student’s
insurance.
We respect a student’s right to confidentiality, do
not share personal information about a student but
encourage a student to speak with parents when
the student’s care becomes more complicated.
In supporting the College’s mission, the WHC is
highly committed to providing comprehensive and
clinically exceptional care to students. We invite
student and parent feedback as part o f our review
and assessment processes.
For more detailed information and forms,
especially those for new students, visit
www.swarthmore.edu/health.

Students who have no insurance or inadequate
insurance coverage must enroll in the College
health plan offered to all students. If your
insurance status changes, notify student health
services immediately. Enrollment to the College
health plan must be done within 31 days o f the
loss of other coverage. Students receiving financial
aid may have a portion of the premium cost
defrayed. The College provides supplemental
health insurance for students who are actively
participating in intercollegiate and club sports. For
further information, please consult the Medical
Administrator/Insurance Coordinator
(health@swarthmore.edu). All athletes with
questions related to sports injuries should contact
Marie Mancini (mmancinl@swarthmore.edu).

6.3.3 Counseling and Psychological
Services (CAPS)
Services for students include counseling and
psychotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs in conjunction with ongoing
psychotherapy, psychological testing, and
educational talks and workshops. Counseling and
Psychological Services (CAPS) participates in
training resident assistants and student academic
mentors as well as other student support groups
and provides consultation to staff, faculty, and
parents.
CAPS is staffed by a diverse group o f
psychological, social work, and psychiatric
professionals. The director and staff collectively
provide regular appointment times Monday
through Friday. Students may be referred to
outside mental health practitioners at their request
or when long-term or highly specialized services
are needed. CAPS main office is located in the
Worth Health Center, North Wing.
Treatment at CAPS is conducted within a policy of
strict confidentiality. Where there may be a
significant question of imminent threat to
someone’s life or safety, CAPS reserves the right
to break confidentiality in order to ensure safety.
Requests for service may be made in person or by
phone (x8059) between 8:30 a.m. and 4:30 p.m.,
Monday through Friday.
For more detailed information about CAPS, visit
the website at www.swarthmore.edu/caps.xml.

The Public Safety Department office is located in
the Benjamin West House. The department
provides round-the-clock uniformed patrol o f the
campus buildings and grounds by professionally
trained patrol officers who can assist students in a
variety o f ways from emergency response to
general advice on crime prevention. Students are
encouraged to call the department at 610-328-8281
any time they feel Public Safety can be of
assistance. All emergencies should be reported by
contacting the department’s emergency telephone
line 610-328-8333. Any crime or suspected crime
should be reported immediately to the Public
Safety Department.
Swarthmore College’s Annual Crime and Fire
Safety Report is written to comply with the (Pa.)
College and University Security Information Act:
24 P.S., Sec. 2502-3©, the federal Jeanne Clery
Disclosure o f Campus Security Policy and
Campus Crime Statistics Act, and the Campus Fire
Safety Right to Know Act. This annual report
includes statistics for the previous 3 years
concerning reported crimes that occurred on
campus, in certain off-campus buildings owned or
controlled by Swarthmore College, and on public
property within or immediately adjacent to and
accessible from the campus. 1116report also
includes institutional policies concerning campus
security, such as policies concerning alcohol and
drug use, crime prevention, the reporting o f
crimes, sexual assault, and other matters. The
College’s Fire Safety Report contains a variety of
fire safety related information in addition to
campus fire statistics for the most recent three
calendar years. To obtain a full copy of this
document, visit www.swarthmore.edu/publicsafety/clery-crime-statistics.xml.

6.3.4 Health Insurance
Students may consult the medical facilities o f the
College when ill or injured in athletic activities or
otherwise, free o f charge. The College cannot
assume financial responsibility for medical,
surgical, or psychological expenses incurred when
seeking or referred for care elsewhere. Students
and thfeir families are responsible for medical
expenses incurred while students are enrolled at
the College including medication costs, vaccine
costs and lab fees.

6.4 Campus Safety

6.5 Cocurricular Opportunities
6.5.1 Student Government
The Student Council is the chief body of student
government and exists to serve and represent the
students of Swarthmore College. Its 11 members

6 College Life
are elected semiannually. The powers and
responsibilities o f the Student Council are (1) the
administration of the Student Activities Account;
(2) the appointment of students to those
committees within the College community upon
which student representatives are to serve; (3) the
oversight of those students o f those committees;
(4) the administration o f student organizations; (5)
the operation o f just elections; (6) the execution of
referendums; (7) the representation of the student
body to the faculty, staff, and administration, and
to outside groups, as deemed appropriate; and (8)
the formulation o f rules needed to exercise these
powers and to fulfill these responsibilities. The
Student Council provides a forum for student
opinion and is willing to hear and, when judged
appropriate, act upon the ideas, grievances, or
proposals o f any Swarthmore student.
The Student Budget Committee allocates and
administers the Student Activity Fund.
The Social Affairs Committee allocates funds to all
campus events, maintains a balanced social
calendar, and is responsible for organizing formals
and various other activities that are designed to
appeal to a variety o f interests and are open to all
students free o f charge.
Service on College Committees is determined by
the Appointments Committee o f Student Council
that selects qualified student representatives.
6.5.2 The Arts
Creative arts activities take place in conjunction
with the departments of art, English, music and
dance, and theater. There are also many student
groups that organize creative activities.
Professional performers and artists are brought to
campus regularly, both to perform/exhibit and to
offer master classes. Campus facilities include
practice and performance spaces available for
student use.
6.5.3 Athletics/Physical Activities
Swarthmore’s athletic program is varied, offering
every student the opportunity to participate in a
wide range of sports, including intercollegiate,
club, and intramural teams.
6.5.4 Publications and Media
The Phoenix, the weekly student newspaper; the
Halcyon, the College yearbook; The Daily
Gazette, a Web based news service; and WSRN,
the campus radio station, are completely studentrun organizations. Lodge 6 is a media incubator
for journalism. The campus New Media Center
supports student initiatives in video and web
formats. Several other student publications include
literary magazines and newsletters. For more
information, contact the student publications
coordinator.
6.5.5 Service and Activism
Service and activism activities are an integral part
o f the lives of many students, faculty, and staff

p. 45
members. The Lang Center for Civic and Social
Responsibility (see 6.6.5) coordinates and supports
many o f these endeavors, and many student groups
choose paths that engage issues and communities
in multiple ways.
6.5.6 Student Organizations
Students are encouraged to get involved in
extracurricular activities at Swarthmore. More
than 100 clubs and organizations span a broad
range o f interests such as community service;
athletics; political action; and religious, cultural,
and social activities. If there isn’t a club or
organization that meets a student’s interest, he or
she may form one with the guidance of Student
Council.

6.6 Student Centers
6.6.1 Black Cultural Center
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 resources
designed to stimulate and sustain the cultural,
intellectual and social growth o f Swarthmore’s
black students, their organizations and community.
Further, the BCC functions as a catalyst for change
and support to the College’s effort to achieve
pluralism. The BCC’s programs are open to all
members of the College community. The BCC is
guided by the assistant dean, with the assistance of
a committee o f black students, faculty, and
administrators.
6.6.2 Greek Life
There are currently two fraternities and one
sorority at Swarthmore: Delta Upsilon and Theta,
both affiliated with a national organizations, and
Phi Omicron Psi, a local association. Although
they receive no College or student activity funds,
Greek life organizations supplement social life.
They rent lodges on campus but have no
residential or eating facilities. In recent years,
about 6 percent o f male students have decided to
affiliate with one o f the fraternities. The sorority
was founded in fall o f 2013.
6.6.3 Intercultural Center
The Intercultural Center (IC) provides programs,
advocacy, and support for Asian/Pacific Islander
American, Latino@, multiracial, Native American,
LGBTQIA (lesbian, gay, bi/pansexual, trans*,
queer/questioning, intersex, and asexual), lowincome, international, and first-generation college
students at Swarthmore College. In addition, the
IC promotes systemic change toward intersectional
perspectives across the institution and fosters
collaboration and coalition building among
communities both within and outside the IC and
the College. Resources and programs include

6 College Life
faculty-student-staff events, lectures, concerts,
films, poetry slams, workshops and dialogues that
explore race, class, gender, sexuality, citizenship,
intersectional identities, and equity with a
particular emphasis on social justice education and
leadership. More information is available at
www.swarthmore.edu/ic.
6.6.4 Interfaith Center
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
opportunities and resources, in an atmosphere free
from the dynamics o f persuasion, in which they
can explore a variety o f spiritual, ethical, and
moral meanings; pursue religious and cultural
identities; and engage in interfaith education and
dialogue. The center comprises offices, a large
common worship room, and a private meditation
room.
Student groups of many faiths also exist for the
purpose o f studying religious texts, participating in
community service projects, and exploring
common concerns of religious faith, spirituality,
and culture.
Various services are available on campus, and area
religious communities welcome Swarthmore
students.
6.6.5 Eugene M. Lang Center for Civic and
Social Responsibility
The Lang Center, located at 3-5 Whittier Place, is
a hub for activities that support Swarthmore’s
mission to “help students realize their fullest
intellectual and personal potential combined with a
deep sense o f ethical and social concern.” The
Lang Center supports the College’s commitment
to social responsibility in the context of academic
excellence by providing administrative, financial,
logistical, and programming support for a wide
range of opportunities to help make connections
between the College and communities beyond,
both local and global. Its staff works with
individual students, student groups, faculty, staff,
and community partners. The Lang Center offers
extensive information about opportunities for
service, advocacy, activism, social
entrepreneurship, policy, and research. Its key
programs are: Community-Based Learning—The
Lang Center supports faculty and encourages
students to take courses that connect academic
content to communities outside the College.
Students may, for examples, spend time outside
the classroom working with an organization, or
may devote assignments to research need by a
community group.
The Eugene M. Lang Visiting Professorship fo r
Issues o f Social Change—The professorship was
endowed in 1981 by Eugene M. Lang ’38 to bring

p. 46
to the College an outstanding social scientist,
political leader, or other suitably qualified person
who has achieved professional or occupational
prominence for sustained engagement with issues,
causes, and programs directly concerned with
social justice, civil liberties, human rights, or
democracy.
Lang Opportunity Scholarship Program—Up to
six students during the first semester of their
sophomore year are selected to participate in this
program, which includes a paid summer
internship, the opportunity to apply for a
substantial grant that supports the implementation
of a major project with significant social value,
and other benefits. Lang Center staff work closely
with Lang Scholars as they develop and carry out
their projects.
Student-led service and activist groups—Many
student-led groups use Lang Center facilities and
also receive guidance from Lang Center staff.
These groups include Blueprints Mentors; Chester
Youth Court Volunteers; College Access Center of
Delaware County; Chester Garden Youth
Collaborative; Dare to Soar; Education for
Empowerment; Green Advisers; Learning 4 Life;
Let’s Get Ready; Peace Innovation Lab;
PowerPush; Saturdays of Service; Taller de Paz
(Workshops for Peace); Volunteer Income Tax
Assistance; Trash 2 Treasure; War News Radio;
and Student Run Emergency Housing Unit of
Philadelphia.
Summer Social Action Awards (S2A2)—For full­
time, 10-week summer internships with non-profit
organizations, grassroots advocacy groups, and
public service agencies, these grants provide living
expenses and summer earnings. Lang Center staff
and Career Services provide guidance as students
find internship placement sites that are congruent
with their interests.
The Swarthmore Foundation—A small
philanthropic body formed by Swarthmore College
in 1987 with endowments from alumni,
foundations, and others, the Swarthmore
Foundation supports students, staff, and faculty
involvement in community service and social
action. Applications for grants are accepted twice
during the academic year.
The Project Pericles Fund o f Swarthmore
College—Eugene M. Lang ’38 and the Board of
Managers o f Swarthmore College created the
Project Pericles Fund o f Swarthmore College in
2005 to support groups of Swarthmore students
who propose and implement social and civic
action projects that are substantial in scope.
6.6.6 Tarble Social Center
The Tarble Social Center in Clothier Memorial
Hall was provided through the generosity of
Newton E. Tarble o f the Class o f 1913 and his

6 College Life
widow, Louise A. Tarble. The facility includes a
snack bar, a lounge space, the College Bookstore,
Paces (a student-run café and party space), an all­
campus space, meeting rooms, the Swarthmore
College Computer Society media lounge and the
offices of the Social Affairs Committee (SAC),
Debate Society, and Rattech.
6.6.7 Women’s Resource Center
The Women's Resource Center (WRC) is located
in a lodge on the west side o f campus; it is open to
all women on campus. It is organized and run by a
student board of directors to bring together women
o f the community with multiple interests and
concerns. The resources of the center include a
library, kitchen, various meeting spaces, computer,
and phone. The WRC also sponsors events
throughout the year that are open to any member
of the College community.

6.7 Student Advising
6.7.1 Class Deans
The Office of the Dean for Academic Affairs
oversees the advising system. The deans are
available to all students for advice on any
academic or personal matter. A dean is assigned to
each class in order to specialize in advising
matters that are particular to that year. Students,
however, may approach any dean for advising,
support, or to leam about College resources.
6.7.2 Academic Advising
Each first-year student is assigned to a faculty
member or administrator who serves as the
student’s academic adviser. Once students are
accepted by an academic department for their
major, normally at the end o f the sophomore year,
the advising responsibility shifts to the chair, or
chair’s designate, of that department. Requests for
a change of adviser in the first two years will be
freely granted subject only to availability and
equity in the number of advisees assigned to
individual advisers.
6.7.3 Academic Support
Academic support can be accessed through the
Office of the Associate Dean for Academic
Affairs, through the Office of Student Disability
Services, through academic departments (peer
mentors, clinics, and review sessions), through the
Writing Center (Writing Associates), and in
dormitories (Student Academic Mentors). Tutors
can be arranged through departments or through
the Office o f the Associate Dean for Academic
Affairs. No fees are required for any o f these
services.
Student Academic M entors (SAMs) are upper class
students specially selected and trained to work
with students on the development o f skills
necessary for academic success including time
management, organization, study strategies and
reading techniques. All residence halls with first-

p. 47
year students are assigned a SAM to serve as a
resource for its residents. SAMs also hold weekly
office hours at the McCabe and Cornell Libraries,
and at the Black Cultural Center. They sponsor
“Drop-In Hours” at locations throughout campus
during advising and registration periods.
Writing Associates (WAs) are students who have
been specially trained to assist their peers with all
stages of the writing process. WAs are assigned on
a regular basis to selected courses, and they are
located in the Writing Center in Trotter Hall. All
students have access to the Writing Center as
needed and can receive help on a drop-in basis.
6.7.4 Health Sciences Office (Premed
Advising)
The staff o f the Health Sciences Office is available
to students and alumni considering a career in
medicine, dentistry, veterinary medicine or other
health professions. The Health Sciences Adviser
counsels students throughout their undergraduate
years and beyond, and assists them in the process
of application for graduate training.
Swarthmore graduates are represented at 59
medical schools in 23 states in the U.S., including
such top schools as Harvard, Yale, Columbia,
Penn, Stanford, Johns Hopkins, and many fine
state universities. In addition, Swarthmore
graduates are currently attending The University
of Califomia-Davis veterinary school and
University o f Medicine and Dentistry o f New
Jersey dental school. The College’s acceptance
rate is substantially higher than the national
acceptance rate.
While many students planning a medical career
decide to major in biology or chemistry, others
elect to concentrate in one o f the humanities or
social sciences, while structuring their overall
program to fulfill medical school requirements.
The following courses are part o f a typical
program;
Cellular and Molecular Biology
Organismal and Population Biology
General Chemistry
Organic Chemistry I and II
Biological Chemistry
English
Calculus I and Statistical Methods
General Physics I and II
Introductory Psychology and Sociology
As veterinary and dental schools have more
variable requirements, in addition to those listed
above, prevet and predental students should meet
with Gigi Simeone, the Health Sciences Adviser,
to plan their programs.
6.7.5 Prelaw Advising
Swarthmore’s academic rigor provides an
excellent preparation for students considering a
career in law. Swarthmore graduates are

6 College Life
represented at law schools across the U.S.,
including such top schools as Harvard, Columbia,
Stanford, and Yale.
Swarthmore students interested in law are
encouraged to take a varied and challenging
academic program, which will develop their
analytical, reading, writing and speaking skills.
There is no prelaw major or prescribed prelaw
coursework. Students have applied successfully to
law school with majors and minors in the
humanities, social sciences, and natural sciences.
Gigi Simeone, the Prelaw Adviser, is available to
any student or alum considering a career in law.
The Prelaw Office counsels students throughout
their undergraduate years and beyond, and assists
them in the process o f application to law school. It
offers a series o f meetings with law school
admissions deans each fall. The office also
prepares dean’s certifications for students applying
to law schools that require it. More information is
available at www.swarthmore.edu/prelaw.
6.7.6 Career Services
Career Services offers individualized attention to
students who are seeking career direction,
considering majors, exploring internships, job
searching or applying for graduate school. Career
Counselors and Career Peer Advisers help students
develop knowledge o f themselves and their life
options, advance their career planning and
decision-making abilities, and develop skills
related to their intemship/job search and graduate
school admission. Individual counseling and group
workshops encourage students to expand their
career options through exploration of their values,
skills, interests, abilities, and experiences. A
noncredit Career Development course is available
for all students, regardless o f their academic
discipline or year.
Career programming includes alumni career panels
and dinners, presentations, workshops, employer
information sessions, an etiquette dinner, career
fairs and interview days. The office cooperates
with Alumni Relations and the Alumni Council to
help students connect with a wide network of
potential mentors and the offices co-sponsor the
annual Lax Conference on Entrepreneurship.
Exploration o f career options is encouraged
through internships, summer jobs, and alumnihosted externships during winter break. Students
may receive assistance in researching, locating,
and applying for internships, employment, and
graduate school admission and receive advice in
how to gain the most they can from these
experiences.
Career Services hosts on-campus recruiting by
representatives from for-profit, government and
nonprofit organizations. The Career Services
website
(www.swarthmore.edu/careerservices.xml)
provides access to comprehensive online databases
of internship and job listings as well as an events

p. 48
calendar to make information about activities and
programs available to students. Recommendation
files are compiled for interested students and
alumni to be sent to prospective employers and
graduate admissions committees.

6.8 Student Conduct System
Swarthmore places great value on freedom of
expression, but it also recognizes the responsibility
to protect the values and structures of an academic
community. It is important, therefore, that students
assume responsibility for helping to sustain an
educational and social community where the rights
of all are respected. This includes conforming their
behavior to standards o f conduct that are designed
to protect the health, safety, dignity, and rights of
all. Community members also have a
responsibility to protect the possessions, property,
and integrity o f the institution as well as of
individuals. The aim of the College’s Student
Code o f Conduct is to balance all these rights,
responsibilities, and community values fairly. The
student conduct system is overseen by the dean of
the senior class, and all questions should be
directed to this office.
The formal student conduct system at Swarthmore
College has two main components: (1) Minor
Misconduct: Allegation(s) in which possible
sanctions do not include suspension or expulsion
from the College if the student were found
responsible and are typically conducted by the
dean o f the senior class; and (2) Major
Misconduct: Allegation^) subject to College
policy in which possible sanctions could result in
suspension or expulsion from the College if the
student were found responsible, and are typically
addressed by the College Judiciary Committee
(CJC) or an Administrative hearing with the dean
of the senior class, including all allegations of
academic misconduct. The CJC is composed of
faculty, students, and administrators who have
undergone training for their role.
All allegations o f sexual and gender based
harassment, sexual misconduct, sexual violence,
stalking, and intimate-partner violence are
addressed through the College’s Sexual Assault
and Harassment Policy.
Violation of the laws of any jurisdiction, whether
local, state, federal, or (when studying abroad)
foreign, may subject a student to College
disciplinary action. A pending appeal o f a
conviction shall not affect the application o f this
rule.

7 Educational Program
7.1 General Statement
Swarthmore College offers the degree o f bachelor
o f arts and the degree of bachelor of science. The
latter is given only to students who major in
engineering. Four years of study are normally
required for a bachelor’s degree (see section 9.1),
but variation in this term, particularly as a result of
Advanced Placement (AP) credit, is possible (see
section 3.5).
The selection of a program will depend on the
student’s interests and vocational plans. The
primary purpose of a liberal arts education,
however, is not merely to provide the best
foundation for one’s ftiture vocation. The purpose
of a liberal arts education is to help students fiilfill
their responsibilities as citizens and grow into
cultivated and versatile individuals. A liberal
education is concerned with the development of
moral, spiritual, and aesthetic values as well as
analytical abilities. Furthermore, just as a liberal
education is concerned with the cultural
inheritance of the past, so, too, it is intended to
develop citizens who will guide societies on a
sustainable course where future culture will not be
compromised in the development o f the present.
Intellectually, it aims to enhance resourcefulness,
serious curiosity, open-mindedness, perspective,
logical coherence, and insight.
During the first half of their college program, all
students are expected to satisfy most, if not all, of
the distribution requirements, to choose their
major and minor subjects, and to prepare for
advanced work in these subjects by taking certain
prerequisites. The normal program consists o f four
courses or their equivalent each semester, chosen
by the student in consultation with his or her
faculty adviser.
All students must fulfill the requirements for the
major. Before the end o f the senior year, students
are required to pass a comprehensive examination
or its equivalent, given by the major department.
The program for engineering students follows a
similar basic plan, with certain variations
explained in the section on engineering. Courses
outside the technical fields are distributed over all
4 years.
For honors candidates, courses and seminars taken
as preparation for external evaluation occupy
approximately one-half of the student’s work
during the last 2 years. In addition to work taken
as a part o f the Honors Program, the students take
other courses that provide opportunities for further
exploration. During the senior year, many
departments offer a specially designed senior
honors study for honors majors and minors to
encourage enhancement and integration of the
honors preparations. At the close o f the senior
year, candidates for honors will be evaluated by
visiting examiners.
The course advisers o f first-year and sophomore
students normally are members of the faculty

p. 49
appointed by the dean. For juniors and seniors, the
advisers are the chairs of their major departments
or their representatives.
Although faculty advisers assist students in
preparing their academic programs, students are
individually responsible for planning and adhering
to programs and for the completion o f graduation
requirements. Faculty advisers, department chairs,
other faculty members, the deans, and the registrar
are available for information and advice.

7.2 Program for the First and
SeconcTYears
The major goals o f the first 2 years of a
Swarthmore education are to introduce students to
a broad range o f intellectual pursuits, to equip
them with the analytic and expressive skills
required to engage in those pursuits, and to foster a
critical stance toward learning and knowing. All
students must fulfill the requirements normally
intended for the first 2 years o f study, although
engineering majors may spread some requirements
over 4 years. Students entering Swarthmore as
transfer students normally fulfill these
requirements by a combination o f work done
before matriculation at Swarthmore and work done
here, according to the rules detailed below.
To meet the distribution requirements, a student
must earn degree-applicable credit in the
follow ing areas:
1. Complete at least three courses in each o f the
three divisions of the College (listed). In each
division, the three courses must be at least 1 credit
each and may include up to 1 AP credit or credit
awarded for work done elsewhere.
2. Complete at least two courses in each division
at Swarthmore; these courses must be at least 1
credit each.
3. Complete at least two courses in each division
in different departmental subjects; these courses
must be at least 1 credit each and may include AP
credit or credit awarded for work done elsewhere.
4. Complete at least three Writing courses or
Writing seminars, and those three must include
work in at least two divisions; students are advised
to complete two Writing courses in the first 2
years.
5. Complete a natural sciences and engineering
practicum.
Courses that have been excluded from counting
toward the degree do not count toward the
distribution requirements.
6. Take courses in a variety o f departments,
keeping in mind that before graduation, 20 credits
outside of one major subject must be completed.
D istribution Requirement Divisions: For purposes
o f the distribution requirements, the three divisions
o f the College are as follows:
•
Humanities: art (art history and studio
art), classics (literature), English

7 Educational Program
literature, film and media studies,
modem languages and literatures,
music and dance, philosophy, religion,
and theater.
•
Natural sciences and engineering:
biology, chemistry and biochemistry,
computer science, engineering,
mathematics and statistics, physics and
astronomy, and psychology courses
that qualify for die natural sciences and
engineering practicum.
•
Social sciences: classics (ancient
history), economics, education, history,
linguistics, political science,
psychology (other than natural sciences
and engineering practicum courses),
and sociology and anthropology.
A few courses do not satisfy the divisional
distribution requirement. These are identified as
such in the catalog or the official schedule of
courses.
Writing courses: In addition to addressing fieldspecific substance, writing courses will focus on
the development o f the students’ expository prose
to ensure they can discover, reflect upon, organize,
and communicate their knowledge effectively in
written form.
NSEP science laboratory requirement: Natural
sciences and engineering practicums (NSEPs)
have at least 18 hours per semester o f 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 o f laboratories involved. Such
meetings may entail weekly or biweekly 3-hour
sessions in a laboratory, several all-day field trips,
or several observation trips.
Cross-listed courses: Courses that are cross-listed
between two departments in different divisions
may, with the permission of the instructors,
departments, and divisions involved, fulfill the
divisional distribution requirement in one o f 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 o f the course on the academic record; (3) in
neither o f the divisions. In certain cases, the course
may fulfill the distribution requirement according
to the nature o f the work done in the course by the
individual student (e.g., a long paper in one o f the
departmental disciplines). The division of such
courses is normally indicated in the catalog
description for each course. When counting credits
to determine a student’s fulfillment of the 20course-credit rule, cross-listed courses count
(only) in the subject in which they are listed on the
student record. Changing the subject listing o f a
cross-listed course on the student record can be
arranged, depending on permissions, during or
sometimes after the course; there is a form for the
purpose in the Registrar’s Office.

p. 50
First-year seminars: All students are encouraged
to take a first-year seminar during the fall or spring
of their first year. First-year seminars are offered
across the curriculum and are designed to
introduce students to a field o f study and to engage
them in learning skills that will support them
throughout their college experience. Each firstyear seminar is limited to 12 first-year students.
Many (but not all) first-year seminars count as the
prerequisite to further work in the department in
which they are offered.
Foreign language: It is most desirable that
students include in their programs some work in a
foreign language, beyond the basic language
requirement (see section 9.1).
Mathematics: A student who intends to major in
one o f the natural sciences, mathematics, or
engineering should take an appropriate
mathematics course in the first year. Students
intending to major in one of the social sciences
should be aware o f the increasing importance of
mathematical background for these subjects.
Physical education: Students are encouraged to
enjoy the instructional and recreational
opportunities offered by the department
throughout their college careers. As a requirement
for graduation, all students not excused for
medical reasons are required to complete 4 units o f
physical education by the end o f their sophomore
year. In addition, all students must pass a survival
swimming test or complete a unit of swimming
instruction. Most physical education courses are
offered for a half a semester and earn 1 unit
toward the 4 units required for graduation. A
complete list of physical education opportunities
including how many units each earns is available
from the Physical Education and Athletics Office.
More information can be found in the Physical
Education and Athletics section. To ensure that all
students complete the PE requirement and swim
test by the end of the second year, students who
fail to do so will not be eligible to participate in
the spring housing lottery.
Transfer students: Students who enter Swarthmore
as transfer students must fulfill Swarthmore’s
requirements for the first 2 years, including the
natural sciences and engineering practicum.
Transfer courses can be applied toward these
requirements if specifically approved by the
registrar. Transfer students who enter Swarthmore
with 8 credits o f college work are exempted from
one o f the three required writing courses and have
the credits-at-Swarthmore requirement reduced
from 2 in each division to 1 in each division.
Transfer students who enter Swarthmore with, at
most, four semesters remaining to complete their
degree are exempted from two of the three
required writing courses and are exempted from
the requirement that in each division 2 credits be
taken at Swarthmore. Transfer students can either
apply transfer PE units toward the 4-unit physical
education requirement or opt for a reduction in the

7 Educational Program
PE requirement based on the student’s transfer
status, but transfer students cannot both transfer
PE units and receive a reduction in the
requirement. The optional reduction in PE units
depends on the transfer class o f the student.
Transfer students who enter Swarthmore as
sophomores can opt to complete 3 units of
physical education and pass a survival swim test (a
reduction o f 1 PE unit). Transfer students who
enter Swarthmore as juniors can opt to complete 2
units o f physical education and pass a survival
swim test (a reduction of 2 PE units).
M ajor application—the Sophomore Plan: Early in
the sophomore year, each student should identify
one or two subjects as possible majors, paying
particular attention to departmental requirements
and recommendations. In the spring of the
sophomore year, each student will, with the
guidance of his or her adviser, prepare a reasoned
plan o f 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 o f the advising offered by the staff
at the Lang Center for Civic and Social
Responsibility. The Sophomore Plan o f 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 o f 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.

7.3 Programs for Juniors and
Seniors
The major goals o f the last two years o f a
Swarthmore education are to engage students with
a chosen field of inquiry and to assist them in
assuming an independent role in creating and
synthesizing knowledge within it. The breadth of
exposure, acquisition of skills, and development of
a critical stance during the first two years prepare
students to pursue these goals. With the choice o f
a major and, perhaps, candidacy for honors, the
focus shifts from scope to depth. Students become
involved for the second two years with a discrete
field o f inquiry and demonstrate their command of
that field through the completion o f courses within
the major and courses taken outside the major that
expand and deepen the student’s perspective on
the major.
Before graduation, students are required to
complete at least 20 credits outside o f one major
subject.

7.4 Majors and Minors
All students are required to include sufficient work
in a single department or program designated as a
major. To complete a departmental major, a
student must be accepted as a major; must
complete eight courses (or more, depending on the

P- 51
department); must pass the department’s
comprehensive requirement; and must fulfill other
specific departmental requirements. Detailed
requirements for acceptance to departmental
majors and for completion o f them are specified in
this catalog under the respective departmental
listings and are designed to ensure a
comprehensive acquaintance with the field. A
student must accumulate 20 course credits outside
one major, but there is no other limit on the
number o f courses that a student may take in his or
her major.
Completing a second major or one or two minors
is optional, as is choosing to do an Honors
Program. Students are limited in the number of
majors and/or minors they may earn. If they have
only one major, they may have as many as two
minors. Students who choose an honors major plus
honors minor may have an additional course minor
outside the Honors Program. If students have two
majors, they may not have a minor, except in one
circumstance: A student who elects honors,
designating an honors major and minor, may have
a second major outside of honors if that second
major includes the same subject as the honors
minor. The completion o f two majors must be
approved by both departments. Triple majoring is
not allowed.
Most departments and programs offer course
minors. Those departments or programs that do
not offer a course minor are comparative literature,
economics, political science, sociology and
anthropology, and studio art. (These departments
or programs do offer honors minors.) Minors will
include at least 5 credits.
Double counting in majors and minors: If a
student has two majors and one is
interdisciplinary, no more than 2 credits may be
double counted with the student’s other major.
However, the double-counting limit is not
applicable to courses that students are required by
their departmental major to take in other
departments. O f the 5 credits required for a minor,
4 may not be double counted with the student’s
major or other minor. The double-counting
prohibition applies to any comparison o f two given
programs o f study (not three taken together, even
if the student has three programs). This means that
a student who has a major in medieval studies, for
example, and minors in both English literature and
gender and sexuality studies would need four
courses in English literature that are not part o f the
medieval studies major and four courses in gender
and sexuality studies that are not part o f 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:
1. The double-counting prohibition is not
applicable to courses that students are required by
their majors or minors to take in other
departments. For example, mathematics courses

7 Educational Program
required for an engineering major are not
automatically excluded from counting toward a
minor defined by the Mathematics and Statistics
Department.
2. For an honors major who is also a double major,
the double-counting prohibition does not apply to
the relationship between the honors minor and the
second major because these will always be or
include the same field.
Advising in the 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.
The deadline for seniors to propose any changes to
their plan for major(s) or minor(s) is the third
week o f the spring semester o f the senior year.
Proposed changes are subject to departmental
approval. Majors or minors may not be applied for
or approved after graduation.
7.4.1 Special majors
Individualized and regularized special majors are
available. With permission o f the departments
concerned, it is possible for a student to plan an
individualized special major that includes closely
related work in one or more departments. In some
areas, such as biochemistry and neuroscience, in
which regularized special majors are done
frequently, the departments and programs involved
provide recommended 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 expected to be integrated in the
sense that it specifies a field of learning (not
necessarily conventional) or topic or problems for
sustained inquiry that crosses departmental
boundaries, or it may be treated as a subfield
within the normal departmental major. Special
majors consist 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 primary department or program,
omitting some o f the breadth requirements of the
major field. However, course requirements central
to systematic understanding of the major field may
not be waived. Students with special majors must
complete the major comprehensive requirement,
which may consist of a thesis or other written
research projects dfesigned to integrate the work
across departmental boundaries, or a
comprehensive examination. By extension, special
majors may be formulated as joint majors between
two departments, normally with at least 5 credits
in each department and 11 in both departments.
The departments involved collaborate in advising
and in the comprehensive examination. The
Registrar’s Office website has the required
application form and more information for special

p. 52
majors. Students are not allowed to pursue more
than one individualized special major.

7.5 Honors Program
The Honors Program, initiated in 1922 by
President Frank Aydelotte, is a distinctive part of
Swarthmore’s educational life.
The Honors Program has as its main ingredients
student independence and responsibility in shaping
the educational experience; collegial relationships
between students and faculty; peer learning;
opportunity for reflection on, and integration of,
specific preparations; and evaluation by external
examiners. Honors work may be carried out in the
full range of curricular options, including studio
and performing arts, study abroad, and
community-based learning.
Students and their professors work in collegial
fashion as honors candidates prepare for
evaluation by external examiners from other
academic institutions and the professional world.
Although Swarthmore faculty members grade
most of the specific preparations, the awarding of
honorifics on a student’s diploma is based solely
on the evaluation o f the external examiners.
Preparations for honors are defined by each
department or program and include seminars,
theses, independent projects in research as well as
in studio and performing arts and specially
designated pairs of courses. In addition, many
departments offer their own format for senior
honors study, designed to enhance and, where
appropriate, integrate the preparations in both
major and minor.
Each honors candidate’s program will include
three preparations for external examination in a
major and one in a minor or four preparations in a
special or interdisciplinary major. By doing
honors, students offering three preparations in a
major or four preparations in a special or
interdisciplinary major normally fulfill the
comprehensive graduation requirement for majors
in those fields.
Honors students who wish to complete a second
major must pursue that field o f study through the
Course Program, and it must relate to the student’s
honors minor field o f study. Normally, the student
must complete the requirements for the Honors
minor, as well as the course major in the
department. If an Honors student pursues an
honors special major, any second major must be
taken in the Course Program, and must be either a
regular major or regularized special major. In such
cases, the student’s academic program is subject to
the overlap constraints for majoring.
Honors Program preparations for both majors and
minors will be defined by each department,
program, and interdisciplinary major that sponsors
a major. In addition, minors may be defined by
any department or program.

7 Educational Program
Honors special majors who design their own
programs, not those in College-sponsored
programs such as biochemistry, will be required to
include four related preparations in the major from
at least two departments or academic programs.
Honors special major programs do not include a
separate minor. Honors special majors must either
(1) write a thesis drawing on their crossdisciplinary work—the thesis will be examined by
examiners in different fields or (2) have a panel
oral examination that presents the opportunity for
cross-disciplinary discussion. Honors special
majors will follow the Senior Honors Study (SHS)
activity and portfolio procedures of the various
departments whose offerings they use as
preparations in their programs. Individualized
honors special major programs require the
approval o f all departments involved in the
program and o f the honors coordinator.
All preparations will be graded by Swarthmore
instructors with the exception o f theses and other
original work. Grades for theses and other similar
projects will be given by external examiners.
Except in the case o f theses or other original work,
modes of assessment by the external examiners
will include written examinations and/or other
written assignments completed in the spring o f the
senior year. In addition, during honors week at the
end o f the senior year, every honors candidate will
meet on campus with external evaluators for an
oral examination 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 o f Study for the
Last 2 Years,” written in the spring of their
sophomore year. They must also submit a formal
application for a specific program o f honors
preparation to the Registrar’s Office. The registrar
provides a form for this purpose. Departments,
programs, and concentrations will make decisions
about acceptance o f honors programs at the end of
the sophomore year. Students will be accepted into
honors with the proviso that their work continue to
be of honors quality. Students may also apply to
enter honors during their junior year. Any
proposed changes to the Honors Program must be
submitted for approval on a form for this purpose
available from the registrar. The decision of the
departments or interdisciplinary programs will
depend on the proposed program o f study and the
quality of the student’s previous work as indicated
by grades received and on the student’s apparent
capacity for assuming the responsibility of honors
candidacy. The major department or
interdisciplinary program is responsible for the
original plan o f work and for keeping in touch
with the candidate’s progress from semester to
semester. Normally, honors programs may not be
changed after Dec. 1 o f a student’s senior year,
depending on departmental policies. Students may
not withdraw from honors after Dec. 1 of the

p. 53
senior year except under extraordinary
circumstances and with the permission of the
major and minor departments and the Curriculum
Committee. Further information about honors
policies may be found in the Honors Handbook,
which is available in the Registrar’s Office.
At the end o f the senior year, the decision of
whether to award the degree with a level o f honors
is made by the visiting examiners. Upon their
recommendation, successful candidates are
awarded the bachelor’s degree with honors, with
high honors, or with highest honors.

7.6 Exceptions to the 4-Year
Program
Although the normal period of uninterrupted work
toward the bachelor of arts and bachelor of science
degrees is 4 years, graduation in 3 years is freely
permitted when a student can take advantage of
Advanced Placement credits, perhaps combining
them with extra work by special permission. In
such cases, students may qualify for advanced
standing—they may become juniors in their
second year. To qualify for advanced standing, a
student must (!) do satisfactory work in the first
semester; (2) obtain 14 credits by the end o f the
first year; (3) intend to complete the degree
requirements in 3 years; and (4) signify this
intention when she or he applies for a major by
completing a Sophomore Plan during the spring of
the first year.
When circumstances warrant, a student may
lengthen the continuous route to graduation to 5
years by carrying fewer courses than the norm of
four, although College policy does not permit
programs of fewer than 3 credits for degree
candidates in their first eight semesters of
enrollment. A course load lower than the norm
may be appropriate for students who enter
Swarthmore lacking some elements o f the usual
preparation for college, who have disabilities, or
who wish to free time for activities relating to their
curricular work that are not done for academic
credit. Such 5-year programs are possible in music
and studio arts for students who are taking
instruction off campus or who wish to pursue
studio or instrumental work without full credit but
with instruction and critical supervision. However,
such programs are possible only on application to,
and selection by, the department concerned, which
will look for exceptional accomplishment or
promise. In all cases where it is proposed to reduce
academic credit and lengthen the period before
graduation, the College looks particularly to
personal circumstances and to careful advising and
necessarily charges the regular annual tuition (see
the provisions for overloads section 4.1). Full-time
leaves of absence for a semester or a year or more
are freely permitted and in some cases encouraged,
subject also to careful planning and academic
advising. Information about work and internship

7 Educational Program
opportunities for those taking a leave is available
through the Career Services Office.
7.6.1 Senior year rule
Normally the senior year rule is met by the last
two semesters being done on the campus at
Swarthmore, with the approved exception that
seniors during the first semester o f their senior
year, who have obtained the approval o f the
chair(s) o f their major department(s), may
participate in the Swarthmore Semester/Year
Abroad Program. Senior year rule compliance is
calculated retrospectively with the last two lulltime semesters of degree work, regardless if the
semesters are separated in time. If students have
studied elsewhere in the time between their two
senior semesters, no more than 2.0 Swarthmore
credits for work done elsewhere (regardless of
how many courses were taken during the
intervening time) may be applied to the
Swarthmore degree without being out of
compliance with the senior year rule. There are
two circumstances where a senior can use credit
for work done elsewhere to complete the
Swarthmore degree without re-enrolling at
Swarthmore: (a) after the eighth semester if the
major department confirms that the major is done
or approves that the major can be completed
remotely, or (b) after earning at least 30.0 credits
toward the degree if the major department
confirms that the major is done or approves that
the major can be completed remotely. In either
case, the senior year rule is fulfilled by the last two
semesters done on the campus at Swarthmore (or
with the first semester by approved study abroad),
regardless of the number of subsequent credits to
be earned.

7.7 Normal Course Load
The academic year at Swarthmore is 32 weeks
long, during which time students are expected to
complete 6 to 8 semester course credits o f work.
Normal progress toward the degree o f bachelor of
arts or bachelor of science is made by eight
semesters’ work o f four course credits or the
equivalent each semester, although the object of
progress toward the degree is not the mere
accumulation of 32 credits. Students may and
frequently do vary this by programs of three or
five courses, with special permission. College
policy does not permit programs of fewer than 3
course credits within the normal eight-semester
enrollment. Programs of more than 5 credits or
fewer than 4 credits require special permission
(see section 4.1 on tuition and section 8.3 on
registration).
The definitions o f upper-class levels are as
follows: Students become sophomores when they
hav$ earned 6 to 8 semester course credits toward
their degree. Students become juniors when they
have earned 14 to 16 credits. Students become
seniors when they have earned 22 to 24 credits.

p. 54
Some offices on campus, such as student housing,
may have additional requirements in their
definitions of the student classes.

7.8 Formats of Instruction
Although classes and seminars are the normal
curricular formats at Swarthmore, faculty
regulations encourage other modes as well. These
include various forms o f individual study, studentrun courses, and a limited amount of “practical” or
off-campus work.
The principal forms o f individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attachments
provides that a student may attach to an existing
course, with the permission of the instructor, a
project of additional reading, research, and
writing. If this attachment is taken concurrently
with the course, it is normally done for 0.5 credit.
If it is taken in a later semester (preferably the
semester immediately following), it may be done
for either half or full credit. This kind of work can
be done on either a small-group or individual
basis. It is not possible in all courses, but it is in
most, including some introductory courses. For
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 permission, withdraw from a
regular course and carry 3.5 credits in that term to
be balanced by 4.5 credits in another term.
Students may do as many as two attachments each
year.
7.8.1 Directed Reading and Independent
Study
Directed reading and independent study are
similar, but the faculty role in the former is more
bibliographical than pedagogical, and, because
they require somewhat less faculty time,
opportunities for directed reading are more
frequent in most departments than are
opportunities for independent study. In both cases,
substantial written work and/or written
examinations are considered appropriate, and it is
generally desirable that the work be more
specialized or more sharply focused than is usually
the case in courses or seminars. The work may
range from a course of reading to a specific
research project. Such work is available primarily
to juniors and seniors in accordance with their
curricular interests and as faculty time permits.
7.8.2 Student-Run Courses
The faculty regulation on student-run courses
permits a group o f 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

7 Educational Program
further involvement of faculty. In organizing such
a course, students obtain provisional approval and
agreement to serve as course supervisor from a
faculty member by Dec. 1 (for the spring semester)
or May 1 (for the fall semester) on the basis of an
initial memorandum emphasizing the principal
subject matter to be studied, the questions to be
asked about it, the methods o f investigation, and
provision o f a preliminary bibliography. The
course is then registered by its organizers with the
provost, who has administrative supervision of
such work and who may waive the foregoing
deadlines to recognize problems in the
organization o f such courses. The course
supervisor consults his or her department and, in
the case o f an interdepartmental course, any other
department concerned, whose representatives
together with the provost will decide whether to
approve the course. The supervisor also reviews
the course outline and bibliography and
qualifications and general eligibility of students
proposing to participate in the course. After a
student-run course has been found acceptable by
the appropriate department (or departments) and
the provost, the course supervisor’s final approval
is due 10 days before the term begins, following
which a revised reading list and class list are given
to the librarian, and the course title and class list
are filed with the registrar. At the end o f the
course, the supervisor evaluates and grades the
students’ work in the usual way or arranges for an
outside examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provisionally
proposed for 0.5 credit to run in the first half of the
semester, and at midterm, may be either concluded
or, if the participants and course supervisor find
the work profitable, continued for the balance of
the term for lull credit. Alternatively, student-run
courses may be started after the beginning of the
semester (up to midsemester) for 0.5 credit and
then be continued, on the same basis, into the
following term. Or they may be taken for 0.5
credit over a full term. The role of the course
supervisor may go beyond planning and evaluation
and extend to occasional or regular participation.
The only essentials, and the purpose o f the
procedures, are sufficient planning and
organization of the course to facilitate focus and
penetration. The course planning and organization,
both analytical and bibliographical, are also
regarded as important ends in themselves, to be
emphasized in the review of proposals before
approval. Up to 4 of the 32 credits required for
graduation may be taken in student-run courses.
Many student-run courses are offered only on the
credit/no-credit basis.
Finally, as to applied or practical work, the
College may, under faculty regulations, grant 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

p. 55
contribute to a student’s progress in regular
coursework. The work is subject to four
conditions: (1) agreement of an instructor to
supervise the project; (2) sponsorship by the
instructor’s department and, in the case o f an
interdisciplinary project, any other department
concerned, whose representatives together with the
provost will decide whether to grant permission
for the applied or practical work before that work
is undertaken; (3) a basis for the project in some
prior coursework; and (4) normally, the
examination of pertinent literature and production
o f a written report as parts o f the project. This
option is intended to apply to work in which direct
experience o f the off-campus world or responsible
applications of academic learning or imaginative
aspects of the practice o f an art are the primary
elements.
Because such work is likely to bear a loose
relation to organized instruction and the regular
curriculum, the College limits academic credit for
it while recognizing its special importance for
some students’ programs.

7.9 Interdisciplinary Work
The requirements o f the major typically leave
room for significant flexibility in students’
programs, both within and outside the major. This
may be used to pursue a variety of interests and to
emphasize intellectual diversity. It may also be
used for the practical integration of individual
programs around interests or principles
supplementing the major. The College offers
interdepartmental majors in Asian studies,
comparative literature, and medieval studies, and
formal interdisciplinary minors in black studies,
cognitive science, environmental studies, gender
and sexuality studies, German studies,
interpretation theory, Islamic studies, Latin
American studies, peace and conflict studies, and
through the 2016 graduating class, public policy.
The specific requirements for these programs are
outlined in the relevant sections o f file catalog.
It should be recognized that some departments are
themselves interdisciplinary in nature and that a
considerable number of courses are cross-listed
between departments. Also, some courses each
year are taught jointly by members of two or more
departments, and departments commonly
recommend or require supporting work for their
majors in other departments. Many other
opportunities exist informally (e.g., in African
studies, in American studies, in religion and
sociology and anthropology, and in chemical
physics). Students are encouraged to seek the
advice of faculty members on such possibilities
with respect to their particular interests.

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

p. 56
Where possible, extraordinary sessions should be
voluntary or offered with a choice of sections to
attend. When a schedule is changed after students
have arranged their commitments, it is important
for the faculty member or coach to be flexible.
7. Classes will normally end each day by 4 p.m.
and at 5 p.m. on Fridays. Seminars will often
extend beyond 4 p.m. Afternoon laboratories are
usually scheduled until 4:15 p.m. or 4:30 p.m., and
students who encounter difficulties completing a
lab may need to stay later than the scheduled time.
In all cases, students are expected to keep to their
academic commitments and then attend practices
as soon as possible.
8. Faculty members should recognize that students
usually set aside the time from 4:15 to 7 p.m. for
extracurricular activities and dinner. Late
afternoon has also traditionally been used for
certain courses in the performing arts. Some use of
this time for other academic purposes (such as
department colloquia, lectures, etc.) is appropriate,
but departments are encouraged to exercise
restraint in such use, particularly with respect to
activities they judge important for the full
academic participation of students.

7.11 Health Sciences Advisory
Program
The function of the Health Sciences Advisory
Program is twofold: to advise students interested
in a career in the health professions and to prepare
letters of recommendation for professional schools
to which students apply. The letters are based on
faculty evaluations requested by the student, the
student’s academic record, and nonacademic
activities.
Students intending to enter a career in the health
professions, especially those applying to medical,
dental, or veterinary schools, should plan their
academic programs carefully to meet the
professional schools’ requirements as well as the
general College requirements. The following
courses fulfill the basic requirements o f most
medical schools: BIOL 001,002; CHEM 010, 022,
032,038; PHYS 003,004; MATH 015 and Stat
011; an introductory psychology course; an
introductory sociology course; and two semesterlong courses in English literature. Dental and
veterinary schools have more variable
requirements, in addition to the biology,
chemistry, and physics listed earlier. Students
interested in these fields should meet with the
health sciences adviser to plan their programs.
Specific requirements for each medical, dental,
and veterinary school, along with much other
useful information, are given in the following
publications, which are available in the Health
Sciences Office: M edical School Admission
Requirements, O fficial Guide to Dental Schools,
and Veterinary M edical School Admission
Requirements.

7 Educational Program
The work o f the junior and senior years may be
completed in any major department o f the
student’s choice. All required courses should be
taken on a graded basis after the first semester of
the first year.
The health sciences adviser meets periodically
with students interested in health careers and is
available to assist students in planning their
programs in cooperation with students’ own
academic advisers. The Health Sciences Office
publishes Guide to Premedical Studies at
Swarthmore College and Frequently Asked
Preveterinary Questions to help new students plan
their academic program and understand what
schools look for in applicants. The Guide fo r
Applying to M edical Schoolfo r Swarthmore
Undergraduates and Alumni/ae contains detailed
information about the application process.
Further information on opportunities,
requirements, and procedures can be obtained
from the health sciences adviser and from the
Health Sciences Office’s pages on the Swarthmore
College website at www.swarthmore.edu/premed.

7.12 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.

7.13 Cooperation with
Neighboring Institutions
With the approval of their faculty advisers and the
registrar, students may take a course offered by
Bryn Mawr or Haverford College or the University
of Pennsylvania without the payment o f extra
tuition. Students are expected to know and abide
by the academic regulations o f the host institution.
(This arrangement does not apply to the summer
sessions of the University o f 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.

7.14 Student Exchange Programs
To provide variety and a broadened outlook for
interested students, the College has student
exchange arrangements with Harvey Mudd
College, Middlebury College, Mills College,
Pomona College, and Tufts University. With each
institution, there are a limited and matched number
of exchanges. Students settle financially with the
home institution, thus retaining during the
exchange any financial aid for which they are
eligible.

p. 57
Application for domestic exchange should be
made to the registrar. The application deadline is
Oct. 15 for exchange in the following spring
semester; the deadline is March 15 for exchange in
the following fall semester. Selection is made from
among applicants who will be sophomores or
juniors at the time of the exchange. Exchange
arrangements do not permit transfer of participants
to the institution with which the exchange occurs.
Credit for domestic exchange is not automatic.
Students must follow the procedures for receiving
credit for work done elsewhere, including
obtaining preliminary approval o f courses and
after-the-fact validation of credit by the relevant
Swarthmore department chairs.

7.15 Study Abroad
The College emphasizes the importance o f study
abroad and encourages all students to explore
possibilities for doing so as integral parts o f their
degree programs. The Off-Campus Study Office is
the on-campus clearinghouse for information on
study abroad, and normally is the starting place for
exploration and planning. The Off-Campus Study
Office will help all interested students at every
stage of the process: planning, study abroad, and
return. Proper planning begins with attendance at a
general information meeting, and then a study
abroad advising appointment, as early as possible
in one’s college career.
Participants in the Semester/Year Abroad program
remain registered at Swarthmore and are subject to
the rules and regulations o f the College while
abroad. Students may study abroad up to two
semesters, beginning spring of the sophomore
year, and during the junior year. Fall semester
seniors may participate in study abroad with the
permission o f their major department as long as
they meet all other eligibility requirements.
To be accepted for credit toward the Swarthmore
degree, courses taken abroad must meet
Swarthmore academic standards, and be
preapproved through the Off-Campus Study
Office’s procedures. Credit for study abroad is
awarded according to College regulations for
accrediting work at other institutions, and the
process must be completed within the semester
immediately following participation in a semester
or year abroad as part o f the Swarthmore College
Semester/Year Abroad program.
Students are expected to earn the normal load of
four credits per semester, or eight credits per
academic year. Students are eligible to earn up to a
maximum of five credits per semester, or up to a
maximum of ten credits per academic year.
To participate in the Swarthmore College
Semester/Year Abroad program students must be
in good standing concerning both their academic
program and conduct. The Off-Campus Study
Office and the Dean’s Office meet to review
student standing and to determine eligibility.

7 Educational Program
Students must also meet the eligibility
requirements of the programs to which they apply.
Eligible students must have completed on average
four credits per semester and have no incompletes.
Students must also have a zero balance on their
student accounts.
Participants in the College’s Semester/Year
Abroad Program must comply with its payment
plan. Students continue to pay Swarthmore’s
comprehensive fee for tuition, room, and board.
The College then pays for the tuition fees, room
and board costs, and the round-trip travel of
participating students (with Philadelphia as the
gateway city). Normally, financial aid is
automatically applied to study abroad.
There are more than two hundred approved study
abroad programs listed on the Off-Campus Study
website: www.ocs.swarthmore.edu.
The following are Swarthmore-administered
Programs*, reciprocal exchanges**, and special
affiliations:
*Swarthmore’s Central European Program, Brno,
Czech Republic (see environmental studies)
*Swarthmore’s Central European Program,
Krakow; Poland (see engineering and
environmental Studies)
*Swarthmore in Buenos Aries, Argentina (see
Latin American Studies)
*Swarthmore/Macalester/Pomona Globalization,
the Environment and Society, Cape Town, South
Africa (see environmental studies)
*University o f Ghana, ISEP Direct Partner (see
music and dance)
**AIKOM University of Tokyo Exchange
Program, Japan
**Ashesi University College Exchange Program,
Ghana
Cloud Forest School Internship, Costa Rica (see
educational studies)
Danish Institute for Study Abroad, Denmark
Hamilton College Academic Year In Spain
HECUA (Higher Education Consortium for Urban
Affairs), Ecuador, New Zealand, Norway
Intercollegiate Center for Classical Studies, Rome,
Italy (see classics)
Intercollegiate Sri Lanka Education, Sri Lanka
(see Religion)
Semester in Northern Ireland (see peace and
conflict studies)
Siena School for Liberal Arts, Italy
The Off-Campus Studies Office maintains direct
enrollment agreements with many universities
around the world.
In addition to these programs, Swarthmore
students attend a number of excellent approved
study abroad programs throughout the world
provided by other institutions. The Off-Campus
Stqdy Office, along with the academic
departments and programs of the College, will
advise students on these opportunities.

p. 58

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

8 Faculty Regulations
8.1 Attendance at Classes
Regular attendance is expected. Faculty members
will report to the dean the name of any student
whose repeated absence is in their opinion
impairing the student’s work. The number of
absences allowed in a given course is not
specified, a fact that places a heavy responsibility
on all students to make sure that their work is not
suffering as a result of absences. First-year
students should exercise particular care in this
respect.
When illness necessitates absence from classes,
the student should report at once to the Health
Center.
A student may obtain credit for a course without
attending class meetings by reading the material
prescribed by a syllabus and taking a final
examination, under the following conditions:
1. The student must signify intent to do so at the
time of registration, having obtained the
instructor’s approval in advance.
2. If, after such registration, the student wishes to
resume normal class attendance, the instructor’s
approval must be obtained.
3. The student may be required to perform such
work, in addition to the final examination, as the
instructor deems necessary for adequate evaluation
of his or her performance.
4. The registrar will record the final grade exactly
as if the student had attended classes normally.

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

p. 59
first semester. Final grades are normally due at the
end of the succeeding semester.
8.2.2 Incompletes
Inc. means that a student’s work is incomplete
with respect to specific assignments or
examinations. The faculty has voted that a
student’s final grade in a course should incorporate
a zero for any part o f the course not completed by
the date of the final examination or the end o f the
examination period. However, if circumstances
beyond the student’s control (e.g,, illness, family
emergency) preclude the completion of the work
by this date, a grade o f Inc. may be assigned with
the permission o f the faculty instructor and the
registrar. Note that “having too much work to do”
is not, in fairness to other students, considered a
circumstance beyond the student’s control. A form
for the purpose o f requesting an incomplete is
available from the Registrar’s Office and must be
filled out by the student and signed by the faculty
instructor and the registrar and returned to the
registrar no later than the last day o f final
examinations. In such cases, incomplete work
must normally be made up and graded, and the
final grade recorded within 5 weeks after the start
of the following term. Except by special
permission of the registrar and the faculty
instructor, all grades of Inc. still outstanding after
that date will be replaced on the student’s
permanent record by NC (no credit). Waiver of
this provision by special permission shall in no
case extend beyond 1 year from the time the Inc.
grade was incurred.
8.2.3 Credit/No Credit
The only grades recorded on students’ official
grade 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 9 weeks of the term in
which the course is taken, using the form provided
for this purpose. Repeated courses normally may
not be taken credit/no credit. Courses only offered
as credit/no credit do not count in the four options.
For first-year students and sophomores, CR will be
recorded for work that would earn a grade of
straight D or higher. For juniors and seniors, that
is, students in their fifth semester or later, the
minimum 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 student’s
CR/NC work. The evaluation for first-semester
first-year students includes a letter-grade
equivalent. For other students, the evaluation may
be either a letter-grade equivalent or a comment.
Such evaluations are not a part of the student’s
official grade record. If available, letter-grade
equivalents for first-semester first-year students
may be provided to other institutions only if

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

8.3 Registration
All students are required to register and enroll at
the times specified in official announcements and
to file programs approved by their faculty
advisers. Fines are imposed for late or incomplete
registration or enrollment.
A regular student is expected to take the
prescribed number of courses in each semester to
prdgress toward the degree in the normal eightsemester enrollment If more than 5 or fewer than
4 credits seem desirable, the faculty adviser should
be consulted and a petition filed with the registrar

p. 60
(programs o f fewer than 3 credits are not allowed
in the normal eight-semester enrollment). Students
are expected to select classes that do not pose
scheduling conflicts.
Course registration adds and drops must be
finalized within the first 2 weeks of the semester.
To add a course, the instructor's permission is
required. Withdrawal from a course after the first
two weeks of the semester is indicated with the
permanent grade notation W. To withdraw from a
course, students must file an application to
withdraw, and it must be received by the Registrar
no later than the end of the 9th week of classes or
the 5th week of the course if it meets for only half
the semester. After that time, late withdrawals are
recorded on the student's record with the notation
NC unless the student withdraws from the College.
Students are not required to register for audits.
Successfully completed audits are recorded (with
the notation R) at the end of the semester (except
in cases where a registered student has withdrawn
after the first 2 weeks of the semester, in which
cases the appropriate withdrawal notation stands).
A deposit of $100 is required of all returning
students before their enrollment in both the spring
and fall semesters. This deposit is applied to
charges for the semester and is not refundable.

8.4 Examinations
Any student who is absent from an examination
that is announced in advance must understand that
the exam may be rescheduled only by special
arrangement with the course instructor.
Examinations are not normally rescheduled to
accommodate travel plans. Examinations are
restricted to students who are registered for the
course or otherwise have the explicit permission of
the faculty member to take the exam.
8.4.1 Final Examinations
The final examination schedule specified in
official announcements directs the place and time
of all finals unless the instructor has made other
special arrangements. However, College policy
holds that students with three final examinations
within 24 hours are allowed to reschedule one of
these examinations in consultation with the
instructor, as long as the consultation occurs in a
timely manner.
By College policy, a student who is not in the
Honors Program but who is taking an honors
written examination as a course final and has an
examination conflict should take the course final
examination and postpone the honors written
examination until the student’s next free
examination period. Conversely, a student in the
Honors Program who has a conflict with a course
final examination should take the honors
examination and postpone the course examination
in consultation with the professor. In no case may
a student take an honors examination before the

8 Faculty Regulations
honors written examination period for that
examination.

8.5 Student Leaves of Absence,
Withdrawal, and Readmission
8.5.1 Leaves of Absence
Student leaves of absence are freely permitted
provided the request for leave is received by the
date o f enrollment and the student is in good
standing. Students planning a leave o f absence
should consult with a dean and complete the
necessary form before the deadline published each
semester (usually Dec. 1 and April 1). The form
asks students to specify the date of expected
return. Students need only notify the dean of their
return if their return date changes from that
originally indicated on the completed form.
8.5.2 Withdrawal
Withdrawal from the College may occur for
academic, disciplinary, health, or personal reasons
and may be voluntary or required by the College.
For health-related withdrawals, in no case will a
student’s mental or physical condition itself be a
basis for a required withdrawal. However, when
health problems of a physical or psychological
nature result in behavior that substantially
interferes with a student’s academic performance
or the educational endeavors of other students or
poses a significant threat to the student’s safety or
safety of others, the College may require the .
student to withdraw. The Evaluation Committee—
comprising two deans—makes the decision to
require withdrawal for health-related reasons. The
Evaluation Committee will review the problematic
behavior and may consult with the director of
Worth Health Center, the director of Counseling
and Psychological Services, or any other
appropriate college official when making its
decision. Decisions of the Evaluation Committee
may be appealed to the dean o f students.
Students withdrawing from the College before the
end of the semester normally receive the grade
notation “W” (withdrawal) on their permanent
record for all in-progress courses.
8.5.3 Readmission
A student who has withdrawn from the College for
any reason, voluntarily or involuntarily, may apply
for readmission by writing to Dean of Students.
Normally, the College will not accept applications
for readmission until a frill semester, in addition to
the semester in which the student has withdrawn,
has passed.
A student applying to the College for readmission
after withdrawal is required to provide appropriate
documentation o f increased ability to function
academically and in a residential environment
and/or o f a decreased hazard to health and safety
of self and/or others. In the case o f withdrawal for
medical reasons, this documentation must include
an evaluation from the student’s personal health

p. 61
care provider. In addition, the student will
generally be required to show evidence of
successful social, occupational, and/or academic
functioning during the time away from the
College. This evidence must include the
completion o f any outstanding incomplètes on
record.
After such evidence has been provided, the
materials will be forwarded to the Evaluation
Committee. In the case o f health-related
withdrawals, the materials will be reviewed by the
director o f Worth Health Center and/or the director
of Counseling and Psychological Services, and the
student will be required to be evaluated in person
by the appropriate health care professional at the
College. At the discretion of the Evaluation
Committee, such evaluations may be required for
other types o f withdrawals as appropriate. These
evaluations will provide adjunctive information to
the committee’s decision-making process. The
Evaluation Committee will normally meet with the
student and will make a determination regarding
the student’s readiness to resume study at
Swarthmore.
8.5.4 Short-Term Health-Related Absences
Students who are hospitalized during the semester
are subject to the readmission procedures
described above before they may return to campus
to resume their studies. In these situations, the
Evaluation Committee may also counsel and
advise the student about options for how best to
approach the remaining academic work in the
semester. In all cases, a student returning to
campus from the hospital must report to the Worth
Health Center and get clearance from the
appropriate health care professional before
returning to the dormitory to ensure the student’s
readiness to resume college life and so that follow­
up care can be discussed.

8.6 Summer School Work and
Other Work Done Elsewhere
Students who wish to receive Swarthmore College
credit for work at another school must obtain
preliminary approval and after-the-fact validation
by the chair of the Swarthmore department or
program concerned. Preliminary approval depends
on adequate information about the content and
instruction o f the work to be undertaken and
ensures the likelihood o f the work’s applicability
toward the Swarthmore degree as well as clarifies
the amount of Swarthmore credit likely.
Preliminary approval is tentative. Final validation
of the work for credit depends on evaluation of the
materials o f the course, including syllabus,
transcript, written work, examinations, indication
of class hours, and so forth. Work in other
programs, especially summer school programs,
may sometimes be given less credit than work at
Swarthmore, but this will depend on the nature o f
the program and the work involved. Validation

8 Faculty Regulations
may include an examination, written or oral,
administered at Swarthmore. All decisions are
made on a case-by-case basis. Credit for AP and
similar work is discussed in section 3.5. To receive
Swarthmore credit for study abroad during the
academic year, students must participate in the
College’s Semester/Year Abroad Program and
comply with its payment plan (study abroad is
discussed in section 7.14).
An official transcript from the other school must
be received by the Registrar’s Office before
validated work can be recorded for credit. By
College policy, in order for work done elsewhere
to be granted Swarthmore College credit, the grade
for that work must be the equivalent of a straight C
or better, but a better than C grade does not in
itself qualify for Swarthmore credit.
Students who wish to receive natural sciences and
engineering practicum (NSEP) credit for courses
taken elsewhere must obtain preliminary approval
for the course from the department involved as
well as final validation as with other credit. The
department can approve NSEP credit if the course
is comparable with a Swarthmore NSEP course.
Generally, courses taken elsewhere that are not
comparable with a Swarthmore NSEP will not
receive NSEP credit; however, in exceptional
cases, if NSEP criteria are satisfied elsewhere, the
department chair may recommend NSEP credit
award to the Division of Natural Sciences and
Engineering for its final decision.
Requests for credit must be made within the
semester following the term in which the work
was done. Credit is lost if a student takes a course
at Swarthmore that essentially repeats the work
covered by the credit.

8.7 Physical Education
In the first and second years, all nonveteran
students not excused for medical reasons are
required to complete 4 units of physical education
by the end of their sophomore year. In addition, all
students must pass a survival swimming test or
take up to one unit o f swimming instruction by the
end of their sophomore year. For complete
requirements, see Physical Education and
Athletics.

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

p. 62

9 Degree Requirements
9.1 Bachelor of Arts and Bachelor
of Science
The degree of bachelor of arts or bachelor of
science is conferred upon students who have met
the following requirements for graduation. The
candidate must have:
1. Completed 32 course credits or their equivalent.
2. An average grade of at least C in the
Swarthmore courses counted for graduation (see
section 8.2.6). A student with more than 32 credits
may use the Swarthmore credits within the highest
32 for the purposes of achieving the C average.
3. Complied with the distribution requirements
and have completed at least 20 credits outside one
major subject (see section 7.2).
4. Fulfilled the foreign language requirement,
having either: (a) successfully studied 3 years or
the “block” equivalent of a single foreign language
during grades 9 through 12 (work done before
grade 9 cannot be counted, regardless of the course
level); (b) achieved a score o f 600 or better on a
standard achievement test of a foreign language;
(c) passed either the final term of a college-level,
yearlong, introductory foreign language course or
a semester-long intermediate foreign language
course; or (d) learned English as a foreign
language while remaining demonstrably proficient
in another.
5. Met the requirements in the major and
supporting fields during the last 2 years. (For
requirements pertaining to majors and minors, see
section 7.4).
6. Passed satisfactorily the comprehensive
examinations in his or her major field or met the
standards set by visiting examiners in the Honors
Program.
7. Completed four semesters o f study at
Swarthmore College. Two of these must constitute
the senior year (i.e., the last two full-time
semesters o f degree work), with the exception that
seniors during the first semester of their senior
year, with the approval o f the chair(s) o f their
major departments), may participate in the
Swarthmore Semester/Year Abroad Program. (For
more information regarding the senior year rule,
see section 7.6.1).
8. Completed the physical education requirement
set forth in the Physical Education and Athletics
Department statements.
9. Paid all outstanding bills and returned all
equipment and library books.

9.2 Master of Arts and Master of
Science
The degree o f master o f arts or master of science
may be conferred subject to the following
requirements:
Only students who have completed the work for
the bachelor’s degree with some distinction, either

p. 63
at Swarthmore or at another institution of
satisfactory standing, shall be admitted as
candidates for the master’s degree at Swarthmore.
The candidate’s record and a detailed program
setting forth the aim o f the work to be pursued
shall be submitted, with a recommendation from
the department or departments concerned, to the
Curriculum Committee. If accepted by the
committee, the candidate’s name shall be reported
to the faculty at or before the first faculty meeting
of the year in which the candidate is to begin
work.
The requirements for the master’s degree shall
include the equivalent of a full year’s work of
graduate character. This work may be done in
courses, seminars, reading courses, regular
conferences with members of the faculty, or
research. The work may be done in one
department or in two related departments.
A candidate for the master’s degree shall be
required to pass an examination conducted by the
department or departments in which the work was
done. The candidate shall be examined by outside
examiners, provided that where this procedure is
not practicable, exceptions may be made by the
Curriculum Committee. The department or
departments concerned, on the basis of the reports
of the outside examiners, together with the reports
of the student’s resident instructors, shall make
recommendations to the faculty for the award of
the degree.
At the option o f the department or departments
concerned, a thesis may be required as part o f the
work for the degree.
A candidate for the master’s degree will be
expected to show before admission to candidacy a
competence in those languages deemed by his or
her department or departments most essential for
the field of research. Detailed language
requirements will be indicated in the
announcements of departments that admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the master’s degree is the same as
for undergraduates (see section 4.1).

10 The Corporation
May 3, 2014 to May 2, 2015
Giles K. Kemp ’72, Chair
Salem D. Shuchman ’84, Vice Chair
Nancy N. Nicely, Secretary
Swarthmore College

Maurice G. Eldridge ’61, Assistant Secretary
Swarthmore College
Eileen Petula, Treasurer
Swarthmore College
Lori Ann Johnson, Assistant Treasurer
Swarthmore College

11 Board of Managers
Board o f Managers
Karim Abdel-Motaal ’90
Richard Barasch ’75
Sohail Bengali ’79
Rhonda Cohen ’76
Janet S. Dickerson H’92
Delvin Dinkins ’93
Elizabeth Economy ’84
Nathaniel Erskine ’10
J. David Gelber ’63
James E. Gregory ’85
Thomas Hartnett ’94
Marilyn Holifield ’69
James C. Hormel III ’55
S. Leslie Jewett ’77
Harold “Koof ’ Kalkstein ’78
Giles K. Kemp ’72
Jane Lang ’67
Danielle Moss Lee ’90
Susan B. Levine ’78
Lucinda Lewis ’70
Bennett Lorber ’64
James Lovelace ’79
Barbara W. Mather ’65
Christopher Niemczewski ’74
Gina-Nicole O’Dell Odim ’88
Sibella Clark Pedder ’64
Ann Reichelderfer ’72

Elizabeth H. Scheuer ’75
Gustavo R. Schwed ’84
June Rothman Scott ’61
Robin Shapiro ’78
Salem D. Shuchman ’84
David W. Singleton ’68
Thomas E. Spock ’78
Sujatha Srinivasan ’01
Robert Steelman ’92
Davia Temin ’74
Joseph Turner ’73
Ruth Shoemaker Wood ’01
Emeriti
Julie Lange Hall ’55
Samuel L. Hayes III ’57
Jerome Kohlberg Jr. ’46
Elizabeth J. McCormack
Marge Pearlman Scheuer ’48
J. Lawrence Shane ’56
Ex officio
Constance Cain Hungerford, Interim President
Swarthmore College
David Ko ’92, Alumni Council President
Chairman o f the Board Emeritus
Eugene M. Lang ’38

11.1 Committees of the Board
The chair of the Board is an ex officio member of every committee.
Executive
Giles K. Kemp, Chair
Salem D. Shuchman, Vice Chair
Constance Cain Hungerford
Rhonda Cohen
Janet Smith Dickerson
Thomas W. T. Hartnett
Harold (Koof) Kalkstein
Eugene M. Lang *
Susan B. Levine
Bennett Lorber
Barbara W. Mather
Nancy Nicely**
Chris Niemczewski
Robin M. Shapiro
Thomas E. Spock
Sujatha Srinivasan
Joseph Turner

Academic Affairs
Joseph Turner, Chair
James Lovelace, Vice Chair
Julie Hall*
Marilyn Holifield
Jane Lang
Lucinda M. Lewis
Bennett Lorber
Sibella Clark Pedder
Ann Reichelderfer
Elizabeth H. Scheuer
Marge Scheuer*
June Scott
Rob Steelman

11 Board of Managers
Admissions and Financial Aid
Thomas E. Spock, Chair
Delvin Dinkins, Vice Chair
Richard Barasch
Sohail Bengali
Samuel L. Hayes III*
Marilyn Holifield
Harold (Koof) Kalkstein
Jane Lang
Lucinda M. Lewis
Barbara Mather
Sibella Pedder
Elizabeth H. Scheuer
June Scott
Rob Steelman
Audit and Risk Management
Sujatha Srinivasan, Chair
Ann Reichelderfer, Vice Chair
Sohail Bengali
Rhonda Cohen
Leslie Jewett
Harold (Koof) Kalkstein, ex officio
Compensation
Giles K. Kemp, Chair
Salem D. Shuchman, Vice Chair
Marilyn Holifield
Harold (Koof) Kalkstein, ex officio
Chris Niemczewski
Robin Shapiro
Development and Communications
Robin Shapiro, Chair
Gustavo Schwed, Vice Chair
Nathaniel A.K. Erskine
Thomas W.T. Hartnett
Eugene M. Lang*
Danielle Moss Lee
James Lovelace
Chris Niemczewski
Ann Reichelderfer
Sujatha Srinivasan
Davia Temin
Ruth Shoemaker Wood
Finance
Harold (Koof) Kalkstein, Chair
Richard Barasch, Vice Chair
Sohail Bengali
Rhonda Cohen
Leslie Jewett
Thomas W. T. Hartnett
Barbara W. Mather
Gustavo Schwed
David Singleton
Thomas E. Spock
Investment
Chris Niemczewski, Chair
Salem Shuchman, Vice Chair
Ephraim Greenwall **
Mark M. Harmeling **
Thomas W. T. Hartnett

p. 65
Harold (Koof) Kalkstein, ex officio
Eugene M. Lang *
Corey Mulloy **
Gustavo Schwed
Nominating and Governance
Rhonda Cohen, Chair
Marilyn Holifield, Vice Chair
Sohail Bengali
Barbara W. Mather
Robin M. Shapiro
Ruth Shoemaker Wood
Property
Thomas W. T, Hartnett, Chair
David W. Singleton, Vice Chair
Janet Smith Dickerson
Samuel L. Hayes HI*
Jane Lang
Susan B. Levine
Chris Niemczewski
June Scott
Thomas E. Spock
Joseph L. Turner
Social Responsibility
Susan B. Levine, Chair
Bennett Lorber, Vice Chair
Janet Smith Dickerson
David Gelber
James C. Hormel
David Ko, ex officio
Eugene M. Lang *
Salem Shuchman
David Singleton
Students, faculty and staff to be named in
September 2014.
Student Affairs
Janet Smith Dickerson, Chair
Ruth Shoemaker Wood, Vice Chair
Delvin Dinkins
Nathaniel A. K. Erskine
David Gelber
James C. Hormel
David Ko, ex officio
Eugene M. Lang*
Danielle Moss Lee
Susan B. Levine
Salem Shuchman
David W. Singleton
Sujatha Srinivasan
Davia Temin
*Emeriti manager
**Non-board member

12 Alumni Association
Officers and Alumni Council
The Alumni Relations Office is the primary
communication link between the College and its
alumni, enabling them to maintain an ongoing
relationship with each other. Some o f the office’s
programs and activities include Alumni Weekend,
national and international alumni gatherings, and
alumni travel. The Alumni Office facilitates online
engagement with alumni and manages alumni
volunteers. They also hire students for general
office work and to help at on-campus alumni
events.
The Alumni Office works closely with the Career
Services Office to facilitate networking between ’
students and alumni and among alumni, to take
advantage of the invaluable experience represented
among the alumni. The Alumni Office also helps
officers o f the senior class and alumni groups plan
special events.
The Alumni Office gives staff support to the
Alumni Association, which was founded in 1882,
and to the Alumni Council, the governing body of
the Alumni Association. The Alumni Office also
gives staff support to regional alumni and parent
groups, called Connections, in various cities,
worldwide. There are 10,045 alumni: 10,075 men,
9,966 women, and 3 unreported, with 2,594
married to each other, giving substance to the
College’s traditional appellation, “Quaker
matchbox.” The College defines an alumnus/a as
anyone who has completed one semester.
Alumni Association Officers
David Ko ’92, president
Janet Erlick ’88, vice president
Don McMinn ’86, vice president
Lourdes Rosado ’85, vice president
Paige Gentry ’07, secretary
Zone A
Delaware, Pennsylvania
Deborah Lyons ’7 0 3
West Chester, Pa.
Leonard I. Nakamura ’69 1
Philadelphia, Pa.
Lourdes M. Rosado ’8 5 1
Havertown, Pa.
Tuan-Linh Nguyen ’0 2 3
Carlisle, Pa.
Robert Mueller ’68 2
Philadelphia, Pa.
Zone B
New Jersey, New York
Donna L. Gresh ’8 3 1
Cortlandt Manor, N.Y.
Jaky Joseph ’06 1
New York, N.Y.
Katherine Buttolph ’7 4 3
' Skillman, N.J.
Lucy Jane Lang ’032
New York, N.Y.

p 66

Peter Jacquette ’7 4 3
Summit, N.J.
Thomas L. Newman II ’871
Pompton Plains, N.J.
Thomas Stoddard ’87 2
Monteclair, N.J.
Zone C
Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island, and Vermont
Bruce Maxwell ’9 1 3
Pittsfield, Me.
Dina Aronzon ’0 5 1
Cambridge, Mass.
David Jenemann ’93 1,4
Burlington, Vt.
David Kidder ’622
Watertown, Mass.
Ila Deshmukh Towery ’99 2
Jamaica Plain, Mass.
Joseph M. Armah ’98 ''4
Norwalk, Conn.
Susan Corcoran ’723
Cambridge, Mass.
Zone D
D istrict o f Columbia, Maryland, and Virginia
Barbara Stubbs Cochran ’6 7 1
Washington, D.C.
Antoinette M. Sayeh ’79 2
Washington, D.C.
Charles Mayer ’983
Washington, D.C.
Donald McMinn ’86 1
Washington, D.C.
Ethan Landis ’84 2
Washington, D.C.
Tanyapom Wansom ’023
Columbia, Md.
Zone E
Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, West
Virginia, and Wisconsin
Carolyn Kelley ’7 5 1
Austin, Texas
Benjamin Keys ’01 .
Chicago, IllJules Moskowitz ’66
Prairie Village, Kan.
Susan Morrison ’81 ’
Austin, Texas
Vanessa Askot ’0 3 3
Chicago, 111.
William K. Wanjohi ’052
Chicago, 111.

12 Alumni Association
Officers and Alumni Council
Zone F
Alabama, Arkansas, Florida, Georgia, Kentucky,
Louisiana, M ississippi, North Carolina, South
Carolina, Tennessee, territories, dependencies,
and foreign countries
Brian Sean Heaney ’832
Durham, N.C.
Emily Nolte ’073
Atlanta, Ga.
Janet Erlick ’88 1
Fort Lauderdale, Fla.
Kenneth M. Gibson ’7 6 1
Atlanta, Ga.
Paige M. Gentry ’0 7 1
Durham, N.C.
Zone G
Alaska, Arizona, California, Colorado, Hawaii,
Idaho, Montana, Nevada, New Mexico, Oregon,
Utah, Washington, and Wyoming
Alison Campbell ’87 2
Mill Valley, Calif.
Chirag Chotalia ’043
Los Angeles, Calif.
Cathryn J. Polinsky ’9 9 1
San Mateo, Calif
David Ko ’9 2 1
San Mateo, Calif
Elan Silverblatt-Buser ’12 1
Gorrales, N.M.
Evan J. Wittenberg ’9 1 1
Palo Alto, Calif.Kwaku Sefa-Dedeh ’0 2 3
Seattle, Wash.
Way-Ting Chen ’9 4 3
Playa del Rey, Calif
Nominating Committee Chair
Susan Morrison ’81
International Connection Chair
George Telford ’8 4 2
Connection Representatives
Atlanta
Emily Anne Nolte ’07
Atlanta, Ga.
Robin Smith Petruzielo ’03
Atlanta, Ga.
Linda Ann Valleroy ’72
Decatur, Ga.
Beijing
Natalia Cote-Mufioz ’12
Beijing, China
Michael Xu ’12
Beijing, China
Boston
Gina Salcedo ’10
Somerville, Ma.
David Wright ’69
Wellesley, Ma.

Chicago
Marilee Roberg ’73
Willmette, 111.
DC/Baltimore
Maggie DeLorme ’10
Arlington, Va.
Frank Mazzucco ’08
Arlington, Va.
Denver
Erin Trapp ’92
Denver, Col.
Houston
Curtis Trimble ’96
London
Abby Honeywell ’85
Staines-upon-Thames, Eng.
Los Angeles
Deborah How ’89
Santa Monica, Ca.
New York City
EvaAmesse ’l l
Staten Island, N.Y.
Lily N g ’08
Paris
Anäis Loizillon ’95
Philadelphia
Jim Moskowitz ’88
Swarthmore, Pa.
Pittsburgh
Emmanual Afrifa ’ 11
Pittsburgh, Pa.
Melissa Kelley ’81
Aspinwall, Pa.
San Francisco
Autumn Quinn ’04
Redwood City, Ca.
Seattle
TBD
Seoul
Han Youl Cho ’09
Seoul, South Korea
Bruce Han ’86
Seoul, South Korea
Shanghai
Patty Winpenny ’74
Shanghai, China
Singapore
Angelina Seah ’07
Singapore
Taipei
Erik Guyot ’84
Taipei, Taiwan
Triangle Area
George Telford III ’84
Durham, N.C.
Madrianne Wong ’ 11
Durham, N.C.

p67

12 Alumni Association
Officers and Alumni Council
Tucson
Laura Markowitz ’85
Tucson, Ariz.

Twin Cities
TBD

1Term ends 2015.
2 Term ends 2016.

3 Term ends 2017.
4 Nominating Committee

gjj
____

13 Faculty and Other Instructional Staff
13.1 Emeriti
Robert C. Bannister, B.A., Ph.D., Yale
University; B.A., M.A., University o f Oxford,
Scheuer Professor Emeritus o f History.
Robert A. Barr Jr., B.A., Swarthmore College;
M.A., University o f Pennsylvania, Dean Emeritus
of Admissions.
Thomas H. Blackburn, B.A., Amherst College;
B.A., M.A., University o f Oxford; Ph.D., Stanford
University, Centennial Professor Emeritus of
English Literature.
John R. Boccio, B.S., Polytechnic Institute of
Brooklyn; Ph.D., Cornell University, Professor
Emeritus o f Physics.
Thompson Bradley, B.A., Yale University; M.A.,
Columbia University, Professor Emeritus of
Russian.
A urora Camacho de Schmidt, B.A., Universidad
Iberoamericana; M.A., Ph.D., Temple University,
Professor Emerita o f Spanish.
Lee Devin, B.A., San Jose State College; M.A.,
Ph.D., Indiana University, Professor Emeritus of
Theater.
Robert S. DuPlessis, B.A., Williams College;
M.A., Ph.D., Columbia University, Isaac H.
Clothier Professor Emeritus of History and
International Relations.
Marion J. Faber, B.A., M.A., University of
California, Berkeley; Ph.D., Harvard University,
Scheuer Family Professor Emerita o f Humanities
and Professor Emerita of German.
James D. Freeman, B.A., M.A., Ph.D., Harvard
University, Daniel Underhill Professor Emeritus of
Music.
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.
John E. Gaustad, A.B., Harvard University;
Ph.D., Princeton University, Edward Hicks Magill
Professor Emeritus o f Astronomy.
Kenneth J. Gergen, B.A., Yale University; Ph.D.,
Duke University, Gil and Frank Mustin Professor
Emeritus of Psychology.
Charles E. Gilbert, B.A., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus o f Political Science and Provost
Emeritus.
Scott F. Gilbert, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University, Howard
A. Schneiderman Professor Emeritus o f Biology.
James H. Hammons, B.A., Amherst College;
M.A., Ph.D., Johns Hopkins University, Professor
Emeritus o f Chemistry.
John J. Hassett, B.A., St. Francis College; M.A.,
University of Iowa; Ph.D., University of
Wisconsin, Susan W. Lippincott Professor
Emeritus o f Modem and Classical Languages.

p. 69

Mark A. Heald, B.A., Oberlin College; M.S.,
Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics.
Raymond F. Hopkins, B.A., Ohio Wesleyan
University; M.A., Ohio State University; M.A.,
Ph.D., Yale University, Richter Professor Emeritus
o f Political Science.
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University, Professor
Emeritus of Statistics.
Charles L. James, B.S., State University o f New
York, New Paltz; M.S., State University o f New
York, Albany, Sara Lawrence Lightfoot Professor
Emeritus of English Literature.
Jennie Keith, B.A., Pomona College; M.A.,
Ph.D., Northwestern University, Centennial
Professor Emerita o f Anthropology and Provost
Emerita.
Charles F. Kelemen, B.A., Valparaiso University;
Ph.D., Pennsylvania State University, Edward
Hicks Magill Professor Emeritus o f Computer
Science.
Deborah G. Kemler Nelson, B.A., M.A., Ph.D.,
Brown University,-Centennial Professor Emerita
o f Psychology.
T. Kaori Kitao, B.A., M.A., University of '
California, Berkeley; Ph.D., Harvard University,
William R. Kenan Jr., Professor Emerita o f Art
History.
Eugene A. Klotz, B.S., Antioch College; Ph.D.,
Yale University, Albert and Edna Pownall
Buffington Professor Emeritus o f Mathematics.
James R. Kurth, B.A., Stanford University;
M.A., Ph.D., Harvard University, Claude C. Smith
Professor Emeritus of Political Science.
Hugh M. Lacey, B.A., M.A., University of
Melbourne; Ph.D., Indiana University, Scheuer
Family Professor Emeritus o f Philosophy.
Asmarom Legesse, B.A., University College of
Addis Ababa; Ed.M., Ph.D., Harvard University,
Professor Emeritus of Anthropology.
Lillian M. Li, A.B., Radcliffe College; A.M.,
Ph.D., Harvard University, Sara Lawrence
Lightfoot Professor Emerita of History.
Paul C. Mangelsdorf Jr., B.A., Swarthmore
College; Ph.D., Harvard University, Morris L.
Clothier Professor Emeritus of Physics.
Jeanne Marecek, B.S., Loyola University; Ph.D.,
Yale University, William R. Kenan Jr. Professor
Emerita of Psychology.
Michael Marissen, B.A., Calvin College; Ph.D.,
Brandeis University, Professor Emeritus o f Music.
Ann Kosakowski McNamee, B.A., Wellesley
College; M.Phil., Ph.D., Yale University,
Professor Emerita o f Music.
Jane Mullins, B.A., Swarthmore College,
Registrar Emerita.

13 Faculty and Other Instructional Staff
Hans F. Oberdiek, B.S., Ph.D., University of
Wisconsin, Henry C. and Charlotte Turner
Professor Emeritus of Philosophy.
Frederick L. Orthlieb, B.S. M.S., Massachusetts
Institute of Technology; Ph.D., Carnegie Mellon
University, The Isaiah V. Williamson Chair of
Civil and Mechanical Engineering, Professor
Emeritus of Engineering.
Harold E. Pagliaro, A.B., M.A., Ph.D., Columbia
University, Alexander Griswold Cummins
Professor Emeritus of English Literature and
Provost Emeritus.
Robert F. Pasternack, B.A., Ph.D., Cornell
University, Edmund Allen Professor Emeritus of
Chemistry and Biochemistry.
Jean Ashmead Perkins, B.A., Swarthmore
College; M.A., Ph.D., Columbia University, Susan
W. Lippincott Professor Emerita of French.
Steven I. Piker, B.A., Reed College; Ph.D.,
University of Washington, Professor Emeritus of
Anthropology.
Ernest J. Prudente, B.S., M.S., University of
Pennsylvania, Professor Emeritus of Physical
Education.
Frederic L. Pryor, B.A., Oberlin College; M.A.,
Ph.D., Yale University, Professor Emeritus of
Economics.
Gilbert P. Rose, B.A., Ph.D., University of
California, Berkeley, Susan Lippincott Professor
Emeritus o f Modem and Classical Languages.
Alburt M. Rosenberg, B.A., Harvard University;
M.S., University o f Florida; Ph.D., University of
Pennsylvania, Associate Professor Emeritus of
Natural Science.
Robert Roza, B.A., University of Toronto; M.A.,
Ph.D., Princeton University, Susan W. Lippincott
Professor Emeritus o f French.
Robert E. Savage, B.A., Oberlin College; M.S.,
Ph.D., University o f Wisconsin, Isaac H. Clothier
Jr. Professor Emeritus o f Biology.
Richard Schuldenfrei, B.A., M.A., University of
Pennsylvania; Ph.D., University of Pittsburgh,
Professor Emeritus of Philosophy.
Bernard S. Smith, B.A., M.A., University of
Oxford; Ph.D., Harvard University, Professor
Emeritus of History.
David G. Smith, B.A., M.A., University of
Oklahoma; Ph.D., Johns Hopkins University,
Richter Professor Emeritus of Political Science.
Barbara Yost Stewart, B.A., Swarthmore
College; M.A., Ph.D-, Bryn Mawr College,
Professor Emerita of Biology.
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.
Francis P. Tafoya, B.S., M.A., University of
Colorado; Ph.D., Yale University, Professor
Emeritus o f French and Spanish.

p. 70

Peter T. Thompson, B.A., Johns Hopkins
University; Ph.D., University of Pittsburgh,
Professor Emeritus o f Chemistry.
Eva F. Travers, B.A., Connecticut College; M.A.,
Ed.D., Harvard University, Professor Emerita of
Educational Studies.
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.
Judith G. Voet, B.S., Antioch College; Ph.D.,
Brandeis University, James H. Hammons
Professor Emerita of Chemistry.
Larry E. Westphal, B.A., Occidental College;
Ph.D., Harvard University, J. Archer and Helen C.
Turner Professor Emeritus of Economics.
Robert E. Williams, B.S., Delaware State
College; M.S., Rutgers University, Marian Snyder
Ware Professor Emeritus of Physical Education
and Athletics.
Timothy C. Williams, B.A., Swarthmore College;
A.M., Harvard University; Ph.D., Rockefeller
University, Professor Emeritus o f 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.
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.

13.2 Faculty and Other
Instructional Staff
Tariq al-Jamil, B.A., Oberlin College; M.T.S.,
Harvard University; M.A., Ph.D., Princeton
University, Associate Professor of Religion.
Elaine Allard, B.A., Swarthmore College; MA
University o f Pennsylvania; Ph.D., University of
Pennsylvania, Visiting Assistant Professor,
Educational Studies.
Khaled Al-Masri, B.A., M.A., Yarmouk
University of Arabic Language and Literature;
Ph.D., University of Michigan, Assistant Professor
of Arabic.
Todd Anckaitis, B.A., Lafayette College; M.S.,
Smith College, Head Coach/Instructor, Physical
Education.
Diane Downer Anderson, B.A., Montclair State
College; M.S., Drexel University; Ph.D.,
University of Pennsylvania, Associate Dean for
Academic Affairs and Associate Professor of
Educational Studies.
Nathalie Anderson, B.A., Agnes Scott College;
M.A., Georgia State University; Ph.D., Emory
University, Professor of English Literature.

13 Faculty and Other instructional Staff
Diego Armus, B.A., University of Buenos Aires;
M.A., Ph.D., University of California, Berkeley,
Associate Professor of History.
Kim D. Arrow, B.S., Temple University; M.F.A.,
New York University, Associate Professor of
Dance.
Elizabeth Atkinson, B.F.A., Carnegie Mellon
University; M.F.A., Yale University, Visiting
Assistant Professor o f Theater.
Farid Azfar, B.A., Tufts University; M.A.,
University of Southern California; Ph.D., Brown
University, Assistant Professor of History.
Jodie A. Baird, A.B., Stanford University; M.S.,
Ph.D., University o f Oregon, Visiting Assistant
Professor of Psychology.
Alan R. Baker, B.A., University o f Cambridge;
M.A., Ph.D., Princeton University, Associate
Professor o f Philosophy.
Micaela Baranello, B.A., Swarthmore College;
M.A., Ph.D., Princeton University, Visiting
Assistant Professor of Music.
Marcantonio Barone, B.Mus., Curtis Institute of
Music; Artist Diploma, Peabody Conservatory,
Associate in Performance (Music).
Alex Baugh, B.S. University o f Utah; Ph.D.,
University of Texas-Austin, Assistant Professor of
Biology.
Peter Baumann, M.A., Ph.D., University of
Gottingen, Professor of Philosophy.
Gabriel Quinn Bauriedel, B.A., Swarthmore
College; Certificate, École Internationale de
Théâtre Jacques Lecoq, Visiting Assistant
Professor of Theater.
Amanda Bayer, B.A., Williams College; M.A.,
M.Phil., Ph.D., Yale University, Professor of
Economics.
Stephen P. Bensch, M.A., University of Toronto;
Ph.D., University o f California, Berkeley,
Professor of History.
Benjamin Berger, A.B., Princeton University;
M.A., Ph.D., Harvard University, Associate
Professor o f Political Science.
Deborah J. Bergstrand, B.S., Allegheny College;
M.S., Ph.D., University o f Illinois, Professor of
Mathematics and Statistics.
Alan Berkowitz, B.A., University o f Vermont;
M.A., Ph.D., University of Washington, Susan W.
Lippincott Professor of Modem and Classical
Languages, Professor o f Chinese.
Jean-Vincent Blanchard, B.A., M.A., Université
de Montréal; Ph.D., Yale University, Professor of
French.
Elizabeth Bolton, B.A., Middlebury College;
M.Phil., Ph.D., Yale University, Professor of
English Literature.
Karen Borbee, B.S., University o f Delaware;
M.Ed., Widener University, Professor of Physical
Education.

P- 71

Joshua Brody, B.S., Carnegie Mellon University;
M.S., New York University; Ph.D., Dartmouth
College, Visiting Assistant Professor of Computer
Science.
Erin Todd Bronchetti, B.A., Miami University;
M.A., Ph.D., Northwestern University, Assistant
Professor of Economics.
Michael R. Brown, B.A., Pomona College; Ph.D.,
Dartmouth College, Professor o f Physics.
Laynie Browne, B.A., University o f California,
Berkeley; M.F.A., Brown University, Instructor,
Department o f English Literature.
Nanci Lissette Buiza, B.A., M.A. California State
University; Ph.D., Emory University, Assistant
Professor of Spanish.
Derek S. Burdette, B.A., Northern Arizona
University; M.A., Ph.D., Tulane University,
Visiting Assistant Professor of Art History.
Timothy J. Bnrke, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University, Professor
of History.
Caroline A. Burkhard, B.S., M.S., University of
Delaware, Laboratory Instructor of Chemistry.
Rachel Sagner Buurma, B.A., Swarthmore
College; Ph.D., University of Pennsylvania,
Associate Professor o f English Literature.
Garikai Campbell, B.A., Swarthmore College;
Ph.D., Rutgers University, Associate Professor of
Mathematics.
Sydney L. Carpenter, B.F.A., M.F.A., Tyler
School o f Art, Professor of Studio Art.
Peter Carroll, B.S., M.A., Villanova University,
Head Coach/Instructor, Physical Education and
Athletics.
John P. Caskey, B.A., Harvard University; Ph.D.,
Stanford University, Professor of Economics.
Pallabi Chakravorty, B.A., Jadavpur University;
Ph.D., Temple University, Associate Professor of
Dance.
Joy Charlton, B.A., University o f Virginia; M.A.,
Ph.D., Northwestern University, Professor of
Sociology and Executive Director o f the Eugene
M. Lang Center for Civic and Social
Responsibility.
Erik Cheever, B.S., Swarthmore College; M.S.E.,
Ph.D., University of Pennsylvania, Professor of
Engineering.
BuYun Chen, B.A., Barnard College; M.A.,
Ph.D., Columbia University, Assistant Professor of
History.
Linda Chen, A.B. Harvard College; Ph.D.,
University o f Chicago, Associate Professor of
Mathematics and Statistics.
Chen-Huan Chiang, B.S., National Chiao Tung
University; M.S., University of Southern
California; Ph.D.,University o f Southern
California, Visiting Assistant Professor of
Engineering.

13 Faculty and Other Instructional Staff
Benjamin Cherel, D.E.A., Université de
Grenoble; M.A., Université de Grenoble, Lecturer
of French.
Julia Chindemi Vila, B.A., Universidad de
Buenos Aires, Argentina; M.A., Temple
University, Visiting Lecturer of Spanish.
Yvonne P. Chireau, B.A., Mount Holyoke
College; M.T.S., Harvard University; Ph.D.,
Princeton University, Professor of Religion.
Ju-hui Chiu, B.A., Shih-Hsin University; M.A.,
University of Texas at Austin, Lecturer in Chinese.
Erica Cbo, B.F.A., Pennsylvania State University;
M.F.A., University of California, Irvine. Visiting
Assistant Professor of Film and Media Studies.
Stella Christie, B.A., Harvard University; Ph.D.,
Northwestern University, Assistant Professor of
Psychology.
Harleigh Chwastyk, B.A., Trinity College; M.S.,
Smith College, Head Coach/Instructor, Physical
Education and Athletics.
Renee Clarke, B.S., Rutgers University-Douglass
College, Head Coach/Instructor, Physical
Education And Athletics.
David H. Cohen, B.A., Harvard University;
Ph.D., University of Wisconsin, Professor of
Astronomy.
Lara Langer Cohen, B.A., University of
Chicago; Ph.D., Yale University, Assistant
Professor of English.
Peter J. Codings, B.A., Amherst College; M.Ph.,
Ph.D., Yale University, Morris L. Clothier
Professor of Physics.
Scott A. Cook, B.S., Southern Nazarene
University; M.A., Ph.D., Washington University in
St. Louis, Visiting Assistant Professor of
Mathematics.
Michael W. Cothren, B.A., Vanderbilt
University; M.A., Ph.D., Columbia University,
Scheuer Family Professor of Humanities.
Arnaud Courgey, M.A. (Maîtrise) and
Agrégation, U. de Franche-Comté, France; M.A.,
University Paris Diderot, France, Visiting Lecturer
ofFrench.
Catherine H. Crouch, A.B., Williams College;
A.M., Ph.D., Harvard University, Associate
Professor of Physics.
Andrew Danner, B.S., Gettysburg College; M.S.,
Ph.D., Duke University, Assistant Professor of
Computer Science.
Brad Davidson, B.A., Swarthmore College;
Ph.D., University of Washington, Assistant
Professor of Biology.
LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Susan P. Davis, B.S., Springfield College; M.S.,
Smith College, Professor of Physical Education.

p. 72

Shelley DePaul, B.S., East Stroudsburg
University; M.S., East Stroudsburg University,
Instructor of Linguistics.
Renee L. DeVarney, B.A., University of
Vermont; Teaching Certificate, George
Washington University, Head Coach/Instructor,
Physical Education And Athletics.
Ni Luh Kadek Kusuma Dewi, Associate in
Performance (Dance).
Giovanna DiChiro, B.A., University of
California, Santa Cruz; M.S., University of
Michigan; Ph.D., University of California, Lang
Visiting Professor for Issues of Social Change.
Allison Dorsey, B.A., University of San
Francisco; M.A., Ph.D., University of California,
Irvine, Professor of History.
Bruce A. Dorsey, B.A., Biola University; A.M.,
Ph.D., Brown University, Professor of History.
Jason Downs, B.A., University of Pennsylvania;
Ph.D., Yale University, Visiting Assistant
Professor of Biology.
Melanie Drolsbaugh, B.A., M.A., Gallaudet
University, Instructor o f Linguistics.
Frank H. Durgin, B.A., St. John’s College; M.A.,
University o f Pennsylvania; Ph.D., University of
Virginia, Professor o f Psychology.
Eric Eaton, B.S., M.S., Ph.D., University of
Maryland, Visiting Assistant Professor of
Computer Science.
Laurel Ecke, B.A., Pomona College; Ph.D.,
University of Pennsylvania, Laboratory Instructor
of Biology.
Richard Eldridge, A.B., Middlebury College;
M.A., Ph.D., University o f Chicago, Charles and
Harriett Cox McDowell Professor of Philosophy.
Rachel Epstein, B.A. Reed College; M.S., Ph.D.
University of Chicago, Visiting Assistant
Professor of Mathematics.
Erich Carr Everbach, A.B., Harvard College;
M.S., Ph.D., Yale University, Professor of
Engineering.
Philip J. Everson, B.A., Pomona College; M.A.,
Ph.D., Harvard University, Professor of Statistics.
Randall L. Exon, B.F.A., Washburn University;
M.A., M.F.A., University of Iowa, Sara Lawrence
Lightfoot Professor of Studio Art.
Theodore B. Fernald, B.A., M.A., Ohio State
University; Ph.D., University o f California, Santa
Cruz, Professor of Linguistics.
Sibeian Forrester, B.A., Bryn Mawr College;
M.A., Ph.D., Indiana University, Professor of
Russian.
Anthony Foy, B.A., University of California, Los
Angeles; M.A., Ph.D., Yale University, Associate
Professor of English.

13 Faculty and Other Instructional Staff
Christopher Fraga, B.A. Michigan State
University; M.A. New York University; Ph.D.,
New York University, Assistant Professor of
Anthropology.
Sharon E. Friedler, B.A., Colby College; M.F.A.,
Southern Methodist University, Professor of
Dance and Faculty Adviser for Off-Campus Study.
Gregory Frost, B.A., University of Iowa, Visiting
Instructor of English Literature.
Vince Formica, B.A., St. Mary’s College of
Maryland; Ph.D., Indiana State University,
Assistant Professor of Biology.
Lauren Fuchs, B.S., University o f Connecticut,
Head Coach/Instructor, Physical Education and
Athletics.
Beata Anna Gailaher, M.A., Herzen State
Pedagogical University of Russia, Saint
Petersburg, Russia; M.A. Humboldt University of
Berlin, Germany; Ph.D., Bryn Mawr College,
Visiting Lecturer of Russian.
William O. Gardner, B.A., Columbia University;
M.A., Ph.D., Stanford University, Associate
Professor of Japanese.
Charles S. Garrod, B.S., Harvey Mudd College;
M.S., Ph.D., Carnegie Mellon University, Visiting
Assistant Professor o f Computer Science.
Emily A. Gasser, B.A., Swarthmore College;
Ph.D., Yale University, Visiting Professor of
Linguistics.
Benjamin D. Geller, B.A., Swarthmore College;
M.A., Columbia University; Ph.D., University of
Maryland, Visiting Assistant Professor of Physics
and Research Associate.
Farha Ghannam, B.A., M.A., Yarmouk
University; Ph.D., University o f Texas-Austin,
Associate Professor of Anthropology.
Jane E. Gillham, B.A., Princeton University;
Ph.D., University o f Pennsylvania, Associate
Professor of Psychology.
Jill Gladstein, B.S., University of Wisconsin,
Madison; M.S.E.D., Ph.D., University of
Pennsylvania, Associate Professor o f English
Literature and Director of Writing Associates
Program.
Dolores Luis Gmitter, B.A., St. Francis College;
M.Ed., Temple University, Associate in
Performance (Dance).
Stephen S. Golnb, B.A., Williams College; M.A.,
Ph.D., Yale University, Franklin and Betty Barr
Professor of Economics.
Ralph R. Gomez, B.A., M.A., University of
California, Santa Cruz; Ph.D., University o f New
Mexico; Assistant Professor o f Mathematics.
Adrián Gras-Velázquez, B.A., University of
Paisley (now University o f the West o f Scotland);
M.A. University of Barcelona; Ph.D., Durham
University, Visiting Assistant Professor of
Spanish.

P- 73

Amy Lisa Graves, B.A., Williams College; Ph.D.,
Massachusetts Institute o f Technology, Professor
o f Physics.
Joseph Gregorio, B.A., Cornell University;
M.M., Yale University, M.M., San Francisco
Conservatory o f Music, D.M.A. Temple
University.
William Gresh Jr., B.S., Allegheny College;
M.A., University o f Pennsylvania, Laboratory
Instructor o f Biology.
Pat Gress, B.S., Towson University; M.S., West
Chester University, Head Coach/Instructor,
Physical Education And Athletics.
Logan Grider, B.F.A., Art Institute of Chicago;
M.F.A., Yale University, Assistant Professor of
Studio Art.
Charles M. Grinstead, B.A., Pomona College;
M.A., Ph.D., University o f California, Los
Angeles, Professor o f Mathematics.
Daniel J. Grodner, S.B., Ph.D., Massachusetts
Institute of Technology, Associate Professor of
Psychology.
Cheryl P. Grood, B.A., University o f Michigan;
M.A., Ph.D., University o f Wisconsin, Associate
Professor of Mathematics.
Carl H. Grossman, B.S., Ph.D., University of
Pennsylvania, Associate Professor o f Physics.
Maria Luisa Guardioia, Licenciada, Universitat
Autonoma de Barcelona; Ph.D., University of
Pennsylvania, Professor o f Spanish.
Carol J. Guess, B.S., Hope College; M.S., Ph.D.
Michigan State University, Visiting Assistant
Professor of Physics.
Alexandra Gueydan-Turek, Licence, Maîtrise de
Lettres Modernes, Université Jean Moulin, Lyon
III; M.A., M.Phil, Ph.D., Yale University,
Assistant Professor o f French.
Donna T. Halley, B.S., University o f Delaware,
Laboratory Instructor o f Chemishy.
Cynthia Perwin Halpern, B.A., Tulane
University; M.A., London School of Economics;
Ph.D., Princeton University, Associate Professor
o f Political Science.
Janice Hamer, B.A., Harvard University; M.M.,
Westminster Choir College; Ph.D., City University
of New York, Visiting Associate Professor of
Music.
Joseph Hargadon, B.S., M.S., Ph.D., Widener
University, Visiting Professor of Economics.
K. David Harrison, B.A., American University;
Magister, Jagiellonian University, Poland; M.A.,
Ph.D., Yale University; Associate Professor of
Linguistics.
Andrew D. Hauze, A.A., Simon’s Rock College
of Bard; B.A., Swarthmore College; Diploma,
Curtis Institute o f Music; Associate in
Performance (Music), and Concert Manager.

13 Faculty and Other Instructional Staff________ p_74
Virginia M. Heck, B.S., Elizabethtown College;
M.S., Villanova University, Senior Lecturer in
Chemistry and Biochemistry.
Jim Heller, Head Coach, Physical Education and
Athletics.
Adam Hertz, B.A., University of Redlands;
M.Ed., Temple University, Marian Ware Director
of Physical Education and Athletics.
Sara Hiebert Burch, B.S., University o f St.
Andrews; Ph.D., University o f Washington,
Professor of Biology.
Jeffrey Himpele, B.A., University of Chicago;
Ph.D., Princeton University, Visiting Assistant
Professor of Anthropology.
Robinson G. Hollister Jr., B.A., Amherst
College; Ph.D., Stanford University, Joseph
Wharton Professor o f Economics.
Steven P. Hopkins, B.A., M.A., University of
California, Santa Barbara; A.M., Ph.D., Harvard
University, Professor of Religion.
Kathleen P. Howard, B.A., Princeton University;
Ph.D., Yale University, Professor of Chemistry
and Biochemistry.
Constance Cain Hungerford, B.A., Wellesley
College; M.A., Ph.D., University of California,
Berkeley, Interim President of the College and
Mari S. Michener Professor of Art History.
Thomas J. Hunter, B.S., University of Chicago;
Ph.D., Massachusetts Institute of Technology,
Associate Professor of Mathematics.
Philip N. Jefferson, B.A., Vassar College; M.A.,
Ph.D., University o f Virginia, Centennial
Professor of Economics.
John B. Jenkins, B.S., M.S., Utah State
University; Ph.D., University of California, Los
Angeles, Isaac H. Clothier Jr. Professor of
Biology.
Eric L.N. Jensen, B.A., Carleton College; M.S.,
Ph.D., University of Wisconsin, Director of the
Frank Aydelotte Foundation for the Advancement
of the Liberal Arts, and Professor o f Astronomy.
Yoshiko Jo, B.A., Seiwa College, Nishinomiya,
Japan; B.A., North Central College, Illinois; M.A.,
University o f Illinois-Urbana-Champaign,
Lecturer in Japanese.
Michael Johns, B.A., New England Conservatory;
M.M., D.M.A., Temple University, Associate in
Performance (Music).
Aimee S.A. Johnson, B.A., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Professor of
Mathematics.
Brian R. Johnson, B.A., Macalester College;
M.A., Ph.D., University o f Wisconsin-Madison,
Assistant Professor o f Russian.

Nina Johnson, B.A., University o f Pennsylvania;
M.A., New York University; Ph.D., Northwestern
University, Visiting Assistant Professor of
Sociology and Anthropology and Faculty
Coordinator of Community Based Learning at the
Lang Center for Civic and Social Responsibility.
Nora Johnson, B.A., University o f California, Los
Angeles; M. Div., Graduate Theological
Seminary; M.A., Ph.D., University of California,
Berkeley, Professor of English Literature.
Cheryl Jones-Walker, B.A., Wesleyan
University; Ph.D., University of Pennsylvania,
Assistant Professor of Black Studies and
Educational Studies.
Pieter M. Judson, B.A., Swarthmore College;
M.A., Ph.D., Columbia University, Isaac H.
Clothier Professor of History and International
Relations.
Wol A. Kang, B.A., Fu-Jen Catholic University,
Taipei, Taiwan; M.A., Peking University, Beijing,
China, Lecturer in Chinese.
Nicholas Kaplinsky, B.A., Reed College; Ph.D.,
University o f California, Berkeley, Associate
Professor of Biology.
Ayse Kaya, B.A. Wellesley College; MSc., Ph.D.,
London School o f Economics, Assistant Professor
of Political Science.
Doreen Kelley, B.S., Kings College; Certification
in Teaching the Deaf and Hard of Hearing, LenoirRhyne College, Instructor in Linguistics.
Gwynn Kessler, B.A., University of Florida;
M.A., Ph.D., The Jewish Theological Seminary of
America, Associate Professor of Religion.
Gregory King, M.F.A., Southern Methodist
University, Visiting Assistant Professor and
Consortium on Faculty Diversity Fellow.
Mary Ann Klassen, B.A., Agnes Scott College;
M.S., University o f Wyoming, Senior Lecturer in
Physics and Astronomy.
Jonathan Kochavi, B.A., University of Chicago;
Ph.D., State University of New York, Buffalo;
Assistant Professor of Music.
Haili Kong, M.A., People’s University, Beijing,
China; Ph.D., University of Colorado, Boulder,
Professor of Chinese.
Landry Kosmalski, B.A., Davidson College,
Head Coach/Instructor, Physical Education And
Athletics.
Elizabeth D. Krause, B.A., Cornell University;
M.A., Ph.D., Duke University, Visiting Assistant
Professor of Psychology (part time).
Philip Kudish, B.A., M.S., Ph.D., University of
Delaware, Academic Coordinator, Science
Associate Coordinator, Laboratory Instructor of
Biology.
Allen Kuharski, B.A., University of WisconsinMadison; M.A., Ph.D., University of California,
Berkeley, Stephen Lang Professor of Performing
Arts.

13 Faculty and Other Instructional Staff
Mark Kuperberg, B.A., Amherst College; M.A.,
Ph.D., Massachusetts Institute o f Technology,
Professor of Economics.
Grace M. Ledbetter, B.A., Bryn Mawr College;
M.A., University of Virginia; Ph.D., Cornell
University, Associate Professor of Classics and
Philosophy.
Lorraine Leeson, Diploma in H. Ed., University
of Bristol; M. Phil., Ph.D., University of Dublin,
Trinity College, Julian and Virginia Cornell
Visiting Professor, Linguistics Department
Jeremy Lefkowitz, B.A., University of North
Carolina at Chapel Hill; M.A., Washington
University in St. Louis; Ph.D., University of
Pennsylvania, Assistant Professor o f Classics.
Gerald Levinson, B.A., University of
Pennsylvania; M.A., Ph.D., University of Chicago,
Jane Lang Professor o f Music.
Brook Lillehaugen, B.A., M.A., Ph.D., University
of California, Assistant Professor of Linguistics.
Margaret Inman Linn, B.S., M.Ed., University
of Pittsburgh; Ph D., University of Pennsylvania,
Visiting Assistant Professor of Educational
Studies.
Mark Lomanno, B.A., University of Richmond;
M.A. Rutgers University; Ph.D. University of
Texas-Austin, Visiting Assistant Professor of
Music and Mellon Post-Doctoral Fellow.
Jeremy Loomis, B.A., University of Maryland;
M.S., Miami University; M.B.A., University of
Maryland, Head Coach/Instructor, Physical
Education And Athletics.
Tamsin Lorraine, B.A., Middlebury College;
Ph.D., University o f Massachusetts, Professor of
Philosophy.
Nan Ma, B.A., Peking University, China; M.A.,
Tsinghua University, China; M.A., University of
Wisconsin, Madison, Visiting Instructor of
Chinese.
José -Luis Machado, B.S., Universidad de Los
Andes, Bogota; M.S., University o f Vermont;
Ph.D., University o f Minnesota, Associate
Professor of Biology.
Milton R. Machuca-Galvez, Licenciatura in
Psychology, Universidad Centroamericana, San
Salvador, El Salvador; M.A., Ph.D., Temple
University, Visiting Assistant Professor of Latin
American Studies and Anthropology.
Nelson A. Macken, B.S., Case Institute of
Technology; M.S., Ph.D., University o f Delaware,
Howard N. and Ada J. Eavenson Professorship in
Engineering.
Ellen B. Magenheim, B.A., University of
Rochester; M.A., Ph.D., University o f Maryland,
Professor of Economics.
James Magruder, B.A., Cornell University;
M.A., M.F.A., D.F.A., Yale University, Visiting
Assistant Professor o f Theater.

p. 75

Bakirathi Mani, B.S.F.S., Georgetown
University; M.A., Jawaharlal Nehru University;
Ph.D., Stanford University, Associate Professor of
English Literature.
Luciano Martinez, Licenciado en Letras,
Universidad Nacional de Mar del Plata, Argentina;
M.A., Ph.D., University o f Pittsburgh, Associate
Professor o f Spanish.
Jocelyne Mattei-Noveral, B.S., Orsay University,
Laboratory Instructor of Biology.
Stephen B. Maurer, B.A., Swarthmore College;
M.A., Ph.D., Princeton University, Professor of
Mathematics.
Nsoki Mavinga, B.S. Université de Kinshasa;
M.S., Ph.D., University o f Alabama-Birmingham,
Assistant Professor o f Mathematics.
Edwin Mayorga, B.A. University of California,
San Diego; MA Teachers College, Columbia
University; Ph.D., The Graduate Center, City
University o f New York, Assistant Professor of
Educational Studies.
Arthur E. McGarity, B.S., Trinity University;
M.S.E., Ph.D., Johns Hopkins University, Henry
C. and J. Archer Turner Professor of Engineering.
Lisa Meeden, B.A., Grinnell College; M.S.,
Ph.D., Indiana University, Professor of Computer
Science.
Rachel A. Merz, B.A., Western New Mexico
University; M.S., University o f Florida; Ph.D.,
University of Chicago, Walter Kemp Professor in
the Natural Sciences, Professor of Biology.
Brian A. Mennier, B.F.A., University of
Massachusetts-Amherst; M.F.A., Tyler School o f
Art, Temple University, Professor of Studio Art.
Dale Mezzacappa, A.B., Vassar College, Visiting
Instructor of English Literature.
Matthew MidkifT, B.A., M.B.A. Wilkes
University, Head Coach/Instructor, Physical
Education.
Barbara Milewski, B.A., Bowdoin College;
M.A., State University o f New York, Stony Brook;
M.F.A., Ph.D., Princeton University, Associate
Professor of Music.
Stephen T. Miller, A.B., Princeton University;
Ph.D., Harvard University, Associate Professor of
Chemistry and Biochemistry.
Stacey Miller, B.S., University of Rhode Island;
M.A., Saint Joseph’s University, Laboratory
Instructor o f Biology.
Lynne A. Molter, B.S., B.A., Swarthmore
College; S.M., Sc.D., Massachusetts Institute o f
Technology, Professor of Engineering.
Thomas J. Morton, B.A., The Pennsylvania State
University; Ph.D., University o f Pennsylvania,
Visiting Assistant Professor of Art History.
Frank A. Moscatelli, B.S., C.W. Post College;
M.S., Ph.D., New York University, Edward Hicks
Magill Professor o f Physics.

13 Faculty and Other Instructional Staff
Ryan E. B. Mruczek, B.S., University of
Rochester; Ph.D., Brown University, Visiting
Assistant Professor of Psychology.
Michael L. Mullan, B.A., University of
California, Berkeley; M.Ed., Ph.D., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education and Sociology.
Ahmed Muhamed, B.A., University o f Baghdad;
M.A., University o f Arizona, Visiting Lecturer of
Arabic.
Braulio Munoz, B.A., University o f Rhode
Island; M.A., Ph.D., University o f Pennsylvania,
Centennial Professor of Sociology.
Rosaria V. Munson, Laurea in Lettere Classiche,
Università degli Studi, Milano; Ph.D., University
of Pennsylvania, Professor of Classics.
James Murphy, B.F.A., State University of New
York, Albany, Associate in Theater Performance.
Marjorie Murphy, B.A., Jersey City State
College; M.A., San Jose State University; Ph.D.,
University o f California, Davis, Professor of
History and James C. Hormel Professor in Social
Justice.
Matthew Murphy, B.A., Princeton University;
M.A., Georgetown University; Instructor of
Politicai Science.
Carol Nackenoff, A.B., Smith College; M.A.,
Ph.D., University o f Chicago, Richter Professor of
Political Science.
Maya Nadkarni, B.A., M.A., Harvard University;
Ph.D., Columbia University, Assistant Professor of
Anthropology.
C. Kemal Nance, B.A., Swarthmore College;
M.Ed., Tempie University, Associate in
Performance (Dance).
Donna Jo Napoli, B.A., M.A., Ph.D., Harvard
University, Professor of Linguistics.
Adam Neat, B.S., M.S., Northern Arizona
University, Lecturer in Physics and Astronomy.
Tia Newhall, B.S.-SED, M.S., Ph.D., University
of Wisconsin-Madison, Associate Professor of
Computer Science.
Maria Newport, B.A., College of the Holy Cross;
Ph.D., University o f Florida, Lecturer in
Chemistry and Biochemistry.
Elizabeth Nichols, B.S., University of Texas;
M.A., Ph.D., Columbia University, Assistant
Professor of Biology.
Catherine J. Norris, B.A., M.A., Ph.D.,
University of Chicago, Assistant Professor of
Psychology.
Stephen A. O’Connell, A.B., Oberlin College;
Ph.D., Massachusetts Institute o f Technology, Gil
and Frank Mustin Professor of Economics.
Robert S. Paiey, B.S., McGill University; M.S.,
Ph.D., University of Michigan, Professor of
Chemistry and Biochemistry.

p. 76

Bhavin Parikh, Head Coach, Physical Education
and Athletics.
Sangina Patnaik, B.A., University of Iowa;
MA/Ph.D. candidate, University of California,
Berkeley, Instructor of English Literature.
Jennifer R. Peck, B.A., Swarthmore College;
Ph.D., Massachusetts Institute of Technology,
Assistant Professor of Economics.
Mary Phelan, B.S., College of Saint Rose; M.A.,
University of Wisconsin, Visiting Assistant
Professor of Studio Art.
Michael Piovoso, B.S., University of Delaware;
M.S., University of Michigan; Ph.D., University of
Delaware, Visiting Professor of Engineering.
Helen Plotkin, B.A., Swarthmore College; M.A.,
University of Michigan, Visiting Assistant
Professor of Religion.
Jumatatu Poe, B.A., Swarthmore College;
M.F.A., Temple University, Assistant Professor of
Dance.
Paul R. Rablen, B.A., Haverford College; M.A.,
Columbia University; Ph.D., Yale University,
Professor of Chemistry and Biochemistry.
Charles Raff, B.A., University of Rochester;
M.A., Ph.D., Brown University, Professor of
Philosophy.
Michael J. Reay, B.A., Churchill College; M.A.,
Ph.D., University of Chicago, Assistant Professor
o f Sociology.
Keith Reeves, B.A., Swarthmore College; Ph.D.,
University of Michigan, Associate Professor of
Political Science.
Bob Rehak, B.A., Eastern Michigan University;
M.A., University of North Carolina; Ph.D.,
Indiana University, Associate Professor of Film
and Media Studies.
Patricia L. Reilly, B.A., University o f California;
M.A., Bryn Mawr College; Ph.D., University of
California, Associate Professor of Art History.
Michele Reimer, B.A., Yale University; M.S.W.,
Smith College School for Social Work; Ph.D.,
Temple University, Assistant Professor of
Psychology.
K. Ann Renninger, B.A., University of
Pennsylvania; M.A., Ph.D., Bryn Mawr College,
Professor of Educational Studies.
Micheline Rice-Maxi min, Licence and Maitrise
Universite de la Sorbonne, Paris-FV; M.A.,
University of North Texas; Ph.D., University of
Texas-Austin, Associate Professor of French.
Ellen M. Ross, B.A., Princeton University; M.A.,
Ph.D., University o f Chicago, Associate Professor
of Religion.
Tomoko Sakomura, B.A., Keio University; M.A.,
Ph.D., Columbia University, Associate Professor
of Art History.

13 Faculty and Other Instructional Staff
Nathan Sanders, S.B., Massachusetts Institute of
Technology; M.A., Ph.D., University of
California, Santa Cruz, Visiting Assistant
Professor of Linguistics.
Sarah Sanford, B.A., Swarthmore College;
Certificate, École Internationale de Théâtre
Jacques Lecoq, Visiting Instructor of Theater.
Jessica L. Sarver, B.S., Penn State, Behrend;
Ph.D., University of Pittsburgh, Visiting Assistant
Professor o f Chemistry and Biochemistry.
Matthew Saunders, B.A., Virginia Polytechnic
Institute; M.F.A., Yale University, Assistant
Professor of Theater.
Christopher Schad, B.A., Swarthmore College;
M.A., University o f Michigan; J.P., University of
Michigan Law School, Visiting Lecturer in
Japanese.
Peter J. Schmidt, B.A., Oberlin College; M.A.,
Ph.D., University o f Virginia, The William R.
Kenan, Jr., Professorship, Professor of English
Literature.
Christopher Schnader, A.B., Dartmouth College;
M.A., Ph.D., University of Pennsylvania, Lecturer
in German Studies.
Allen M. Schneider, B.S., Trinity College; Ph.D.,
Indiana University, Centennial Professor of
Psychology.
Jodi Schottenfeld-Roames, B.S., King’s College;
Ph.D., Princeton University, Visiting Assistant
Professor of Biology.
Christine Schuetze, B.A., The Colorado College;
Ph.D., University o f Pennsylvania, Assistant
Professor of Anthropology.
Barry Schwartz, B.A., New York University;
M.A., Ph.D., University of Pennsylvania, Dorwin
P. Cartwright Professor of Social Theory and
Social Action, Professor o f Psychology.
Matthew Sediock, B.A., Ph.D., Johns Hopkins
University, Visiting Assistant Professor of
Statistics.
Peggy Ann Seiden, B.A., Colby College; M.A.,
University o f Toronto; M.L.I.S., Rutgers
University, College Librarian.
Anisa H. Schardl, B.S., Massachusetts Institute of
Technology; Ph.D. candidate, expected
September, 2013, University of Massachusetts,
Amherst, Visiting Instructor of Linguistics.
Andrew J. Shanefield, B.M., New York
University; M.S., Queens College, City University
of New York; M.M., West Chester University;
Ed.D Widener University, Associate in
Performance (Music).
Helene Shapiro, B.A., Kenyon College; Ph.D.,
California Institute of Technology, Professor of
Mathematics.
Adriano Shaplin, B.A., Sarah Lawrence College;
M.A., University o f California, Berkeley. Visiting
Instructor o f Theater.

P- 77

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.
Jon Sherman, B.A., Temple University,
Associate in Performance (Dance).
Don H. Shimamoto, B.S., Stanford University;
M.A., Ph.D., Brandeis University, Professor of
Mathematics.
Faruq M.A. Siddiqui, B.S., Bangladesh
University o f Engineering and Technology; M.S.,
Ph.D., University o f Pittsburgh, Isaiah M.
Williamson Professor of Civil and Mechanical
Engineering.
Les Sikos, B.A., University of Florida; M.A.,
California Institute o f Integral Studies; M.A.,
Ph.D., University o f Colorado, Boulder, Visiting
Assistant Professor (Part-Time) & Post-doctoral
Research Fellow.
Sunka Simon, M.A., Universitadt Hamburg;
Ph.D., Johns Hopkins University, Professor of
German.
Kathleen K. Siwicki, B.S., Brown University;
M.Phil., Cambridge University; Ph.D., Harvard
University, Howard A. Schneiderman Professor of
Biology.
Benjamin Lenox Smith, B.A., University of
Virginia; M.A., Harvard University; Ph.D.,
Harvard University, Visiting Assistant Professor
o f Arabic.
Tristan L. Smith, B.A., University of Chicago;
Ph.D., California Institute o f Technology, Visiting
Assistant Professor of Physics.
Lee A. Smithey, B.A., Emory University; M.A.,
Ph.D., University o f Texas-Austin, Associate
Professor of Sociology.
Lisa Smulyan, B.A., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Professor of
Educational Studies.
Eric Song, B.A., Pomona College; M.A.,
University o f Chicago; Ph.D., University of
Virginia, Assistant Professor of English Literature.
Lori Sonntag, B.A., Mount Holyoke College,
Laboratory Instructor of Chemistry and
Biochemistry.
Kirsten E. Speidei, B.A., Oberlin College; M.A.,
Johns Hopkins University, Lecturer in Chinese.
Thomas A. Stephenson, B.S., Furman University;
Ph.D., University o f Chicago, Provost and James
H. Hammons Professor of Chemistry and
Biochemistry.
Lynne Steuerle Schofield, B.A., Swarthmore
College; M.A., Ph.D., Carnegie Mellon
University, Assistant Professor o f Statistics.
Edward I. Steinberg, B.A., Rutgers University;
M.A., Ph.D. New York University, Visiting
Assistant Professor of Economics.

13 Faculty and Other Instructional Staff________ p_?8
K. Elizabeth Stevens, B.A., Reed College;
M.F.A., Yale School o f Drama, Assistant
Professor of Theater.
I Nyoman Suadin, Associate in Performance
(Music and Dance).
Atsuko Suda, B.A., Obirin University, Tokyo,
Japan; M.A., University of Arizona, Lecturer in
Japanese'
Laila Swanson, B.A., Trondheim School of
Business, Trondheim, Norway; M.F.A., Temple
University, Assistant Professor of Theater.
Janet C. Talvacchia, A.B., M.A., Bryn Mawr
College; Ph.D., University o f Pennsylvania,
Professor o f Mathematics.
Ron Tarver, B.A., Northeastern State University,
Visiting Assistant Professor o f Studio Art.
Krista Thomason, B.A., University o f North
Carolina-Greensboro; M.A., Ph.D., University of
Illinois-Urbana-Champaign, Assistant Professor
of Philosophy.
Jamie A. Thomas, A.B., Washington University
in St. Louis; Ph.D., Michigan State University,
Visiting Professor of Linguistics.
Dominic Tierney, B.A., M.Phil,, Ph.D., Oxford
University, Associate Professor o f Political
Science.
Alex Torra, B.A., University of Pennsylvania;
M.F.A., Brown University, Visiting Assistant
Professor o f Theater.
William N. Turpin, M.A., University of St.
Andrews; M.A., University o f Toronto; Ph.D.,
Cambridge University, Professor of Classics.
Richard Valelly, B.A., Swarthmore College;
Ph.D., Harvard University, Claude C. Smith ’14
Professor of Political Science.
Felipe Valencia, B.A., Universidad Complutense
de Madrid, Spain; M.A., Ph.D., Brown University,
Visiting Assistant Professor of Spanish.
Elizabeth A. Vallen, B.A., Case Western Reserve
University; Ph.D., Princeton University, Professor
of Biology.
Patricia Vargas, M.A., Inca Garcilaso de la Vega
University, Lima, Peru, Lecturer in Spanish.
Christopher Vecsey, B.A., Amherst College;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor of Biology.
Stephen Viscelli, B.A., Colgate University; Ph.D.,
Indiana University, Visiting Assistant Professor of
Sociology.
Amy Cheng Vollmer, B.A., William Marsh Rice
University; Ph.D., University o f Illinois, Professor
of Biology.
Eric R. Wagner, B.A., Connecticut College;
M.Ed., Temple University, Head Coach/Instructor,
Physical Education and Athletics.

Mark I. Wallace, B.A., University o f California,
Santa Barbara; M.Div., Princeton Theological
Seminary; Ph.D., University o f Chicago, Professor
o f Religion.
Steve C. Wang, B.S., Cornell University; M.S.,
Ph.D., University o f Chicago, Associate Professor
of Statistics.
Tao Wang, B.A., Tsinghua University; M.A.,
Ohio State University; Ph.D., Princeton
University, Assistant Professor of Economics.
Andrew Ward, A.B., Harvard University; Ph.D.,
Stanford University, Professor of Psychology.
Martin O. Warner, B.A., University of North
Carolina-Chapel Hill; M.A., Duke University,
Registrar.
Kevin Webb, B.S., Georgia Institute of
Technology; M.S., Ph.D., University o f California,
San Diego, Instructor of Computer Science.
Tessa Victoria Wegener, B.A., Bethany College;
M.A., University of Kentucky; Ph.D., Georgetown
University, Visiting Assistant Professor of
German.
Robert E. Weinberg, B.S., Cornell University;
M.A., Indiana University; Ph.D., University of
California, Berkeley, Professor of History.
Philip M. Weinstein, B.A., Princeton University;
M.A., Ph.D., Harvard University, Alexander
Griswold Cummins Professor of English
Literature.
Kevin D. Welch, B.S., Gettysburg College; Ph.D.,
University o f Virginia, Visiting Assistant
Professor of Chemistry and Biochemistry.
Hansjakob Werlen, M.A., University of Notre
Dame; Ph.D., Stanford University, Professor of
German.
Patricia White, B.A., Yale University; Ph.D.,
University of California, Santa Cruz, Professor of
Film and Media Studies.
Tyrene White, B.A., Middle Tennessee State
University; M.A., Ph.D., Ohio State University,
Professor of Political Science.
Thomas Whitman, B.A., Swarthmore College;
Ph.D., University o f Pennsylvania, Professor of
Music.
Richard Wicentowski, B.S., Rutgers College,
Rutgers University; M.S., University of
Pittsburgh; Ph.D., Johns Hopkins University,
Associate Provost for Educational Programs and
Curriculum Support and Associate Professor of
Computer Science.
•Craig Williamson, B.A., Stanford University;
M.A., Harvard University; Ph.D., University of
Pennsylvania, Alfred H. and Peggi Bloom
Professor of English Literature.
Sarah Willie-LeBreton, B.A., Haverford College;
M.A., Ph.D., Northwestern University, Professor
of Sociology.

13 Faculty and Other Instructional Staff
Liliya A. Yatsunyk, S.D., Chemivtsi State
University, Ukraine; Ph.D., University o f Arizona,
Associate Professor o f Chemistry and
Biochemistry.
Carina Yervasi, B.A., Hofstra University; Ph.D.,
City University o f New York, Associate Professor
o f French.
Benjamin Ylvisaker, B.S., M.S., Carnegie Mellon
University; Ph.D., University o f Washington,
Visiting Assistant Professor of Computer Science.
Tsvetelina Yordanova, M.A., Middlebury
College; M.A., Princeton University; M.A.,
London Teacher Training College; Ph.D., Sofia
University, Lecturer in Russian.
Matthew Zucker, B A ., Vassar College; Ph.D.,
Carnegie Mellon University, Assistant Professor
of Engineering.

Theater
Allen J. Kuharski, Chair
Laila Kjoersvik-Swanson, Co-Chair, Production
13.3.2 Division of the Natural Sciences and
Engineering
Janet Talvacchia, Chair
Biology
Amy Vollmer, Chair
Chemistry and Biochemistry
Robert S. Paley, Chair
Computer Science
Lisa Meeden, Chair
Engineering
Carr Everbach, Chair

13.3 Divisions, Departments, and
Programs

Linguistics
Theodore B. Femald, Chan-

Below are the divisions of the college for
administrative purposes; for the purposes of the
distribution graduation requirement see section
7.2.

Mathematics and Statistics
Philip Everson, Chair

13.3.1 Division of the Humanities
Sibelan Forrester Chair
Art
Tomoko Sakomura, Chair
Asian Studies
William Gardner, Chair
Classics
Grace Ledbetter, Chair
English Literature
Nora Johnson, Chair
Film and Media Studies
Patricia White, Chair
History
Timothy J. Burke, Chair
Mathematics and Statistics
Philip Everson, Chair
Modern Languages and Literatures
Haili Kong, Chair
Music and Dance
Barbara Milewski, Chair
Sharon Friedler, Director of Dance
Philosophy
Tamsin Lorraine, Chair
Psychology
Andrew H. Ward, Chair (fall semester)
Jane E. Gilham Chair (spring semester)
Religion
Steven P. Hopkins, Chair

p. 79

Philosophy
Tamsin Lorraine, Chair
Physics and Astronomy
Michael Brown, Chair
Psychology
Andrew H. Ward, Chair (fall semester)
Jane E. Gilham Chair (spring semester)
13.3.3 Division of the Social Sciences
Bruce Dorsey, Chair
Economics
Ellen Magenheim, ChauEducational Studies
Lisa Smulyan, Chair
Engineering
Carr Everbach, Chair
History
Timothy J. Burke, Chair
Linguistics
Theodore B. Femald, ChanMathematics and Statistics
Philip Everson, ChanPhilosophy
Tamsin Lorraine, Chair
Political Science
Carol Nackenoff, Chair
Psychology
Andrew H. Ward, Chair (fall semester)
Jane E. Gilham Chair (spring semester)

13 Faculty and Other Instructional Staff________ mç
Sociology and Anthropology
Sarah Willie-LeBreton, Chair
Interdisciplinary Programs
Jean-Vincent Blanchard, Chair
Rose Maio, Administrative Coordinator for the
Divisions of Humanities, Social Sciences, and
Natural Sciences and Engineering
13.3.4 Interdisciplinary Programs
Jean-Vincent Blanchard, Chair
Asian Studies
William Gardner, Chair
Black Studies
Sydney Carpenter, Coordinator
Cognitive Science
K. David Harrison, Coordinator
Comparative Literature
Jean-Vincent Blanchard, Coordinator
Environmental Studies
Elizabeth Bolton, Coordinator
Gender and Sexuality Studies
Gwynn Kessler, Coordinator
Interpretation Theory
Mark Wallace, Coordinator
Islamic Studies
Khaled Al-Masri, Coordinator
Latin American Studies
Milton Machuca-Galvez, Coordinator
Medieval Studies
Craig Williamson, Coordinator
Peace and Conflict Studies
Lee Smithey, Coordinator
Public Policy
John Caskey, Coordinator

13.4 Standing Committees of the
Faculty
Academic Requirements
Assessment Planning Committee
Faculty Advisory Council to Dean of Admissions
Council on Educational Policy
Committee on Faculty Procedures
Cooper Foundation Committee
Curriculum Committee
Fellowships and Prizes
Health Sciences Advisory
Lang Center Advisory Board
Library
Off-Campus Study

Physical Education and Athletics Advisory
Committee
Promotion and Tenure
Research Ethics

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

14 Administration

p. 81

14.1 Administrative Structure
President
Interim President
Vice President for College and Community
Relations and Executive Assistant to the
President
Eugene M. Lang Center for Civic and Social
Responsibility
Title IX
Vice President and Dean o f Adm issions
Admissions
Secretary o f the College and Vice Presidentfo r
Comm unications
Communications Office
Vice Presidentfo r Development and A lum ni
Relations
Advancement Services
Advancement Operations
Alumni and Gift Records
Alumni Relations
Development
Annual and Parent Giving
Capital Giving
Corporate, Foundation, and Government
Relations
Donor Relations
Events Planning
Gift Planning
Research
Vice Presidentfo r Finance and Adm inistration
Associate Vice President for Finance and
Treasurer
Controller
Business Office
Office Services
Post Office
Student Accounts
Financial Aid Office
Bookstore
Dining Services
Institutional Research
Institutional Risk Management, Legal Affairs,
and Equal Opportunity Office
Investment Office
Public Safety
Vice President for Facilities and Capital
Projects
ADA Program Coordinator
Environmental Services
Grounds
Lang Performing Arts Center
Occupational and Environmental Safety
Maintenance
Planning and Construction
Scott Arboretum
Space Reservation/Materials
Handling/Event Support
Summer Programs

Vice Presidentfo r Hum an Resources
Human Resources
Payroll
Provost
Associate Provost for Educational Programs
and Curriculum Support
Associate Provost for Faculty Development and
Outreach
Executive Assistant to the Provost
Center for Social and Policy Studies
Information Technology Services '
Libraries
Cornell Science and Engineering Library
Friends Historical Library
McCabe Library
Swarthmore College Peace Collection
Underhill Music and Dance Library
Off-Campus Study Office
Physical Education and Athletics
Dean o f Students
Associate Dean for Academic Affairs
Associate Dean of Diversity, Inclusion, and
Community Development
Academic Support
Black Cultural Center
Career Services
Counseling and Psychological Services
Disability Services
Fellowships and Prizes
Gender Education
Health Sciences Office
Health Services
Intercultural Center
Registrar’s Office
Residential Life
Student Activities
Student Conduct

14 Administration
14.2 Admissions Office
James L. Bock III, B.A., Swarthmore College;
M.Ed., University o f Virginia, Vice President and
Dean o f Admissions.
Yvetta Moat, Administrative Coordinator.
Zarinah James, B.A., Brown University;
M.S.Ed., University of Pennsylvania, Associate
Dean of Admissions.
Roberto Rivas, B.A., Williams College; M.A.,
Middlebury College, Senior Assistant Dean of
Admissions.
Andrea Pien, B.A., Swarthmore College,
Assistant Dean of Admissions.
Mikael Yisrael, B.S., Cornell University,
Assistant Dean of Admissions.
Ruby Bhattacharya, B.A., Swarthmore College,
Admissions Counselor.
Windsor Jordan Jr., B.A., Swarthmore College;
M.A., Lehigh University, Admissions Counselor.
John Wesley Willison, B.A., Swarthmore
College, Admissions Counselor.
Margaret T. Kingham, B.A., Mary Washington
College, Admissions Officer.
Kathleen Memmo, B.A., Wilkes University,
Systems Support Analyst.
Carolyn Moir, Operations Coordinator.
Demetria Hamilton; Stacy Jordan; Kevin
Kensey; Susan Wigo, Administrative Assistants.
Sharon Hartley, A.A., Neumann College,
Receptionist.

14.3 Bookstore
Kathleen K. Grace, B.S., Elizabethtown College;
M.B.A., Philadelphia University, Director.
Steve Levin, B.A., Temple University, Book
Manager.
Daniel D. Darkow, B.S., Elizabethtown College,
Operations Manager.
Michael Harper and Martha Townsend,
Bookstore Assistants.

14.4 Career Services
Nancy Burkett, B.A., M.A., University of
Tennessee; Ed.S., College of William and Mary,
Director.
Erin Massey, B.A., Kutztown University; M.Ed.,
Widener University, Associate Director.
Jennifer Barrington, B.A., Gettysburg College;
M.Ed., University o f Delaware, Assistant Director
(job share).
Kristie Beucler, B.A., Gettysburg College; M.S.,
West Chester University, Assistant Director (job
share).
Marissa Deitch, B.S., St. Joseph’s University;
M.S., Villanova University, Assistant Director,
Public Service and Internships.

p. 82
Lisa Maginnis, Administrative Assistant.
Pattie Kim, B.A., Haverford College; M.S.Ed.,
University of Pennsylvania, Program Assistant.

14.5 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.
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University, Professor
Emeritus of Statistics, Former Director and
Resident Statistician.

14.6 Communications Office
Nancy Nicely, B.A., College o f William and
Mary; M.S., University of Pennsylvania, Secretary
of the College and Vice President for
Communications.
Mark Anskis, B.A, Susquehanna University; M.J.
Temple University, Associate Director for Media
Communications.
Carol Brevart-Demm, B.A., University College,
London, Associate Director for Editorial;
Associate Editor o f the Swarthmore College
Bulletin.
Carrie Compton, B.A., University o f WisconsinMadison; M.A. Temple University, Writer/Editor;
Class Notes Editor of the Swarthmore College
Bulletin.
Ryan Dougherty, B.A., Pennsylvania State
University; M.S., Chestnut Hill College, Senior
Writer/Editor.
Randall Frame, B.A., California University of
Pennsylvania; M.A., Wheaton College, Director of
Advancement Communications.
Alisa Giardinelli, B.A., Pennsylvania State
University; M.A., Temple University, Director of
Web and Media Communications.
Laurence Kesterson, U.S. Army/Air Force Still
Photographic Specialist School,
Photographer/Videographer.
Sherri Kimmel, B.S., M.A., Bowling Green State
University, Director of Editorial and Creative
Services; Editor of the Swarthmore College
Bulletin.
Steven Lin, B.A., University of Maryland, Web
Designer.
Janice Merrill-Rossi, Administrative Assistant.
Jennifer Piddington, B.A., Long Island
University, Administrative Coordinator.
Alexander Savoth, B.F.A., Syracuse University,
Multimedia Editor.
Phillip Stern, B.A., Swarthmore College; M.F.A.,
University of Pennsylvania, Associate Director for
Design; Designer of the Swarthmore College
Bulletin.

14 Administration
Amanda Whitbred, B.A., Lafayette College,
Associate Director of Advancement
Communications.

14.7 Controller’s Office
Business Office
Alice Turbiville, B.A., New School University;
M.B.A., Drexel University; C.P.A., Controller.
Joseph Cataldi, B.S., LaSalle University; M.B.A.,
LaSalle University, Associate Controller.
Beth Baksi, B.S., Shippensburg State College;
M.B.A., S t Joseph’s University, Assistant
Controller.
Robert Lopresti, B.S., Rutgers; C.P.A., Manager
o f Financial Information Systems.
Denise A. Risoli, B.S., LaSalle University,
Restricted Funds Accountant.
Nancy E. Sheppard, Manager, Business Office
Operations.
Patricia Hearty, Accounts Receivable Clerk.
Barbara Turner, Purchasing Coordinator.
Deborah McGinnis, Accounts Payable Clerk.
Office Services
Cheryl Robinson, A.A.S., Delaware County
Community College, Manager.
Tarsia Duff, A.A.S., Delaware County
Community College, Administrative Assistant.
Post Office
Vincent J. Vagnozzi, B.S., West Chester
University, Supervisor.
David Robinson, B.S. Widener University,
Assistant Supervisor.
Russ Quann, Vincent O’Connell, and Tom
Dibattista, Clerks.
Student Accounts
Linda Weindel, Student Accounts Manager.
Maria McBride, Student Accounts Assistant.

14.8 Counseling and
Psychological Services (CAPS)
David Eric Ramirez, B.A., M.A., Ph.D.,
University o f Texas, Director.
Heejin Kim, B.A., M.A., Chung-Ang University,
Seoul, Korea; M.A., Ph.D., Bryn Mawr College,
Clinical Psychologist and Assessment Supervisor.
Stacy Green, B.A., Ithaca College; M.S.S, Ph.D.
candidate, Bryn Mawr College Graduate School o f
Social Work and Social Research, Clinical Social
Worker & Social Work Supervisor.
Diane C. Shaffer, B.A., M.A., Trinity College;
Psy.D., Immaculata Univeristy, Clinical
Psychologist & Groups Coordinator.
Joseph C. Hewitt, B.A., University of
Pennsylvania; D.O., University o f Medicine and
Dentistry, New Jersey School o f Osteopathic
Medicine, Consulting Psychiatrist.

p. 83
Patricia Fischette, B.A., Haverford College;
M.L.S.P., M.S.W., Doctoral Candidate, Bryn
Mawr College Graduate School of Social Work &
Social Research, Post Graduate Clinical Fellow.
Marin Smith, B.A., Harvard University; M.S.,
Mercy College; M.S.S., Bryn Mawr College
Graduate School o f Social Work and Social
Research, Post Graduate Clinical Fellow.
Hannah Ebin, B.A., Yale University; M.A.,
Doctoral Candidate, Bryn Mawr College, Clinical
Psychology Pre-doctoral Intern.
Noam Fliegelman, B.A., Swarthmore College;
M.A., Doctoral Candidate, Widener University
Institute for Graduate Clinical Psychology,
Clinical Psychology Pre-doctoral Intern.
Errika Goslin, B.A., American University;
Masters Candidate, Bryn Mawr College Graduate
School o f Social Work and Social Research,
Clinical Intern.
Theresa D. McGrath, Administrative Assistant.

14.9 Dean’s Office
H. Elizabeth Braun, B.A., Mary Washington
College; M.A., Boston University; Ph.D.,
University of Massachusetts, Amherst, Dean of
Students.
Amer F. Ahmed, B.A., Miami University, Ohio;
M.A., Indiana University, Assistant Dean and
Director o f the Intercultural Center.
Diane Downer Anderson, B.A., Montclair State
College; M.S., Drexel University; Ph.D.,
University o f Pennsylvania, Associate Dean for
Academic Affairs and Associate Professor.
Katherine Clark, B.A., Smith College,
Coordinator for the Center for Innovation and
Leadership.
Elizabeth Derickson, B.A., Swarthmore College;
M.A./Ph.D. candidate, Princeton University,
Assistant Dean for Academic Affairs.
Michael Elias, B.A., Wilkes University; M.S.,
Drexel University, Assistant Director o f Student
Activities, Leadership and Greek Life.
Rachel Head, B.S.W., Florida State University;
Ed.M., University of South Florida, Assistant
Dean and Director of Student Engagement.
Leslie Hempling, B.A., Oberlin College; M.S.S,
Bryn Mawr College, Coordinator o f Learning
Resources and Student Disability Services.
Karen M. Henry, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School of
Social Work; Ph.D., Temple University, Assistant
Dean.
Melissa Mandos, B.A., Wesleyan University;
Master of City and Regional Planning, Rutgers
University, Fellowships and Prizes Adviser.
Jennifer Marks-Gold, B.S., Drexel University;
Ed.M., Cabrini College, International Students and
Scholars Adviser.

14 Administration
Nathan P. Miller, B.A., St. Olaf College; M.S.,
Minnesota State University, Mankato, Dean of the
Senior Class and Director of Student Conduct.
Liliana Rodriguez, B.A., Williams College; M.S.,
Ph.D., University of Massachusetts-Amherst,
Associate Dean of Diversity, Inclusion, and
Community Development.
Angela “Glgl” Simeone, A.B., Wellesley College;
Ed.M., Boston University; Ph.D., University of
Pennsylvania, Health Sciences Adviser and Prelaw
Adviser.
Isaiah J. Thomas, B.A. The Colorado College;
M.A. University of Maryland, Assistant Director
of Residential Communities.
Susan Lewis, B.A., University of Illinois,
Administrative Coordinator.
Betsy Durning; Ruthanne Krauss; Jennifer
Lenway, M.S.W. Portland State University;
Devonla “Bonnie” Lytle; Diane E. Watson; Ben
Wilson, Administrative Assistants.

14.10 Development and Alumni
Relations
Karl W. Clauss, B.A., Colgate University, Vice
President, Development and Alumni Relations.
Connie Baxter, Administrative Coordinator.
14.10.1 Advancement Services
Advancement Systems
Dierdre W. Konar, B.S., Babson College; M.S.,
Drexel University, Director.
Barbara Mann, B.S., West Chester University,
Manager.
Mimi Weiler, Manager.
Alumni and Gift Records
Ruth Krakower, B.F.A., University of Hartford,
Hartford School of Art, Director.
Jane Pedrick, B.A., Franklin & Marshall College,
Records Information Specialist.
Trish Tancredi, Gift Specialist.
Marianne Kennedy, Gift Recorder.
Stephanie Specht, Alumni Recorder.
Catherine Powell, B.S., Rosemont College,
Alumni Recorder.
Theresa Rodriguez, Administrative Assistant.
14.10.2 Alumni Relations
Lisa Lee, B.A., Swarthmore College; M.Ed.,
Boston University, Director.
Geoff Semenuk, B.A., University of Delaware,
Associate Director.
Wendy Waltman, B.A., Lock Haven University,
Associate Director.
Caitlin Halloran, B.A. Mass Communication,
UNCJ Asheville, Assistant Director
Julie DiPietro, Administrative Assistant.

p. 84
14.10.3 Development
Donald R. Cooney, B.A., Gettysburg College,
Director.
Mary Carr, A.B.A., Keystone School of
Business, Administrative Assistant.
Annual and Parent Giving
Lisa Shafer, B.A. Wilkes University; M.A., West
Chester University, Director.
Alexandria L. Craig, B.S., B.A., Gettysburg
College, Associate Director, Parent Giving.
Carol Stuart, Administrative Assistant.
Kara McDonald, B.S., Ohio University,
Associate Director, Reunion Giving.
Fritz Ward, B.A., Eckerd College; M.F.A.,
University of North Carolina-Greensboro,
Associate Director, Annual and Parent Giving.
Meghan Harker, B.A., Columbia University,
Assistant Director, Annual Giving.
Brian T. Myers, B.A. Gettysburg College; M.A.
University o f Maryland, College Park, Associate
Director, Annual Giving.
Sarah Thompson, B.A., New College o f Florida,
Development Fellow,
Deborah J. Mulligan, Administrative Assistant.
Leadership Giving
Kay Fairs, B.A., University of Lancaster,
England; M.R.P., University of Pennsylvania,
Director.
Kevin Brown, B.A., University o f Richmond,
Associate Director.
Susan Lathrop, B.A., Wellesley College; M.Ed.,
Smith College; B.S., University of Delaware,
Associate Director.
Liam McAlpine, B.A., Wesleyan University,
Associate Director.
Kozue Tsunoda, B.A., Tokyo University of
Foreign Studies; M.A., Hiroshima University;
Ph.D., University of Maryland, College Park,
Associate Director.
Alex Unger, B.A., University o f Pennsylvania;
M.P.A., New York University, Associate Director.
Sandy Byers, Administrative Assistant.
Sponsored Programs and Institutional Relations
Kenneth Dinitz, B.A., Swarthmore College;
M.A., The New School University, Director.
Tania Johnson, B.A., M.A., University of
Pennsylvania, Associate Director.
Joseph Watson, B.S. West Chester University;
M.S. Neumann University, Grants Manager.
Deborah L. Thompson, B.S., Kutztown
University, Data Coordinator.
Donor Relations and Events
Melissa M. Plzarro, A.B., Lafayette College,
Director.

14 Administration
Nikki Senecal, A.B., Bryn Mawr College; Ph.D.,
University of Southern California, Associate
Director.
Darin Pfeifer, B.S., University o f South Dakota,
Events Manager.
Millie Dappoilone, A.A.S., Community College
o f Philadelphia, Administrative Assistant.
G ift Planning
Patti Bender, B.S., University o f Minnesota;
M.A., St. Mary’s University, Associate Director
Renee P Atkinson, B. A., Business
Administration, Neumann University, Gift
Planning Administrator
Research
Florence Ann Roberts, B.A., Gettysburg College;
M.S., University o f Pennsylvania, Director.
Amanda M. Hrincevich, B.A., Marist College;
J.D., Widener University School o f Law,
Associate Director.
Barbara Fleming, B.A., Tufts University,
Research Associate/Writer.
Kay Watson, A.A.S., Pennsylvania State
University, Research Specialist.

14.11 Dining Services
Linda McDougall, B.A., Temple University,
Director of Dining Services.
Janet A. Kassab, Director o f Purchasing and
Menu Planning.
Benton Peak, A.S., Bucks County Community
College, Executive Chef.
Augustine Ruhri, Cash Operations Manager.
Therese Hopson, Front-of-House Manager.
Lynn Grady, Office Manager.
Barbara Boswell, Catering Manager.
Lisa Scolaro, Culinary Institute o f America,
Catering Chef.

14.12 Facilities Management
C. Stuart Hain, B.A., Roanoke College, Vice
President for Facilities and Capital Projects.
Paula Dale, B.A., Wake Forest University; M.A.,
University o f North Carolina-Chapel Hill,
Executive Assistant, Facilities.
Mary K. Hasbrouck, B.A., Oberlin College,
Technology Coordinator.
Christi A. Pappert, Administrative Coordinator.
Jinny Schiffer, A.B., Smith College; M.S.,
Temple University, Environmental Health &
Safety Officer.
Susan Smythe, B.A., Wesleyan University, ADA
Program Coordinator.
Environmental Services
Patti Shields, Director o f Environmental Services.
Don Bankston, Supervisor.

p. 85
Brian Vazquez, Supervisor.
Grounds
Jeff Jabco, B.S., Pennsylvania State University;
M.S., North Carolina State University, Director of
Grounds/Coordinator o f Horticulture.
Steve Donnelly, Athletic Fields Supervisor.
Paul Eriksen, B.S., University o f Delaware,
Garden Supervisor.
Chuck Hinkle, B.S., Temple University, Garden
Supervisor.
Bill Costello, A.S., Temple University and A.S.,
Pennsylvania State University, I.P.M.
Coordinator/Gardener II.
Dwight Darkow, A.S., Williamsport Area
Community College, Gardener.
Maintenance
Ralph P. Thayer, Director o f Maintenance.
Bill Maguire, Manager, Maintenance/Trades.
Carolyn Vance, Workbox Coordinator.
Didi Beebe, B.A. Gettysburg College, Information
Specialist/Accounting.
Bob McCaughern, Supervisor.
Bernard Devlin, Supervisor.
Planning and Construction
Janet M. Semler, B.S., Pennsylvania State
University; M.S., Drexel University, Director of
Planning and Construction.
Maria E. Lucoff, B.S., Columbia Union College;
M.S., Drexel University, Associate Project
Manager/Interior Designer.
Michael Boyd, Senior Project Manager.
Tom Cochrane, Senior Project Manager for
Engineering Systems.
Woodford Frazier, A.S., Montgomery County
Community College, Facilities Information
Manager.
Space Reservation/M aterials Handling/Event
Support
Patricia Maloney, B.A., Pennsylvania State
University, Facilities Coordinator and Director of
Summer Programs.
Claire Ennis, Facilities Management Coordinator.

14.13 Finance and Administration
Office
Gregory N. Brown, B.A., Wesleyan University;
M.P.A., University of New Haven, Vice President
for Finance and Administration.
Eileen E. Petula, B.S., Indiana University of
Pennsylvania; C.P.A., Associate Vice President for
Finance and Treasurer.
Lois L. Falzone, Administrative Coordinator.

14.14 Financial Aid Office
Laura Talbot, B.A., Wheaton College, Director
o f Financial Aid.

14 Administration
Judith A. Strauser, B.S., B.A., Gannon
University, Director of Operations, Financial Aid.
Kristin Moore, B.S., St. Francis University;
M.A., Indiana University o f Pennsylvania,
Associate Director of Financial Aid.
Laurie Heusner, B.A., M.A., University of
Pennsylvania, Assistant Director o f Financial Aid.
John P. Haggerty, B.A. Cabrini College,
Assistant Director of Financial Aid
Catherine Custer, B.S., Lock Haven University;
Gina Fitts, Administrative Assistants.

14.15 Health Sciences/Prelaw
Advisory Program
Gigi Simeone, A.B., Wellesley College; Ed.M.,
Boston University; Ph.D., University of
Pennsylvania, Health Sciences Adviser.
Jennifer Lenway, M.S.W., Portland State
University, Administrative Assistant.

14.16 Health Services
Beth Kotarski, M.S.N., C.R.N.P., University of
Pennsylvania, Nurse Practitioner, Director.
Suzie H. Long, M.S.N., C.R.N.P., University of
Pennsylvania, Nurse Practitioner.
Maria Warnick, M.S.N., C.R.N.P., Jefferson
University, Nurse Practitioner.
Cheryl Donnelly, R.N., B.S.N., West Chester
University, Nurse.
Ethel Kaminski, R.N., B.S.N., Gwynedd Mercy
College; M.S.N., University of Pennsylvania,
Nurse.
Eileen Stasiunas, R.N., B.S.N., Villanova
University, Nurse.
Nina Harris, B.A., University of Pennsylvania,
Violence Prevention Educator and Advocate
Joshua Eilow, M.S., Chestnut Hill College,
Alcohol and Other Drug Counselor
Satya Nelms, B.A., Wesleyan University, Student
Wellness Coordinator.
Deborah Westerling, B.S., R.D., L.D.N., West
Chester University, Nutritionist.
Mary Jane Palma, Medical
Administrator/Insurance Coordinator.

14.17 Human Resources
Pamela Prescod-Caesar, B.S., Lesley College;
M.B.A., Curry College, Vice President, Human
Resources.
Michele Mocarsky, PHR., B.A. Arcadia
University, Compensation and Benefits Director.
Kimberly Fremont, B.S., St. Joseph's University;
M.A., George Washington University; Ph.D.,
Temple University, Human Resources Information
Systems Specialist.

p. 86
Jillian Theorgood, B.A. Temple University; M.A.,
St. Joseph’s University, Manager Talent
Acquisition and Retention
Terri Maguire, B.S. Widener University,
Coordinator, Human Resources Manager.
Zenobia Hargust, B.A., West Chester University;
PHR, M.S. Walden University; Human Resources
Manager.
John Cline, B.S., Gannon University,
Compensation and Benefits Specialist.
Janis Leone, Human Resources Coordinator.
Payroll
Karen Phillips, Payroll Director.
Susan Watts, Payroll Coordinator.
Catherine Wilson, Payroll/Human Resources
Assistant.

14.18 Information Technology
Services
Joel P. Cooper, B.A., Calvin College; M.A.,
University of Texas-Austin, Chief Information
Technology Officer.
Kelly A. Fitzpatrick, IT Coordinator.
Academic Technologies
Michael Bednarz, B.A., Pennsylvania State
University, Media Services Technician.
Eric Behrens, B.A., Swarthmore College,
Associate Chief Information Technology Officer,
Academic Technologies.
Michael Kappeier, B.A., Richard Stockton
College o f New Jersey, Web Content Coordinator.
Leslie Leach, B.S., University of Maine, Web
Developer.
David T. Neal Jr., B.A., Temple University,
Media Services Technician.
Michael Patterson, B.A., Temple University,
Media Services Manager.
Jeremy Polk, B.A., University o f Delaware;
M.A., American University, Media Center
Coordinator.
Joel F. W. Price, B.A., Swarthmore College,
Technology Education Coordinator.
Andrew Ruether, B.A., Swarthmore College;
M.Eng., Cornell University, Academic
Technologist.
Karen “Corrine” Schoeb, B.A., Goddard
College, Web Content Management Developer.
Ashley Turner, B.A., University o f MissouriKansas City, Media Services Specialist.
Doug Willen, B.A., Princeton University; Ph.D.,
University o f California, Academic Technologist.
Administrative Applications Support
Robin Jacobsen, B.B.S., Temple University,
Systems Analyst.
Frank Milewski, B.S., St. John’s University,
Director, Administrative Information Systems.

14 Administration
Jean Pagnotta, B.S.I.E., University o f Pittsburgh,
System Analyst.
Rhonl A. Ryan, B.S., Villanova University,
System Support Analyst.
Edward Siegle, B.A., West Chester University,
Senior Systems Analyst.
Client Services
Mark CJ Davis Jr., A.S., CLC, B.S., Delaware
Valley College, Technical Support Specialist.
Heather Dumigan, Technical Support Specialist.
Seth Frisbie-Fulton, B.A., Antioch College,
Technical Support Specialist.
Oliver Ryan Hollocher-Small, A.A., Community
College o f Philadelphia, Technical Support
Specialist.
Aixa I. Pomaies, B.A., Temple University,
Director, Client Services.
Michael Rapp, Hardware Support Technician.
Christina Webster, B.A., Temple University,
Technical Support Specialist.
Enterprise Services
Nathan Austin, B.A., Widener University,
Systems Administrator.
Wenping Bo, B.A., Tianjin Foreign Languages
Institute; M.S., Lawrence Technological
University; M.S., Clemson University, System
Analyst.
Michael Clemente, B.S., Rowan University,
Systems Administrator.
Nicholas Hannon, B.S., Worcester Polytechnic
Institute; M.S., Syracuse University, Information
Security Analyst.
Jason Rotunno, B.S., Drexel University, Junior
Systems Administrator.
R. Glenn Stauffer, B.B.A., Temple University,
Director, Enterprise Systems.
Donald Tedesco, B.A., Rutgers University, Data
Center Supervisor.
Networking and Telecommunications
Mark J. Dumic, B.A., M.B.A., University of
Rochester, Director, Networking and
Telecommunications.
Albert Moore, B.S., Temple University, Network
Engineer.
C. Aaron Smith, B.A., The Ohio State University;
M.S., The Pennsylvania State University, Network
Engineer.

14.19 Institutional Research Office
Robin H. Shores, B.A., M.A., Ph.D., University
of Delaware, Director of Institutional Research
and Assessment.
Pamela Borkowski-Valentin, B.A., University of
Delaware; M.S.S., M.L.S.P., Bryn Mawr Graduate
School o f Social Work and Social Research, Data
and Reporting Officer.

___________ ___________________________p. 87
Jason Martin, B.A., Trinity Christian College;
M.A., Ph.D., Temple University, Institutional
Research Associate.

14.20 Institutional Risk
Management. Legal Affairs, and
EquarOpporfunity Office
Sharmaine B. LaMar, B.S., St. Joseph’s
University; J.D., University of Richmond,
Assistant Vice President for Risk Management and
Legal Affairs, Director o f Equal Opportunity.
Christopher J. Kelly, B.S., Drexel University,
Administrative Assistant.

14.21 Investment Office
Mark C. Amstutz, B.A., College of William and
Mary; M.A., University o f Virginia, C.F.A., Chief
Investment Officer.
Lori Ann Johnson, B.A., Rutgers University;
M.B.A., Villanova University, Director of
Investment Operations and Assistant Treasurer.
Carmen Duffy, Investment Associate.

14.22 Lang Center for Civic and
Social Responsibility
Joy Charlton, B.A., University of Virginia; M.A.,
Ph.D., Northwestern University, Executive
Director.
Giovanna Di Chiro, B.S., University of
Michigan; Ph.D., University o f California, The
Eugene M. Lang ’38 Visiting Professor for Issues
o f Social Change, 2012-2015.
Cynthia Jetter, B.A., Swarthmore College,
Director for Community Partnerships and
Planning.
Nina Johnson, B.A., University o f Pennsylvania;
M.A., New York University; M.A., Northwestern
University; Ph.D., Northwestern University,
Faculty Coordinator for Community-Based
Learning.
Debra Kardon-Brown, B.S., Pennsylvania State
University, Assistant Director for Student
Programs.
Jennifer Magee, B.A., M.A., Washington
College; Post Graduate Diploma, University of
Ulster (Magee College); Ph.D., George Mason
University, Associate Director for Student
Programs.
Delores Robinson, Administrative Assistant.

14.23 Lang Performing Arts
Center
James P. M urphy, B.F.A., State University of
New York, Albany, Managing Director.
J. Scott Burgess, Sound Designer, Audio/Video
Assistant, Stage Manager.
Allison Emmerich, B.A., DeSales University,
Production Assistant.

14 Administration
Joshua Schulman, B.A., Washington College;
M.F.A., Boston University, Lighting Designer,
Lighting Assistant.
Thomas Snyder, B.S., Pennsylvania State
University, Manager of Operations.
Jean R. Tierno, B.A., J.D., Widener University,
Administrative Assistant.

14.24 Libraries
14.24.1 College Library
Peggy Ann Seiden, B.A., Colby College; M.A.,
University of Toronto; M.L.I.S., Rutgers
University, College Librarian.
Annette Newman, B.A., Evergreen State College,
Assistant to the College Librarian.
D igital Initiatives
Kate Carter, B.F.A., New York University;
M.L.S., University of Pittsburgh, Digital
Initiatives Librarian.
Nabil Kashyap, B.A. Prescott College; M.F.A.,
University of Montana; M.I.S., University of
Michigan, Librarian for Digital Initiatives and
Scholarship.
Reference and Bibliographic Instruction
Anne Garrison, B.A., Drew University; M.A.,
University of Washington; M.L.S., University of
Washington, Humanities Librarian.
Pam Harris, B.A., Mary Washington College;
M.L.S., Drexel University, Outreach, Instruction,
and Reference Services Librarian.
Sarah Elichko, A.B., Bryn Mawr College;
M.L.I.S., Rutgers University, Social Sciences
Librarian.
Vargas, Roberto, B.A., Knox College; M.L.I.S,
Drexel University, Reference and Digital
Initiatives Resident
Technical Services
Barbara J. Weir, B.S., Pennsylvania State
University; M.L.S., Drexel University, Associate
College Librarian for Technical Services & Digital
Initiatives.
Amy McColl, B.A., University o f Delaware;
M.L.S., Drexel University, Assistant Director for
Collections and TriCollege Consortium Licensing
Librarian.
Susan Dreher, B.A., Wesleyan University;
M.L.I.S., Drexel University, Digital Resources
Digitization Coordinator.
Jessica Brangiel, B.A., The George Washington
University; M.L.I.S., Drexel University, Electronic
Resources Management Librarian.
Maria Aghazarian, B.A. Bryn Mawr College,
Serials and Electronic Resources Specialist.
Anna Goslen, B.S., M.S.L.S., University of North
CarOlina-Chapel Hill, Digital Initiatives Librarian
and Media Coordinator.

So-Young Jones, B.A., Euha Women’s
University, Korea; M.L.S., Simmons College,
Technical Services Specialist.
Melinda Kleppinger, B.S., Lebanon Valley
College, Government Documents Specialist.
Mary Marissen, B.A., Calvin College; M.M.,
Catholic University of America; M.L.I.S., Drexel
University, Collection Specialist.
Danie Martin, B.A., B.S., Ohio State University;
M.L.S., Kent State University, Technical Services
Specialist.
Kerry McElrone, B.A., Saint Joseph’s
University, Interlibrary Loan Specialist.
Sandra M. Vermeychuk, B.A., Swarthmore
College; M.S. in Ed., University of Pennsylvania,
Interlibrary Loan Specialist.
Access and Lending Services
Alison J. Masterpasqua, B.S., Millersville State
College, Access and Lending Services Supervisor.
Linda Hunt, B.A., West Chester University,
Access and Lending Services Specialist.
Mary Ann Wood, B.S., Pennsylvania State
University; M.Ed., Temple University, Evening
Access and Lending Services Supervisor.
Tricollege Library Consortium
Anna Headley, B.A., Swarthmore College; M.S.,
Drexel University, Library Applications Intern.
Chelsea Lobdell, B.S., Muhlenberg College;
M.S., University o f Pennsylvania, Library
Applications Programmer.
Ken Watts, Book Van Driver.
14.24.2 Cornell Science and Engineering
Library
Meg E. Spencer, B.A., University of Richmond;
M.S., Drexel University, Head of Cornell Library
o f Science and Engineering and Science Librarian.
Teresa E. Heinrichs, B.A., Waynesburg College,
Cornell Access and Lending Services Supervisor.
14.24.3 Underhill Music and Dance Library
Donna Fournier, B.A., Connecticut College;
M.L.S., Southern Connecticut State University;
M.A., West Chester University, Music and Dance
Librarian.
14.24.4 Friends Historical Library
Christopher Densmore, B.A., Oberlin College;
M.A., University of Wisconsin, Curator.
Patricia Chapin O’Donnell, B.A., M.A.,
University o f 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.

14 Administration
Charlotte A. Blandford, Administrative
Assistant.
Honorary Curators o f the Friends H istorical
Library
Esther Leeds Cooperman, Mary R. Dunlap
(emerita), Philip L. Gilbert, Valerie Gladfelter,
James E. Hazard, Robert C. Turner, Nancy V.
Webster, Signe Wilkinson, and Harrison M.
Wright.
14.24.5 Swarthmore College Peace
Collection
Wendy E. Chmielewski, B.A., Goucher College;
M.A., Ph.D., State University o f New York,
Binghamton, George Cooley Curator.
Barbara E. Addison, B.S., University of
Wisconsin—Milwaukee; M.S.L., University of
Wisconsin-Madison, Librarian.
Mary Beth Sigado, B.M., Temple University;
M.S.W., Widener University, Technical Services
Specialist.
Anne Yoder, B.A., Eastern Mennonite College;
M.L.S., Kent State University, Archivist.
Advisory Council o f the Swarthmore College
Peace Collection
Harriet Hyman Alonso, Kevin Clements, Hilary
Conroy (emeritus), John Dear, Donald B.
Lippincott.

14.25 List Gallery
Andrea Packard, B.A., Swarthmore College;
Certificate, Pennsylvania Academy o f the Fine
Arts; M.F.A., American University, Director.

14.26 Off-Campus Study Office
Sharon E. Friedler, B.A., Colby College; M.F.A.,
Southern Methodist University, Faculty Adviser
for Off-Campus Study.
Patricia C. Martin, B.A., Williams College;
M.A., School for International Training, Director
for Off-Campus Study.
Rosa M. Bernard, B.S., Pace University,
Assistant Director for Off-Campus Study.
Diana R. Malick, B.S., Neumann University,
Administrative Assistant for Off-Campus Study.

14.27 President’s Office
Constance Cain Hungerford, B.A., Wellesley
College; M.A., Ph.D., University o f California,
Berkeley, Interim President o f the College and
Mari S. Michener Professor o f Art History.
Maurice G. Eldridge, B.A., Swarthmore College;
M.Ed., University o f Massachusetts, Vice
President for College and Community Relations
and Executive Assistant to the President.
Ed Rowe, B.A., The Pennsylvania State
University, Special Assistant to the President.
Jenny Gifford, Administrative Coordinator.

p. 89

14.28 Provost’s Office
Thomas A. Stephenson, B.S., Furman University;
Ph.D., University o f Chicago, Provost and James
H. Hammons Professor of Chemistry and
Biochemistry.
Patricia L. Reilly, B.A., University o f California;
M.A., Bryn Mawr College; Ph.D., University of
California, Associate Provost for Faculty
Development and Outreach and Associate
Professor of Art History.
Richard Wicentowski, B.S., Rutgers College,
Rutgers University; M.S., University of
Pittsburgh; Ph.D., Johns Hopkins University,
Associate Provost for Educational Programs and
Curriculum Support and Associate Professor of
Computer Science.
Marcia C. Brown, B.A., Villanova University;
M.Ed., University o f Pennsylvania, Executive
Assistant to the Provost.
Robin H. Shores, B.A., M.A., Ph.D., University
o f Delaware, Director o f Institutional Research.
Amy Hagelstein, B.S., University of Delaware;
M.S., University o f Medicine and Dentistry of
New Jersey, Institutional Review Board and
Research Compliance Manager.
Cathy Pescatore, Administrative Coordinator.
Joanne Kimpel, Administrative Coordinator.
Debbie Thompson, Administrative Assistant.

14.29 Public Safety
Michael J. Hill, B.A., University of Pennsylvania,
Director of Public Safety.
Joanna Gallagher, B.S., M.S., Villanova,
Associate Director of Public Safety.
Thomas Gleeson, Brian Harris, Shelton Sneed,
Patrol Sergeants.
Joe Forgacic, Robert Warren, Patrol Corporals.
Kathy Agostinelli, A.A.S., Delaware County
Community College; Andrew Dunn, Jim Ellis,
Tony Green, Scott Soule, Bob Stephano, Joseph
Theveny, Public Safety Officers.
George Darbes, A.A.S., Delaware Technical and
Community College, Operations Supervisor.
Terry McGonigle, Brandi Jones, Maggie
McCans, B.A., University o f Scranton,
Communications Center.
Terri Narkin, Mary Lou Lawless,
Administrative Assistants.

14.30 Registrar’s Office
Martin O. Warner, B.A., University o f North
Carolina at Chapel Hill; M.A., Duke University,
Registrar.
Lesa Shieber, B.S., Tuskegee University; M.A.,
Virginia Polytechnic State and Institute
University, Associate Registrar.

14 Administration
Stacey Hogge, A.S., Delaware County
Community College; B.S., West Chester
University, Assistant Registrar.
Keira Stevenson, Assistant Registrar.

14.31 The Scott Arboretum
Claire Sawyers, B.S., M.S., Purdue University;
M.S., University o f Delaware, Director.
Julie Jenney, B.A., University of Oregon,
Educational Programs Coordinator.
Andrew Bunting, A.A.S., Joliet Junior College;
B.S., Southern Illinois University, Curator.
Jody Downer, A.A.S., Drexel University,
Administrative Assistant.
Jeff Jabco, B.S., Pennsylvania State University;
M.S., North Carolina State University,
Horticultural Coordinator.
Rebecca Robert, B.S., M.S., Pennsylvania State
University, Member and Visitor Programs
Coordinator.
Jacqui West, Administrative Coordinator.

14.32 Title IX
Patricia Flaherty Fischette, B.A., Haverford
College; M.S.S., MLSP, Bryn Mawr College
Graduate School o f Social Work and Social
Research, Interim Title IX Coordinator.
Nnenna Akotaobi, B.S./B.A., University of
Denver, Associate Director of Athletics and
Deputy Title IX Coordinator.
Zenobia Hargust, B.A., West Chester University,
Human Resources Manager and Deputy Title IX
Coordinator.
Patricia L. Reilly, B.A., University o f California;
M.A., Bryn Mawr College; Ph.D., University of
California, Associate Provost for Faculty
Development and Outreach, Associate Professor
of Art History and Deputy Title IX Coordinator.
Liliana Rodriguez, B.A., Williams College; M.S.,
Ph.D., University o f Massachusetts-Amherst,
Associate Dean o f Diversity, Inclusion, and
Community Development and Deputy Title IX
Coordinator.

14.33 Academic Administrative
Assistants and Technicians
Art: June V. Cianfiana, A.A.S., Delaware County
Community College, Administrative Assistant;
Stacy Bomento, B.A., LaSalle University, Slide
Curator; Douglas Herren, B.F.A., Wichita State
University; M .FA ., Louisiana State University,
Studio Technician.
Asian Studies: Anna Everetts, Administrative
Assistant.
Biology: Matt Powell, B.S., Central Michigan
University, Administrative and Technology
Manager; Diane Fritz, Administrative Coordinator;
John Kelly, A.A.S., Community College of

p. 90
Philadelphia; B.S., Wharton School, University of
Pennsylvania, Senior Technical Specialist; Gwen
Kannapel, B.S., Denison University; M.E.,
Widener University, Laboratory Coordinator;
Tami Gura, B.A., Western Maryland College,
Animal Facilities Manager.
Black Studies: Rose Maio, Administrative
Coordinator.
Chemistry and Biochemistry: Catherine
Cinquina, Administrative Assistant; Ian P.
McGarvey, B.S., Temple University, Scientific
Instrumentation Specialist.
Classics: Deborah Sloman, Administrative
Assistant.
Cognitive Science: Anna Everetts, Administrative
Assistant.
Computer Science: Bridget M. Rothera,
Administrative Assistant; Jeffrey M. Knerr, B.S.,
College o f William and Mary; M.S., Ph.D.,
University o f North 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: Cassy Burnett, Administrative
Coordinator; Edmond Jaoudi, B.S., Fairleigh
Dickinson University; M.Arch., Virginia
Polytechnic Institute and State University,
Electronics, Instrumentation, and Computer
Specialist; Ann Ruether, B.S., Swarthmore
College, Academic Support Coordinator; Grant
Smith, Mechanician.
Environmental Studies: Cassy Burnett,
Administrative Coordinator.
Film and Media Studies: Susan Grossi,
Administrative Assistant.
Gender and Sexuality Studies: Anna Everetts,
Administrative Assistant.
German Studies: Eleonore Baginski, B.S., St.
Joseph’s University, Administrative Coordinator.
History: Jennifer Moore, B.A., University of
Pennsylvania; M.S.Ed., University of
Pennsylvania, Administrative Assistant.
Interpretation Theory: Anna Everetts,
Administrative Assistant.
Islamic Studies: Anita Pace, Administrative
Assistant.
Latin American Studies: Anna Everetts,
Administrative Assistant.
Linguistics: Jeremy Fahringer, B.A., Swarthmore
College, Phonetics Lab Coordinator; Dorothy
Kunzig, Administrative Assistant.
Mathematics and Statistics: Stephanie J. Specht,
Administrative Assistant; Kaitlyn E. O’Neil, B.A.,
Merrimack College; M.A., University at Buffalo,

14 Administration
The State University o f New York, Academic
Support Coordinator.
Modern Languages and Literatures: Eleonore
Baginski, B.S., St. Joseph’s University,
Administrative Coordinator; Bethanne Seufert,
B.A., Penn State University, Administrative
Assistant; Michael Jones, B.A., State University of
New York, Buffalo, Language Resource Center
Director; Alexander Savoth, B.F.A., Syracuse
University, Language Resource Center
Technologist.
Music and Dance: Hans Boman, B.M.,
Philadelphia College o f Performing Arts, Dance
Program Accompanist; Bernadette Dunning,
Administrative Coordinator; Susan Grossi,
Administrative Assistant; Tara Nova Webb, B.A.,
Swarthmore College; M.A., New York University,
Arts Publicity and Costume Shop Supervisor.
Peace and Conflict Studies: Anna Everetts,
Administrative Assistant.
Philosophy: Donna Mucha, Administrative
Assistant.
Physical Education and Athletics: Nnenna
Akotaobi, B.S./B. A., University of Denver,
Associate Director of Athletics; Marian Fahy,
A. S., Delaware County Community College,
Sharon J. Green, Administrative Assistants; Ray
Scott, B.A., Widener University, Larry Yannelli,
B. A., Widener University, Equipment/Facilities
Managers; Marie Mancini, A.T.C., B.S., C.C.C.S.,
West Chester University; Jessica Lydon, M.S.,
A.T.C., West Chester University; Allison Hudak,
A.T.C., West Chester University.
Physics and Astronomy: Carolyn Warfel, A.S.,
Widener University, Administrative Assistant;
Paul Jacobs, B.S., Georgia Institute of
Technology; M.S., Ph.D., University o f Michigan,
Instrumentation Technician; Steven Palmer,
Machine Shop Supervisor; David Schaffner, B.A.,
Ph.D., University o f California, Los Angeles,
Postdoctoral Research Scientist.
Political Science: Gina Ingiosi, Deborah Sloman,
Administrative Assistants.
Psychology: Kathryn Timmons, Administrative
Coordinator; Abigail Robinson, B.S. Ursinus
College, Research Coordinator & Academic
Assistant.
Public Policy: Catherine Wareham, A.S., Wesley
College, Administrative Assistant
Religion: Anita Pace, Administrative Assistant.
Sociology and Anthropology: Rose Maio,
Administrative Coordinator.
Theater: Jean Tiemo, B.A., J.D., Widener
University, Administrative Assistant; Tara Nova
Webb, B.A., Swarthmore College; M.A., New
York University Arts Publicity and Costume Shop
Supervisor.

p. 91

15 Visiting Examiners
Art History
Mary Shepard, University o f Arkansas —Fort
Smith
Biology
Ted Abel, University o f Pennsylvania
Richard Behringer, MD Anderson Cancer Center
Sarah Berke, Siena College
Diana Downs, University o f Georgia
Robert Jinks, Franklin and M arshall College
Scott McRobert, St. Joseph’s University
Scott Poethig, University o f Pennsylvania
Erik Puffenberger, Clinicfo r Special Children
Michelle Rensel, University o f California, Los
Angeles
Jacob Russell, Drexel University
Ryan Taylor, Salisbury University
Joseph Thompson, Franklin and M arshall College
Julie Williams, University o f Pennsylvania
Black Studies
Eileen Julien, Indiana University
Jayanti Owens, University o f Wisconsin —Madison
Chemistry and Biochemistry
Nalin Goonesekere, University o f Northern Iowa
Brad Johnson, University o f Pennsylvania
Casey Londergan, Haverford College
William Malachowski, Bryn Mawr College
Amanda Reig, Ursinus College
Classics—Ancient History
Radcliffe Edmonds, Bryn Mawr College
Classics—Greek
Radcliffe Edmonds, Bryn Mawr College
Classics— Latin
James Ker, University o f Pennsylvania
Nandini Pandey, Loyola University
Cognitive Science
Dedre Gentner, Northwestern University
Computer Science
David Bunde, Knox College
Susan Fox, M acalester College
Karen Karvanic, Portland State University
Sanjeev Khanna, University o f Pennsylvania
Geideon Mann, Bloomberg, CTO Office
Economics
Matthew Freedman, Cornell University
Matthew Gustafson, Pennsylvania State University
Joshua Hausman, University o f Michigan
Stephen Marks, Pomona College
Prakarsh Singh, Amherst College
William Tracy, Lolly School o f Management,
Rensselaer Polytechnic Institute
Douglas Webber, Temple University
Educational Studies
Nelson Flores, University o f Pennsylvania
Rand Quinn, University o f Pennsylvania
Wesley Shumar, D rexel University

p. 92
Engineering
Bruce Maxwell, Colby College
Kundan Nepal, University o f St. Thomas —School
ofEngineering
Sridhar Santhanam, Villanova University
English Literature
William Cohen, University o f M aryland
Andrew Duncan, Frostburg State University
Michael Gamer, University o f Pennsylvania
David Jenemann, University o f Vermont
Matthew Kozusko, Ursinus College
Vicki Mahaffey, University o f Illinois, Urbana —
Champaign
Amritjit Singh, Ohio University
Andrea Walkden, Queens College, the City
University o f New York
Environmental Studies
Julie Sze, University o f California, Davis
History
Misty Bastian, Franklin and M arshall College
Carolyn Dean, Yale University
Konstantin Dierks, Indiana University
Adam Franklin-Lyons, Marlboro College
Brendan Karch, Harvard University
Lisa Kirschenbaum, West Chester University
Seth Koven, Rutgers University
John Lear, University o f Puget Sound
Adrienne Petty, City College o f New York
Interpretation Theory
Tara McPherson, University o f Southern
California, School o f Cinematic Arts
Jon Pahl, The Lutheran Theological Seminary at
Philadelphia
Latin American Studies
Oswaldo Estrada, University o f North Carolina at
Chapel H ill
John Lear, University o f Puget Sound
Linguistics
George Broadwell, University o f Albany, SUNY
Gregory Carlson, University o f Rochester
Paul Garrett, Temple University
Lisa Green, University o f Massachusetts
Xiaorong Li, University o f California, Santa
Barbara
Mizuki Miyashita, University o f Montana
Eric Raimy, University o f W isconsin-M adison
Carl Rubino
Betsy Rymes, University o f Pennsylvania
Charles Yang, University o f Pennsylvania
Mathematics and Statistics
John Emerson, Yale University
Curtis Greene, Haverford College
Haynes Miller, M assachusetts Institute o f
Technology
Jim Wiseman, Agnes Scott College

15 Visiting Examiners
Modern Languages and Literatures—
Chinese
Stephen Bokenkamp, Arizona State University
Modern Languages and Literatures—
French
Roxanna Curto, University o f Iowa
Brian Martin, Williams College
Jeffrey Peters, University o f Kentucky
Joelle Vitiello, M acalester College
Modern Languages and Literatures—
German
Marc Weiner, Indiana University
Modern Languages and Literatures—
Japanese
Jonathan Abel, Pennsylvania State University
Music and Dance
Vincent Benitez, Pennsylvania State University
Lynn Matluck Brooks, Franklin & M arshall
College
Peter Kupfer, James Madison University
James Primosch, University o f Pennsylvania
Dmitri Tymoczko, Princeton University
Philosophy
Kate Abramson, Indiana University
Joseph Cruz, Williams College
Steven Gerrard, Williams College
Miriam Solomon, Temple University
David Sussman, University o f Illinois, UrbanaChampaign
Thomas Wartenberg, M ount Holyoke College
David Wolfsdorf, Temple University
Physics and Astronomy
Douglas Durian, University o f Pennsylvania
Kannan Jagannathan, Amherst College
Paul Janmey, University o f Pennsylvania
Jacqueline Milingo, Gettysburg College
William Wootters, Williams College
Political Science
Phillip Brendese, Johns Hopkins University
Maria Esperanza Casullo, Brown University
Christopher Howard, The College o f William and
Mary
Michelle Mood, Kenyon College
Jason Neidleman, University ofLaV em e
Amy Oakes, The College o f William and Mary
Jayanti Owens, University o f Wisconsin —Madison
Mark Pollack, Temple University
Arthur Schmidt, Temple University
Emily Zackin, Johns Hopkins University
Psychology
Dedre Gentner, Northwestern University
Benjamin Le, Haverford College
Anna Papafragou, University o f Delaware
Marc Schultz, Bryn Mawr College

p. 93
Kenneth Short, U.S. Army Engineering Graduate
School and Target Behavioral Response
Laboratory
Paul Thibodeau, Oberlin College
Public Policy
Adrienne Lucas, University o f Delaware
Religion
Abigail Kluchin, Ursinus College
Jon Pahl, The Lutheran Theological Seminary at
Philadelphia
Sociology and Anthropology
Hiba Bou Akar, Hampshire College
Phaedra Diapha, Rutgers University
Jeffrey Himpele, Princeton University
Laura Hirshfield, University o f Illinois at Chicago
Rebecca Howes-Mischel, James Madison
University
Caroline Melly, Smith College
Theater
Walter Bilderback, The Wilma Theater
Emmanuelle Delpech, P ig Iron School; Headlong
Performance Institute
Jill Harrison-Snyder, Temple University; Arcadia
University
Colin Mcllvaine, University o f the Arts, B lind
School o f Theatre
Catherine Sheehy, Yale University
Gavin Witt, Centerstage

16 Degrees Conferred

p. 94

June *; 2014

16.1 Bachelor of Arts
Reem Mohamed Abdou, Political Science
Imoleayo Samson Abel, Computer Science
Cristina Abellan-Matamoros, Political Science
Jacob Simon Adenbaum, Mathematics and
Economics
Rebecca Ruby Ahmad, Special M ajor in
Psychology and Educational Studies
Paul Isaac Ahn, English Literature and Sociology
and Anthropology
Klara Alise Aizupitis, History
Michelle Brittany Ammerman, Biology
Patrick Bennett Ammerman, Biology
Raul Antonio Anchiraico, Biology and Psychology
Davis Rogan Ancona, Computer Science
Carolyn Jane Anderson, Linguistics
Luke David Amone, Art
Katherine Alexandra Aronoff, History
Christina Laura Aruffo, English Literature
Joshua Alexander Asante, Psychology and
P olitical Science
Daniel Steven Baggarly, Political Science and
Psychology
Eliza Xiaojiao Bailey, Computer Science
Peter Lewis Ballen, Mathematics and Computer
Science
Lisa Yuming Bao, Linguistics and Computer
Science
Morgan Leigh Bartz, Special M ajor in
Environmental and Educational Studies
Niamba Monisa Baskerville, Sociology and
Anthropology
Caroline Rose Batten, English Literature
Tyler Jacob Becker, Political Science and History
Benjamin Woody Bemard-Herman, Sociology and
Anthropology
Matthew Jacob Bertuch, Economics
Nana Kwame Kobia-Amanfi Bonna, Psychology
Mame Abena Nyarko Fremah Bonsu, English
Literature
Nicholas Charles Borkowski, History
Thomas René François Boucher, History
Christopher Andrew Boutelle, Economics
Megan Renee Brock, Economics
Amanda Maria Brown, Special M ajor in
Psychology and Educational Studies
Nicholas Joseph Burnett, Economics
John Basil Buterbaugh, Mathematics
Anjali Bray Cadambi, Film and Media Studies
Emily Allaire Caldwell, Economics and
Philosophy
Natalie Ann Campen, Biology
Alexander Rittenhouse Cannon, Computer Science
Gabriella Sophia Capone, Political Science
Evangelos Carabases, Economics and Biology
Christian Frank Carcione, Political Science
Lia D. Carlson, Special M ajor in Psychology and
Educational Studies
Corey Connolly Carmichael, Special M ajor in
Psychology and Educational Studies
Robin Marland Heberle Carpenter, Economics

Elizabeth Mary Casey, Political Science and
Chinese
Kimisha Leigh Cassidy, Sociology and
Anthropology
Joseph Gray Catalanotto, Philosophy
Paul Marshall Cato, Religion
Danielle Susan Charette, English Literature
Madeline Blaire Chame, Theater and English
Literature
Julia Anna Chartove, Special M ajor in
Neuroscience
Kenneson Andrew Zhe-Huong Chen, Latin
Jordan Lewis Cheney, Computer Science
Stella Yuna Cho, Computer Science
Yang Ha Cho, Economics
Paul Hyun Chung, Economics and Special Major
in Interdisciplinary Chinese Studies
Nicholas Michael Ciborowski, Economics
Elizabeth Cifuentes, Special M ajor in
Neuroscience
Samuel Ellsworth Cleaves, P olitical Science and
Religion
Anthony Collard, Political Science
Frank Nicholas Constantino, Economics
Brendan James Conway, Mathematics
Marlon Henry Cooper II, Linguistics
Jonathan Michael Cronin, Computer Science
Ammar Quresh Dahodwala, Spanish
Maxwell Edward DeChiara, Psychology
Cally Monie Deppen, Biology
Katherine Helen Porter Derosier, M athematics and
Special M ajor in Cognitive Science
Han Ding, P olitical Science
Michael Charles Droste, Economics
Sarah Elizabeth Duda, H istory
William Patrick Duncan, English Literature
Margaret Elizabeth Duszyk, Special M ajor in
Environmental Protection and Technology and
Biology
Sierra Clare Eckert, English Literature
Olivia Winslow Edwards, Biology
Keane Ehsani, Economics and P olitical Science
Matthew Ryan Elkins, Chemistry
Benjamin Ellentuck, Philosophy
Epiphany Bianca .English, English Literature
Gail Lomotele Engmann, Political Science
Sarah Elizabeth Eppley, Biology
Isaac Sebastian Epstein, A rt H istory and Classical
Studies
Gavin Linnell Fahey, Economics and Mathematics
Robert Samuel Fain, H istory and Music
Amber Lee Famiglietti, Biology
Antonio Jose Cunha Farias, Economics and
Computer Science
Jordan Arthur Federer, Economics
Casey Seana Ferrara, Linguistics and Psychology
Michelle Nelson Ferreira, Chemistry
Dane Gregory Fichter, M athematics and Computer
Science
Marian Lois Firke, Biology

16 Degrees Conferred
Michael Walter Fisher, Physics and Mathematics
Laura Paige Fitzgerald, Linguistics and
Psychology
Sara Rose Fitzpatrick, Political Science
John Thomas Flaherty, Biology
Christopher George Fortunate, History
Leah Sylvia Foster, Computer Science
Aaron Leon Freedman, History
Cameron Reid French, Psychology
Rachel Claire Fresques, Psychology
Madison Rose Garcia, Linguistics and Computer
Science
Valentina Elizabeth Garcia, Biology
Zachary Alexander Gavin, Special M ajor in
M athematics and Educational Studies
Rachel K. Giovanniello, Special M ajor in
Sociology and Anthropology and Educational
Studies
Joshua Donnelly Gluck, Computer Science and
P olitical Science
Ashley Elizabeth Gochoco, Psychology
Ted Goh, Biology
Katie Elysse Goldman, Theater
Samantha Danielle Goldstein, A rt and Computer
Science
Pauline Nicole Goodson, Psychology
Sudarshan Gopaladesikan, M athematics
Christopher Marcellus Gray, P olitical Science and
Chinese
Christopher Lee Green, Psychology and Special
M ajor in Gender and Sexuality Studies
Roy Timothy Greim, H istory
Hannah Ariel Grunwald, Biology
Adrien Charles Guerard, Economics and
Computer Science
Patrick Van Hackeling, Film and Media Studies
and History
Michael Alexander Hall, Philosophy
Joshua Thomas Hallquist, Biology and Special
M ajor in Gender and Sexuality Studies
Andrew Hogyu Han, Biology and Psychology
Syed Muhammad Faraz Hayat, Economics and
Mathematics
Steven Hoover Hazel, H istory and Economics
Erik Hans Heaney, Economics and English
Literature
Haydil Henriquez, Special M ajor in Psychology
and Educational Studies
Chelsea Annette Hicks, Economics
Dylan Caleb Hillerbrand, Mathematics
Daniel Raoul Hirschel-Bums, Special M ajor in
P olitical Conflict
Eric Wing-Jun Ho, Psychology and Biology
Jennifer Ting Hu, English Literature
Meghan Huang, Psychology
Wen Huang, Economics and P olitical Science
Kelsey Ann Huntzberry, Psychology and Political
Science
Akure Elizabeth Imes, Sociology and
Anthropology
James Alexander Ivey, History
Andrea Renate Jacome, History
Leah Nahum Jean-Louis, Mathematics

p. 95
Seo Jin Jeong, Sociology and Anthropology
Benjamin Clay Johnson, Religion
Grant Samuel Johnson, A rt History
Caleb Andrew Jones, P olitical Science and
Economics
Daniel James Kalamarides, Special M ajor in
Neuroscience
Andrew Thomas Kandel, M edieval Studies and
Special M ajor in Japanese
Yashasvat Kashyap, Economics and Political
Science
Jacqueline Ok-chan Kay, Computer Science
Maximillian Ariel Kaye, Special M ajor in
Behavioral Economics and Chinese
Sinan Alp Kazaklar, Economics
Joseph Robert Keedy, Economics
Christina Kathleen Keller, Special M ajor in
Sociology and Anthropology and Educational
Studies
Catherine Kelley, Special M ajor in Sociology and
Anthropology and Educational Studies
Gabriel Khaselev, Computer Science
Henry Walker Kietzman, Special M ajor in
Neuroscience
Bradford Jean-Hyuk Kim, Philosophy
Sang Woo Kim, Chemistry
Tae Hyungmin Kim, Physics and Chemistry.
Yeon-Joo Kim, Special M ajor in Literary
Translation
Elena Ruth Kingston, Special M ajor in
Biochemistry
Brennan James Klein, Psychology and Special
M ajor in Cognitive Science
Kyle Raymond Knapp, Computer Science
Louis Jay Kober III, H istory
Hannah Reyzl Roberts Kosman, French
Daniela Krystyna Kucz, Special M ajor in Gender
and Sexuality Studies and Biology
Howard Lam, Psychology
Jesslyn Margaret Lammerts, Economics
Heather Margaret Lane, H istory and Religion
Emily Ng Hil-Yan Lau, English Literature and
Chemistry
Thomas John Laux, Psychology
Margaret Randolph Lawlace, Psychology
Randall Van Le, Sociology and Anthropology
Stan Le, Economics and Asian Studies
Stephanie Maria Lechich, Psychology
Hyee Ryun Lee, Biology and Mathematics
Christopher Robert Lekas, Computer Science and
Economics
Grace Nicole Leonard, Linguistics
Mark Philip Levine-Weinberg, Biology and
Theater
Reece Yan Liang, Economics
Sophie Shangren Libkind, M athematics and
Computer Science
Abigail Rose Lipnick, History
Yana List, Special M ajor in Biology and
Educational Studies
Brone Subalusky Lobichusky, Biology
Zachary Ross Lockett-Streiff, Computer Science
Jennifer Lopez, Asian Studies

16 Degrees Conferred
Erin Barnes Lowe, Special M ajor in
Environmental Studies and Biology
Sarina Chang Lowe, Biology
Christopher William Lynn, Physics and
Mathematics
Kathryn Ann Lytle, Mathematics and Economics
Cynthia Zhou Ma, Biology and Computer Science
Jillian Lee Ma, Special Major in Neuroscience
Christopher Sebastian Magnano, Computer
Science and Biology
Shivani Mantha, Biology
Julian Arthur Marin, Art History
William Loudon Markowitz, Mathematics
Diane Kimberley Marpozan, Special M ajor in
Chemistry and Educational Studies
Pendle Faith Marshall-Hallmark, Sociology and
Anthropology
Michele Celine Martinez Gugerli, Political
Science
Dashiell Jacob Massey, Biology
Kana Matsumoto, Special M ajor in H istory and
Educational Studies
Peter David Maxted, Economics
Maura Kohn McGuire, Psychology
Patrick Hardy McNeill, History
Susana Mai Medeiros, Political Science
Yamilet Stephanie Medina, Spanish and Political
Science
Benjamin Roy Mercado, Chemistry
Paola Monseratt Mero, Sociology and
Anthropology
Marissa Janay Miller, Sociology and Anthropology
David Mok-Lamme, Economics and Mathematics
Jonathan Charles Arthur Molloy, Special Major in
Architectural Studies in Art
Jack Markoff Momeyer, Economics and Chinese
Frank Vito Mondelli, Linguistics and Special
M ajor in Japanese
Anika Johanna Morgan-Dunbar, Psychology
Rachell Marie Morillo, Sociology and
Anthropology
Kayla Yasemin Moritzky, Biology
Caroline Reich Murphy, Economics and
Mathematics
Zachary Thomas Murphy, Psychology
Maureen Annaliese Murray, Linguistics
Brian Benjamin Nadel, Computer Science and
Biology
David O. Nahmias, Mathematics
Thera Naiman, History
Cyrus Soltani Nasseri, Philosophy
Taylor Peter Nation, Computer Science
Isabel Albright Newlin, English Literature
Desheane Gregory Newman, Psychology
Kenneth Kenan Ning, M athematics and Computer
Science
Sang Hyun Noh, Economics
Melissa Mattingly O’Connor, Computer Science
II Kyu Oh, Economics and Chemistry
Isaac*Nana Opoku, Economics
Aliya Murad Padamsee, Biology
Karanbir Singh Padda, Biology
Arya Prashanth Palakurthi, History

p. 96
Maximilian Julius Pany, Special M ajor in
Neuroscience and Special M ajor in Health
Care Management, Economics and Policy
Daniel Kimyung Park, Computer Science
Sola Park, Computer Science and Art
Yeayeun Park, Economics and Computer Science
Alyson Nicole Passanante, Special M ajor in Peace
and Conflict Studies and Psychology
Kanishka Gopika Patel, Special M ajor in
Neuroscience
Lisa Joy Patusky, Art
Craig Stephen Pentrack, Computer Science
Paloma Isabel Perez, Special M ajor in Political
Science and Educational Studies
McCleary Ann Philbin, Mathematics and English
Literature
Kyle Allen Pierce, Economics
Rose McLean Pitkin, Special M ajor in
Neuroscience
Mallory Elizabeth Pitser, Computer Science
Allegra Jean Pocinki, P olitical Science and
History
Preston Poon, Economics and Chinese
Naia Elizabeth Poyer, Art
Eleanor Elizabeth Pratt, Sociology and
Anthropology
Yena Sharma Purmasir, Psychology
Yuan-Yuan Zhang Qu, Asian Studies
Luis Emmanuel Ramirez, Computer Science
Shirley Magdalena Ramirez, Biology
Aarti Pappu Rao, Sociology and Anthropology and
Biology
Jeremy Anton Rapaport-Stein, Music and Political
Science
Galen Christopher Rask, Biology
Shreyas Ravi, Mathematics
Aarthi Lakshmi Reddy, Biology
Margaret Hayley Regan, Physics and Mathematics
Kevin Davis Roberts, Psychology and Computer
Science
Maria Jacqueline Marques de Lima Rogers,
Russian
Marta Cortez Roncada, Theater
Alison Renee Roseberry-Polier, H istory and
Special M ajor in Gender and Sexuality Studies
Seth Herbert Rubinstein, Economics
Nathaniel Alexander Ruby, Economics
Stuart Ehrlich Russell, P olitical Science and
Economics
Elena Elisabeth Ruyter, Art
Alison Corinne Ryland, Linguistics
Emma Vickers Saarel, P olitical Science
Navin Chandragiri Sabharwal, Chemistry and
French
Jasmeet Kaur Samra, Biology
Zachary Daniel Schaffer, Economics
Richard George Scott, Mathematics and English
Literature
Caitlin Wan Sequira, Psychology and Asian
Studies
Mark Anthony Agee Serrano, Computer Science
and Special M ajor in Cognitive Science
Aidan Alex Shacldeton, Computer Science

16 Degrees Conferred
Riana Shah, Special M ajor in Sociology and
Anthropology and Educational Studies
Daoud Bilal Sharif, Economics and Political
Science
Justin Davis Shickman, Political Science
Samuel Swift Shuker-Haines, Theater
Lauren Paige Sibeck, Chemistry
Xian Eric Siew Hew Sam, Economics
Adam David Silver, Economics
Chanelle Shakira Simmons, Chemistry
Kaitlyn Christina Sipiora, Biology
Emma Rose Sipperly, Economics
Clarissa Jane Broughton Skinner, Sociology and
Anthropology
Mitchell Benjamin Slapik, Philosophy
Collin Brendlinger Smith, Political Science
Holly Rebecca Smith, History
Carmen Fraser Smith-Estrada, Political Science
Corinne Patricia Sommi, Biology
Christine Min Song, Political Science and
Economics
Aashish Srinivas, Computer Science and
Mathematics
Mihika Srivastava, Sociology and Anthropology
and P olitical Science
Aikaterini Stampouloglou, Economics and
Political Science
Brent Lee Stanfield, M athematics and English
Literature
Mariana Dora Stavig, Special M ajor in Gender
and Sexuality Studies and Sociology and
Anthropology
Jelayna June Stephens, Film and Media Studies
and Political Science
Noah Adam Stemgold, Economics
Vincent Francis Stigliani, Special M ajor in
Cognitive Science
Stephanie Careta Styles, English Literature
Danielle Stephanie Sullivan, Computer Science
Ishaan Bhadresh Sutaria, Economics and Political
Science
Ariel Eleanor Swyer, Philosophy
Cristian Camilo Taborda, Special M ajor in
Neuroscience and Linguistics
Samuel Erskine Tanner, Chemistry
Harrison Michael Tasoff, Mathematics
Rebecca Teng, Special M ajor in Neuroscience
Kevin Hideo Terusaki, Computer Science
Megan Elizabeth Thompson, Special M ajor in
Biochemistry and Latin
Maria Nicole Thomson, Sociology and
Anthropology
Melissa Oberon Tier, Psychology
Sarah Ann Timreck, Political Science and
Religion
McWelling Hanson Todman, Economics
Fredrick Gabriel Toohey, Political Science
Spencer MacDonnell Topf, Economics and
P olitical Science
Justin Kirk Toran-Burrell, Psychology
Hugh Douglas Troeger, A rt and Computer Science
Josselyn Tufino, Economics
Erik Sigurd Tvetenstrand, Biology

p. 97
Akunna Faith Uka, P olitical Science
Octavia Lothian Mangabeira Unger, Philosophy
Abir Varma, Economics
Niels John Verosky, M usic and Computer Science
Janelle Ashley Viera, Sociology and Anthropology
Ximena Violante, Music
Emma Naomi Waitzman, Sociology and
Anthropology
Jeffrey Jack Wall, Economics and H istory
Patrick Robert Walsh, Mathematics
Bowen Wang, M athematics and Computer Science
Heidy Liyue Wang, Biology
Shen Wang, Biology
Yuwen Wang, Mathematics
Zhengyang Wang, Philosophy and Biology
Elaine Rachelle Wangsawidjaja, Political Science
Jackson Graham Weiner, Computer Science
Elliot Abraham Weiser, Computer Science
Shelly Keren Wen, Special M ajor in Ethnic
Studies and Educational Studies
Arianne Marie Wenk, Psychology
Alexandra Margot Werth, Physics
Lucille Ann Whitacre, Art
Samuel Thomas White, English Literature and
Computer Science
Brooke Marissa Wilkins, Special Major in
Psychology and Educational Studies
Morgan James Christopher Williams, Political
Science and Psychology
Naudia Rose Williams, Political Science
Chloe Elisha Wittenberg, Political Scienee
Benjamin Brucks Wolcott Economics and
Sociology and Anthropology
Yeab Meheret Wondimu, Computer Science
Jo Wong, Philosophy
Tyler Foster Woollard, Biology
Kathryn M Wu, Biology
Zachary Blaze Wunrow, English Literature
Jack Yujie Yang, Special Major in Psychology
Politics and Economics and Computer Science
Su Wai Yee, Economics and Chinese
Hongin Yun, Economics and Computer Science
Patricia Joy Zarate, Biology
Jimmy Yang Zeng, Biology
Mengxi Zhang, Special M ajor in Neuroscience
Shimian Zhang Computer Science and
Psychology

16.2 Bachelor of Science
Nicole Leilani Aaron, Engineering
Imoleayo Samson Abel, Engineering
Davis Rogan Ancona, Engineering
Luke David Amone, Engineering
Eliza Xiaojiao Bailey, Engineering
Christopher Andrew Boutelle, Engineering
Jordan Lewis Cheney, Engineering
Remy Marie Donahey, Engineering
Price Greenberg Ferchill, Engineering
Christopher George Fortunato, Engineering
Nia Elisa Jones, Engineering
Joseph Robert Keedy, Engineering

16 Degrees Conferred
Gabriel Khaselev, Engineering
Kyle Raymond Knapp, Engineering
Daniel Adam Kowalyshyn, Engineering
Tinashe Harold Mubvuma, Engineering
David O. Nahmias, Engineering
Anne Sydney Rosenblatt, Engineering
Cody Albert Ruben, Engineering
Katie Renae Samuelson, Engineering
Noah Adam Stemgold, Engineering
Danielle Stephanie Sullivan, Engineering
Alexandra Margot Werth, Engineering
Yeab Meheret Wondimu, Engineering

p. 98

17 Distinctions, Awards, and Fellowships______ ^ 9 9
17.1 Honors Awarded by the
Visiting Examiners
Highest Honors
Lisa Yuming Bao, Caroline Rose Batten, Sierra
Clare Eckert, Hannah Reyzl Roberts Kosman,
Sophie Shangren Libkind, Thera Naiman, Samuel
Swift Shuker-Haines, Chloe Elisha Wittenberg
High Honors
Reem Mohamed Abdou, Imoleayo Samson Abel,
Carolyn Jane Anderson, Tyler Jacob Becker,
Benjamin Woody Bemard-Herman, Joseph Gray
Catalanotto, Paul Marshall Cato, Danielle Susan
Charette, Madeline Blaire Chame, Maxwell
Edward DeChiara, Matthew Ryan Elkins, Robert
Samuel Fain, Sara Rose Fitzpatrick, Aaron Leon
Freedman, Rachel Claire Fresques, Roy Timothy
Greim, Hannah Ariel Grunwald, Steven Hoover
Hazel, Caleb Andrew Jones, Sang Woo Kim, Tae
Hyungmin Kim, Heather Margaret Lane,
Christopher William Lynn, Michele Celine
Martinez Gugerli, Peter David Maxted, Susana
Mai Medeiros, David Mok-Lamme, Frank Vito
Mondelli, Isabel Albright Newlin, Paloma Isabel
Perez, Stuart Ehrlich Russell, Navin Chandragiri
Sabharwal, Clarissa Jane Broughton Skinner,
Mitchell Benjamin Slapik, Collin Brendlinger
Smith, Noah Adam Stemgold, Vincent Francis
Stigliani, Samuel Erskine Tanner, Maria Nicole _
Thomson, Niels John Verosky, Yuwen Wang,
Samuel Thomas White
Honors
Jacob Simon Adenbaum, Christina Laura Aruffo,
John Basil Buterbaugh, Gabriella Sophia Capone,
Kenneson Andrew Zhe-Huong Chen, Michael
Charles Droste, Gail Lomotele Engmann,
Valentina Elizabeth Garcia, Joshua Donnelly
Gluck, Ted Goh, Katie Elysse Goldman, Michael
Alexander Hall, Syed Muhammad Faraz Hayat,
Dylan Caleb Hillerbrand, James Alexander Ivey,
Bradford Jean-Hyuk Kim, Hyee Ryun Lee, Mark
Philip Levine-Weinberg, Patrick Hardy McNeill,
Caroline Reich Murphy, Jeremy Anton RapaportStein, Margaret Hayley Regan, Marta Cortez
Roncada, Nathaniel Alexander Ruby, Emma
Vickers Saarel, Christine Min Song, Cristian
Camilo Taborda, Fredrick Gabriel Toohey, Emma
Naomi Waitzman, Zhengyang Wang, Chien Rou
Wong, Kathryn M Wu

17.2 Elections to Honorary
Societies
Phi Beta Kappa
Reem Mohamed Abdou, Paul Isaac Ahn, Carolyn
Jane Anderson, Katherine Alexandra Aronoff,
Peter Lewis Ballen, Caroline Rose Batten, Tyler
Jacob Becker, Corey Connolly Carmichael,
Madeline Blaire Chame, Julia Anna Chartove,
Stella Yuna Cho, Katherine Helen Porter Derosier,
Sierra Clare Eckert, Marian Lois Firke, Aaron
Leon Freedman, Madison Rose Garcia, Joshua

Donnelly Gluck, Daniel Raoul Hirschel-Bums,
Christina Kathleen Keller, Henry Walker
Kietzman, Bradford Jean-Hyuk Kim, Tae
Hyungmin Kim, Elena Ruth Kingston, Kyle
Raymond Knapp, Hannah Reyzl Roberts Kosman,
Heather Margaret Lane, Margaret Randolph
Lawlace, Sophie Shangren Libkind, Diane
Kimberley Marpozan, Peter David Maxted, Susana
Mai Medeiros, Jonathan Charles Arthur Molloy,
Frank Vito Mondelli, Maureen Annaliese Murray,
Thera Naiman, Sang Hyun Noh, II Kyu Oh, Naia
Elizabeth Poyer, Jeremy Anton Rapaport-Stein,
Seth Herbert Rubinstein, Stuart Ehrlich Russell,
Katie Renae Samuelson, Aidan Alex Shackleton,
' Samuel Swift Shuker-Haines, Collin Brendlinger
Smith, Carmen Fraser Smith-Estrada, Aashish
Srinivas, Abir Vanna, Bowen Wang, Jackson
Graham Weiner, Brooke Marissa Wilkins, Chloe
Elisha Wittenberg, Benjamin Brucks Wolcott,
Kathryn M Wu, Jimmy Yang Zeng
Sigma Xi
Imoleayo Samson Abel, Eliza Xiaojiao Bailey,
Natalie Ann Campen, Julia Anna Chartove, Stella
Yuna Cho, Cally Monie Deppen, Katherine Helen
Porter Derosier, Margaret Elizabeth Duszyk,
Matthew Ryan Elkins, Amber Lee Famiglietti,
Michelle Nelson Ferreira, Marian Lois Firke,
Michael Walter Fisher, John Thomas Flaherty,
Christopher George Fortunate, Valentina Elizabeth
Garcia, Joshua Donnelly Gluck, Ted Goh, Hannah
Ariel Grunwald, Andrew Hogyu Han, Meghan
Huang, Leah Nahum Jean-Louis, Daniel James
Kalamarides, Jacqueline Ok-chan Kay, Henry
Walker Kietzman, Sang Woo Kim, Elena Ruth
Kingston, Brennan James Klein, Hyee Ryun Lee,
Christopher Robert Lekas, Mark Philip LevineWeinberg, Sophie Shangren Libkind, Sarina
Chang Lowe, Jillian Lee Ma, Benjamin Roy
Mercado, Tinashe Harold Mubvuma, David O.
Nahmias, Aliya Murad Padamsee, Karanbir Singh
Padda, Maximilian Julius Pany, Galen Christopher
Rask, Margaret Hayley Regan, Navin Chandragiri
Sabharwal, Jasmeet Kaur Samra, Katie Renae
Samuelson, Richard George Scott, Corinne
Patricia Sommi, Aashish Srinivas, Danielle
Stephanie Sullivan, Cristian Camilo Taborda,
Samuel Erskine Tanner, Harrison Michael Tasoif,
Rebecca Teng, Megan Elizabeth Thompson, Erik
Sigurd Tvetenstrand, Niels John Verosky,
Zhengyang Wang, Alexandra Margot Werth,
Kathryn M Wu, Patricia Joy Zarate, Mengxi
Zhang
Tau Beta Pi
Imoleayo Samson Abel, Kyle Raymond Knapp,
Daniel Adam Kowalyshyn, Katie Renae
Samuelson, Noah Adam Stemgold

17 Distinctions, Awards, and Fellowships
17.3 Pennsylvania Teacher
Certification
Christina Kathleen Keller, Yana List, Diane
Kimberley Marpozan, Margaret Hayley Regan,
Akunna Faith Uka, Brooke Marissa Wilkins

17.4 Awards and Prizes
The Bruce Abem ethy Community Service Award
was created by Bruce Abemethy ’85 to support
Swarthmore students, faculty, and staff involved in
community service. Awarded to Ryan Greenlaw
’15.
The Adams Prize is awarded each year by the
Economics Department for the best paper
submitted in quantitative economics. Awarded to
Benjamin Wolcott ’ 14.
The Stanley Adamson Prize in Chemistry was
established in memory o f Stanley D. Adamson
’65. It is awarded each spring to a well-rounded
junior majoring in chemistry or biochemistry,
who, in the opinion of the department, gives the
most promise of excellence and dedication in the
field. Awarded to Julia Murphy ’15.
The American Chemical Society Scholastic
Achievement Award is given to the student whom
the Department of Chemistry and Biochemistry
judges to have the best performance in chemistry
and overall academic achievement. Awarded to
Elena Kingston ’14.
The American Chemical Society Undergraduate
Award in Analytical Chemistry is awarded
annually to the student whom the Chemistry and
Biochemistry Department judges to have the best
academic performance in analytical chemistry and
instrumental methods. Not awarded this year.
The American Chemical Society Undergraduate
Award in Inorganic Chemistry is awarded
annually to the student whom the Chemistry and
Biochemistry Department judges to have the best
academic performance in inorganic chemistry.
Awarded to Matthew Elkins ’ 14.
The American Chemical Society Undergraduate
Award in Organic Chemistry is awarded annually
to the student whom the Chemistry and
Biochemistry Department judges to have the best
academic performance in organic chemistry.
Awarded to Michelle Ferreira ’14.
The American Chemical Society/POLYED
Undergraduate Award in Organic Chemistry is
awarded annually to a sophomore whom the
Chemistry and Biochemistry Department judges to
have the best academic performance in the
sophomore year sequence of organic chemistry
and biochemistry. Awarded to Emily Gale ’16.
The American Institute o f Chemists Student Honor
Awards are given to students whom the Chemistry
and Biochemistry Department judge to have
outstanding records in chemistry and overall
academic performance. Awarded to Sang Woo
Kim ’ 14.

p. 100

The Solomon Asch Award recognizes the most
outstanding independent work in psychology,
usually a senior course or honors thesis. Awarded
to Rachel Claire Fresques ’14.
The Boyd Barnard Prize, established by Boyd T.
Barnard ’ 17 is awarded by the music faculty each
year to a student in the junior class in recognition
of musical excellence and achievement. Awarded
to Paolo-Alexander Debuque ’15.
The James H. Batton '72 Award, endowed in his
memory by G. Isaac Stanley ’73 and Ava Harris
Stanley ’72, is awarded for the personal growth or
career development o f a minority student with
financial need. Awarded to Aaron Jackson ’16.
The Paul H. Beik Prize in History is awarded each
May for the best thesis or extended paper on a
historical subject by a history major during the
previous academic year. Awarded to Steven Hazel
’14.
The Believe Endowed Social Action Award was
established in 2006 to enable students to spend the
summer in a developing country working on a
global social action project. The Mission o f the
Believe Award is “To support inspired global
citizens who believe in the reality o f a better
world, and who believe that the key to peace and
progress in the world is to develop personal
connections in other cultures through social action
and direct community engagement.” The Believe
award is administered through the Lang Center for
Social Responsibility. Awarded to Eve DiMagno
’15.
The Bobby Berman '05 Memorial Prize Fund was
established in 2008 in his memory, by his family.
It is awarded by the Physics Department to a
graduating senior with a major in physics who has
shown achievement, commitment and leadership
in the field. Awarded to Margaret Regan ’14.
The Tim Berman Memorial Award is presented
annually to the senior man who best combines
qualities of scholarship, athletic skill, artistic
sensitivity, respect from and influence on peers,
courage, and sustained commitment to excellence.
Awarded to Anthony Collard ’14.
The Black Alumni Prize is awarded annually to
honor the sophomore or junior minority student
who has shown exemplary academic performance
and community service. Awarded to Steven
McFarland ’15.
The Black Cultural Center D irector's Special
Recognition Award is awarded for significant
contributions to the Black community and
campus-wide. Awarded to Chelsea Hicks ’14,
Paola Mere ’14 and Kyle Pierce ’14.
The Black Cultural Center Highest Academic
Achievement Award recognizes the minority
students from the graduating class who earned one
of the highest grade point averages and contributed
to the larger college community. Awarded to
Naudia Williams ’ 14.

17 Distinctions, Awards, and Fellowships
The Black Cultural Center Freshman o f the Year
Award recognizes the First Year student(s) who
have been exceptional leaders and have made
significant contributions to the Swarthmore black
community. Awarded to Davis Logan ’17.
The Black Cultural Center Leadership Award
recognizes the graduating senior(s) who continues
the legacy o f Black student leadership and
activism by constructively and proactively
contributing to the Black Cultural Center and
advocating for and acting on issues of concern to
the larger campus community. Awarded to
Rebecca Ahmad ’14.
The Brand Blanshard Prize honors Brand
Blanshard, professor o f philosophy at Swarthmore
from 1925 to 1945, and was established by David
H. Scull ’36. The Philosophy Department presents
the award each year to the student who submits the
best essay on any philosophical topic. Awarded to
Joshua Chang ’15.
The Sophie and William Bramson Prize is awarded
annually to an outstanding student majoring in
sociology and anthropology. The prize recognizes
the excellence o f the senior thesis, in either the
course or external examinations program as well
as the excellence o f the student’s entire career in
the department. The Bramson Prize is given in
memory o f the parents of Leon Bramson, founding
chairman of Swarthmore’s Sociology and
Anthropology Department. Awarded to Eleanor
Pratt ’14 and Benjamin Bemard-Herman ’14.
The Heinrich W. Brinkmann M athematics Prize
honors Heinrich Brinkmann, professor of
mathematics from 1933 to 1969, and was
established by his students in 1978 in honor o f his
80th birthday. Awards are presented annually by
the Mathematics and Statistics Department to the
student or students who submit the best paper on a
mathematical subject. Awarded to Peter Ballen
’14.
The William J. Carter '47 Grant is funded by the
William J. Carter '47 Religious Harmony Fund,
administered by the Religion Department, and
supports a student summer research project or
internship in keeping with William J. Carter's goal
of "encouraging and promoting understanding,
harmony, and respect among the various religions
of the world." Awarded to Lo-Yuan Chou ’15.
The Chemistry and Biochemistry Department
Service Awards are given each year to the students
(usually one junior and one senior) who have
provided the department with the greatest service
during the preceding academic year. Awarded to
Peter Amadeo ’15 and Benjamin Mercado ’14.
The Susan P. Cobbs Scholarship is awarded to the
most outstanding student(s) o f classics in the rising
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. Awarded to Alex Moskowitz ’15.

p. 101

The Sarah Kaighn Cooper Scholarship, founded
by Sallie K. Johnson in memory o f her
grandmothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member of the junior class who is
judged by the faculty to have had the best record
for scholarship, character, and influence since
entering the College. Awarded to Michael
Superdock ’15.
The CRC Press Freshman Chemistry Achievement
Award is awarded annually by the Chemistry and
Biochemistry Department to the first-year
student(s) who achieves the highest performance
in the first-year chemistry curriculum. Awarded to
Joshua Goldstein ’17.
The Alice L. Crossley Prize in Asian studies is
awarded annually by the Asian Studies Committee
to the student or students who submit the best
essays on any topic in Asian studies. First prize
awarded to Collin Smith ’14. Second prize
awarded to Emma Saarel ’14. Honorable Mention:
Winnie Vien ’16.
The Dunn Trophy was established in 1962 by a
group of alumni to honor the late Robert H. Dunn,
a Swarthmore coach for more than 40 years. It is
presented annually to the sophomore male who has
contributed the most to the intercollegiate athletics
program. Awarded to John Lim ’16.
The Robert S. DuPlessis Prize is awarded each
May to a student for the best senior comprehensive
research paper on a historical subject by a history
major in the previous year. Awarded to Alison
Roseberry-Polier ’14.
The William C. Elmore Prize is given in
recognition o f distinguished academic work. It is
awarded annually to a graduating senior majoring
in physics, astrophysics, or astronomy. Awarded to
TaeKim ’14.
The Lew Elverson Award is given in honor of Lew
Elverson, who was a professor of physical
education for men from 1937 to 1978. The award
is presented annually to the junior or senior man
who has demonstrated commitment and dedication
to excellence and achieved the highest degree of
excellence in his sport. Awarded to Joseph Keedy
’14.
The Flack Achievement Award, established by Jim
and Hertha Flack in 1985, is given to a deserving .
student who, during his or her first two years at the
College, has demonstrated leadership potential and
a good record o f achievement in both academic
and extracurricular activities. Awarded to Aaron
Jackson ’17.
The Renee Gaddie Award. In memory o f Renee
Gaddie ’93, this award is given by the music
faculty to a member of the Swarthmore College
Gospel Choir who is studying voice through the
Music Department (MUSI 048: Individual
Instruction) program. The award subsidizes the
entire cost of voice lessons for that semester.
Awarded to Daniel Cho ’15 and Ariel Pearson ’16.

17 Distinctions, Awards, and Fellowships
The Dorothy D itter Gondos Award was
bequeathed by Victor Gondos Jr. in honor of his
wife, Class of 1930. It is given every other year by
a faculty committee to a student o f Swarthmore
College who submits the best paper on the subject
dealing with a literature of a foreign language. The
prize is awarded in the spring semester. Preference
is given to essays based on works read in the
original language. The prize is awarded under the
direction of the Literature Committee. Awarded to
Hannah Kosman ’14 and Isabella Smull ’16.
The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation from
any language. Awarded to Jacob Oet ’16 and Tina
Zhu ’17.
The Eleanor Kay Hess Award is given in honor of
“Pete” Hess, whose 33 years of service to
Swarthmore College and Swarthmore students
were exemplified by her love of athletics,
leadership, hard work, fairness, and objectivity.
This award is given to the sophomore woman who
best demonstrates those qualities and has earned
the respect and affection o f her peers for her
scholarship and dedication through athletics.
Awarded to Katie Jo McMenamin ’16.
The Philip M. Hicks Prizes are endowed by friends
of Philip M. Hicks, former professor of English
and chairman of the English Literature
Department. They are awarded to the students who
submit the best critical essays on any topic in the
field of literature. Awarded to Danielle Charette
’14, and Sierra Eckert ’14.
The Jesse H. Holmes Prize in Religion was
donated by Eleanor S. Clarke ’18 and named in
honor of Jesse Holmes, a professor o f 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. Awarded to Joshua
Wolfsun ’16. Honorable Mention to Benjamin
Bemard-Herman ’14 and Dylan Hillerbrand ’14.
The Gladys Irish Award is presented to the senior
woman who has best combined devotion to
excellence in athletic performance with qualities
of strong leadership and the pure enjoyment of
sports activities at Swarthmore. Awarded to Katie
Lytle ’ 14.
The Ivy Award is made by the faculty each year to
the man of the graduating class who is outstanding
in leadership, scholarship, and contributions to the
College community. Awarded to Jonathan Charles
Arthur Molloy ’14.
The Chuck James Literary Prize is awarded to the
graduating senior who has made the greatest
contribution to the literary life o f the black
community. Awarded to Yena Purmasir ’14 and
Naudia Williams ’14.
The M ichael H. Keene Award, endowed by the
family and friends of this member o f the Class of
1985, is awarded by the dean to a worthy student
to honor the memory of Michael’s personal

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courage and high ideals. It carries a cash stipend.
Awarded in confidence to a worthy member of the
graduating class.
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
outside the academic setting, alleviating
discrimination or suffering, promoting a
democratic and egalitarian society, or resolving
social and political conflict. It carries a cash
stipend. Awarded to Paul Bierman ’15.
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 Department
to the senior man who best exemplifies the
society’s five principles: service, spirit,
scholarship, society, and sportsmanship. Awarded
to Richard Scott ’14.
The Lang Award was established by Eugene M.
Lang ’38. It is given by the faculty to a graduating
senior in recognition o f outstanding academic
accomplishment. Awarded to Sierra Clare Eckert
’14.
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
biology whose work in the field shows unusual
promise. Awarded to Patrick Ammerman ’14,
Marian Firke ’14, Hannah Grunwald ’ 14, Henry
Kietzman ’14, Dashiell Massey ’14, Heidy Wang
’14, Zhengyang Wang ’14, and Kathryn Wu ’14.
The Linguistics Prizes were established in 1989 by
contributions from alumni interested in linguistics.
Two awards are presented annually, one for
linguistic theory and one for applied linguistics, to
the two students who, in the opinion of the
program in linguistics, submit the best senior
papers or theses in these areas. The Linguistics
Prize in Applications o f Theory was awarded to
Carolyn Anderson ’14. The Linguistics Prize in
Linguistic Theory was awarded to Martha
Wechsler (Bryn Mawr College) ’14 and Micah
Walter (Haverford College) ’14.
The Engineering Award, founded by Thomas B.
McCabe 1915, is presented each year to the
outstanding engineering student in the senior class.
A committee of the Engineering Department
faculty chooses the recipient. Awarded to Katie
Samuelson ’14.
The M orris Monsky Prize in Mathematics was
established 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.
Awarded to Benjamin Goodman ’17.
The Kathryn L. Morgan Award was established in
1991 in honor of late Professor of History,
Kathryn L. Morgan. The award recognizes the

17 Distinctions, Awards, and Fellowships
contributions of members of the African American
community at the College to the intellectual and
social well-being of African American students.
The Morgan fimd 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.
Awarded to Nina Johnson.
The Lois M orrell Poetry Award, given by her
parents 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 visiting poets.
Awarded to Jocelyn Hawley ’15.
The M orrell-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
exceptional promise in the spring of the junior
year. Awarded to Ian Hoffman ’15. Kimaya Diggs
’15 is the Honorary Co-winner this year.
The Music 48 Special Awards (Freeman Scholars).
Endowed by Boyd T. Barnard ’17 and Ruth Cross
Barnard’19 and named for James D. Freeman,
professor emeritus o f music, grants are given by
the music faculty to students who show unusual
promise as instrumentalists or vocalists. Awarded
to Zahra Ahmed ’15, Kimaya Diggs ’15, Ameila
Erskine ’17, TedGoh ’14, William Markowitz
’ 14, Kelley Langhans ’16 and Shreyas Ravi ’ 14.
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 merely
upon the size o f the collection but also on the skill
with which the books are selected and upon the
owner’s knowledge of their subject matter.
Awarded to Hanna King ’ 15 (first prize), Emma
Waitzman ’ 14 (second prize), and Alison Ryland
’14 (third prize).
The Oak L e a fAward is made by the faculty each
year to the woman o f the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community. Awarded
to Naudia Rose Williams ’14.
The May E. Parry Memorial Award, donated by
the Class of 1925 o f which she was a member, is
presented by the Physical Education and Athletics
Department faculty to the senior woman who has
made a valuable contribution to the College by her
loyalty, sportsmanship, and skill in athletics.
Awarded to Lia Carlson ’14.
The Drew Pearson Prize is awarded by the dean
on the recommendation o f the editors o f The
Phoenix, The Daily Gazette, and the senior
producers of War News Radio at the end of each
staff term to a member of those respective
organizations for excellence in journalism. The

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prize was established by the directors of The Drew
Pearson Foundation in memory of Drew Pearson,
Class of 1919. It carries cash stipends. Awarded to
Caroline Batten ’14, Issac Komblatt-Stier ’16 and
Elena Ruyter ’14.
The John W. 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. Awarded
to Ascanio Guarini ’16.
The William Plumer Potter Public Speaking Fund
and Prize in Fiction was established in 1927. It
provides funds for the collection o f recorded
literature and sponsors awards for the best student
short stories. The fund is also a major source of
funds for campus appearances by poets and
writers. Awarded to Juliette Rose Wunrow ’16,
Caroline Batten ’14, and Ariel Swyer ’ 14.
The Ernie Prudente Sportsmanship Award is given
in honor o f 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 characteristic
exemplified by Ernie: sportsmanship, love of the
sport, and respect for their teammates. Awarded to
Rose Pitkin ’14 and Callen Rain ’15.
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 o f competition. Awarded to
Megan Brock ’ 14.
The Jeanette Streit Rohatyn ’46 Fund is used to
grant the “Baudelaire Award” to a Swarthmore
student participating in the College Program in
Grenoble. The student must be considering a
major or a minor in French, and use the award,
which is granted on the recommendation of the
program director, to travel in metropolitan France.
Awarded to Joelle Hageboutros ’16.
Judith Polgar Ruchkin Prize Essay is an award for
a paper on politics or public policy written during
the junior or senior year. The paper may be for a
course, a seminar, or an independent project,
including a thesis. The paper is nominated by a
faculty member and judged by a committee of the
Political Science Department to be of outstanding
merit based on originality, power o f analysis and
written exposition, and depth of understanding of
goals as well as technique. Awarded to Carmen
Smith-Estrada ’14.
The Robert Savage Image Award recognizes
outstanding biological images taken by
Swarthmore biology students. The award is
supported by the Robert Savage Fund which was
established by students and colleagues to honor
Professor Robert E. Savage, the first professor of
Cell Biology at Swarthmore College. Awarded to

17 Distinctions, Awards, and Fellowships
Grade Farley ’ 17, Kathryn Barron ’16, and
Natalie Campen ’14.
The Frank Solomon Jr. Student Art Purchase Fund
permits the Art Department to purchase
outstanding student art from the senior major
exhibitions. Awarded to Jonathan C.A. Molloy ’14
and Lucy A. Whitacre ’ 14.
The H ally Jo Stein Award, endowed in her
memory by her brother Craig Edward Stein ’78, is
given to an outstanding student who the dance
faculty believes best exemplifies Hally Jo’s
dedication to the ideals of dance. It carries a cash
stipend. Awarded to Rachel Fresques ’ 14.
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. Awarded to MinhDuyen Nguyen ’13, Aarti Rao ’14 andHeidy
Wang ’14.
The Pan American Award is administered by Latin
American Studies. Awarded to Haydil Henriquez
’14.
The Peter Gram Swing Prize 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, Class of 1919. Awarded to Jeremy
Rapaport-Stein ’ 14.
The Melvin B. Troy Prize in Music and Dance 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. This award carries a cash
stipend. Awarded to Christine Aruffo ’14 (Dance),
Robert Fain ’14 (Music).
The Albert Vollmecke Engineering Service Award
was established in 1990 in memory o f Albert
Vollmecke, father of Therese Vollmecke 'l l . The
Vollmecke Prize is awarded for service to the
student engineering community. The Engineering
Department administers the fund. Awarded to
David Nahmias ’14.
The Eugene Weber Memorial Fund was
established in honor of the late Eugene Weber,
professor o f German. The Weber Fund supports
study abroad by students of German language and
literature. Awarded to Jasmin RodriquezSchroeder.
The Jerome H. Wood Memorial Excellence and
Leadership Award was created in 1997 in honor of
the late Professor Jerry Wood and is awarded
annually. Awarded to Paul Cato ’14 and Akunna
Uka ’14.

17.5 Faculty Award
The Flack Faculty Award is given for excellence
in teaching and promise in scholarly activity by a

p. 104

member of the Swarthmore faculty to help meet
the expenses o f a full year of leave devoted to
research and self-improvement. This award
acknowledges the particularly strong link that
exists at Swarthmore between teaching and
original scholarly work. The president gives the
award based upon the recommendation o f the
provost and the candidate’s academic department.
This award is made possible by an endowment
established by James M. Flack and Hertha
Eisenmenger Flack ’38.

17.6 Fellowships
The Stanley Adamson Summer Internship fo r
Research in Chemistry is endowed in memory of
Stanley D. Adamson ’65 by his parents, June and
George Adamson. It provides funding for the
summer research o f a well-rounded rising student
who, in the opinion o f the Chemistry and
Biochemistry Department, gives great promise of
excellence and dedication in the field. Awarded to
Sebastian Kyllmann ’16.
The Altman Summer Grant was created by
Shingmei Poon Altman ’76 in memory of her
husband, Jonathan Leigh Altman ’74. It is awarded
by the Art Department to a junior who has strong
interest and potential in studio arts. It provides
support for purposeful work in the studio arts
during the summer between junior and senior year.
Awarded to Elizabeth Kramer ’15.
John W. Anderson ’50 Memorial Internship was
created by his wife, Janet Ball Anderson ’51. The
Anderson internship supports students teaching
science to disadvantaged children, with preference
for students interested in working with children in
grades K-12. Not awarded this year.
In 2005, Bernard Bailyn established The Lotte
Lazarsfeld Bailyn ’51 Research Endowment in
honor o f his wife, the T. Wilson Professor of
Management, emerita, at MIT. The fund supports
a student summer research fellowship for a rising
junior or senior woman majoring in mathematics,
science, or engineering who intends to go into
graduate studies in one or more of these fields. Not
awarded this year.
The D avid Baltimore/Broad Foundation
Endowment was established in 2007 by a grant
from the Broad Foundation at the request o f David
Baltimore ’60. This fellowship is awarded to a
student doing summer research in the natural
sciences or engineering with a preference given to
a student engaging in mentored off-campus
laboratory research and with letters of support
from an on-campus faculty mentor. Awarded to
Eduardo Umana Gomez ’15 and Jonathan White
’16.
The Monroe C. Beardsley Research Fellowship
and Internship Fund was established in 2004 to
support students in the humanities by providing
grants to encourage and facilitate research, original
scholarship, and professional development in the

17 Distinctions, Awards, and Fellowships
areas of art, classics (literature), English literature,
modem languages and literature, music and dance,
philosophy, religion, and theater. Named after
renowned contemporary philosopher Monroe C.
Beardsley, a professor of philosophy at
Swarthmore for more than 20 years, the fund is
administered by the Division o f the Humanities
and the Provost’s Office. Awarded to Aaron
Kroeber ’16, Jameson Lisak ’15, Emma Madarasz
’ 15, Raisa Reyes ’15, Elizabeth Upton ’ 16, and
Zoe Wray ’16.
The William Carter '47 Religious Harmony Fund
was established in 2011. The fund's purpose is to
encourage and promote understanding, harmony
and respect among the various religions of the
world. Awarded to Lo-Yuan Chou ’15.
The Class o f 1961 Fund fo r the A rts and Social
Change was established by the Class of 1961 in
honor of its 50th Reunion. This fund provides a
Summer Social Action Award to one or more
students each summer with a preference for
projects in which the arts and social change are
joined. This reflects the distinctive interests of the
Class o f 1961 in the art, theater, music and dance
o f their time and their commitment to making a
difference in the world. The recipient(s) will be
chosen by the Lang Center for Civic and Social
Responsibility. Summer Social Action Awards are
granted to students on a competitive basis so that
they may spend a summer engaging meaningfully
with non-profit organizations, grass-roots
advocacy groups, or public service agencies.
Awarded to John Lenahan ’15.
The Class o f1962 Student Summer Fellowship
was established in 2012 by contributions from
class members, on the occasion o f their 50th
Reunion celebration. The fund is intended to
provide enriching learning experiences for
students by supporting work, study or research
during the summer. Awarded to Anita CastilloHalvorssen ’15 and Ravenna Thielstrom ’16.
The Cilento Family Community Service Internship
was established in 2002 by Alexander Cilento ’71
to support Swarthmore College students who carry
out community service projects that benefit lowincome families in the area. The Swarthmore
Foundation administers the fund. Awarded to
Keira James ’15.
The Susan P. Cobbs Prize Fellowship is awarded
to one or more students to assist them in the study
of Latin or Greek or with travel for educational
purposes in Italy or Greece. It was made possible
by gifts from alumni, managers, faculty members,
and friends made in memory o f Susan P. Cobbs,
who was dean and professor of classics until 1969.
Awarded to Emma King ’16, Julia Nee ’15, and
Alex Moskowitz ’15.
The H ilde Cohn Student Fellowship Endowment
was established in 2007 by Walter H. Clark, Jr.
’54 to honor a former faculty member who
conveyed to her students her love of the German

p. 105

language and literature. The fund shall be Used to
support students participating in academic study,
internships, and research fellowships in Germanspeaking countries or in immersive German
language programs. It will be administered by the
German section of the Modem Languages and
Literatures Department. Awarded to Anna Jensen
and Laura Katz.
The Joel Dean Fellowships were established in
1982 and are supported by gifts from the Joel
Dean Foundation. These fellowships are awarded
for summer research in the social sciences.
Awarded to Andrew Dorrance ’15, Paul Green
’16, Steven Gu ’15, Lucia Luna-Victoria ’15, Sara
Morell ’15, Rehana Omardeen ’15, Allison Shultes
’15, Matthew Goldman ’15, Sarah Nielsen ’16,
and Peter Nilsson ’15.
The Deborah A. DeM ott '70 Student Research and
Internship Fund was established by Deborah A.
DeMott ’70 in 2004. The fund is awarded to
students following their second or third years on
the recommendation o f the Provost’s Office in
conjunction with an advisory panel of faculty. The
recommendation is based on die caliber and
potential o f the student project proposals. Awarded
to Patrick Ross ’15.
The Robert W. Edgar Endowed Fund fo r
Internships was created in 2013 by contributions
from Robin M. Shapiro. The fund, named for the
late Bob Edgar, who represented the Seventh
District, including Swarthmore, in the United
States House o f Representatives, is intended to
provide enriching learning experiences for
Swarthmore students by supporting work
experience in any field during the summer months,
with preference given to those whose internship
opportunities stem from previously held
externships. Two fellowships will be administered
by the Career Services Office each summer.
The Robert Enders Field Biology Award was
established by his friends and former students to
honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970. It is awarded
to support the essential costs of both naturalistic
and experimental biological studies in a natural
environment. The Biology Department gives the
field research award annually to Swarthmore
students showing great promise in biological field
research. Awarded to Rachel Boone ’17, Harris
Hoke ’15, and Rudolfo Perez ’16.
The Anne and Alexander Faber International
Travel Fund was established by family and friends
in honor o f Anne Faber and in memory of
Alexander L. Faber, parents o f three Swarthmore
graduates. It provides grants for travel outside the
United States and Canada for students majoring in
the humanities. Awarded to Alex Moskowitz ’15.
The D avid E. Fisher '79—Arthur S. Gabinet '79
Summer Internship fo r Biological Sciences and
Public Service was established by Andrew H.
Schwartz ’79 and his wife, Dagmar Schwartz, to

17 Distinctions, Awards, and Fellowships
honor Andy’s friends and classmates, David E.
Fisher ’79 and Arthur S. Gabinet ’79, and supports
students working in life sciences or public service
who exemplify Fisher’s and Gabinet’s values,
pursuing studies out of love o f learning and
devotion to the improvement of the human
condition. Awarded to Emily Lipner ’15.
The Hannay Chemistry Fund was established by a
gift from the General Signal Corp. in honor of N.
Bruce Hannay ’42. The fund will provide support
for a student’s summer research in chemistry.
Bruce Hannay was a research chemist with Bell
Laboratories and received an honorary doctor of
science degree from Swarthmore in 1979.
Awarded to Raundi Quevedo ’16 and Joshua
Turek-Herman ’16.
The Haskin Fem ald Student Summer Fellowship
was established in 2007 by Guy Haskin Femald
’94 and Lia Haskin Femald ’94 and is intended to
broaden and enrich the experience of a student by
supporting a work or study experience dealing
with public health issues of global significance,
within a public or non-profit setting, in a lower or
middle-income country. A student who has
identified an opportunity to do research or
volunteer work abroad can submit a proposal for
support for travel and/or living expenses. Not
awarded this year.
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 member,
the Hay-Urban Prize assists in supporting one
student internship, summer study, or research in
the area of religion studies. Awarded to Canaan
Breiss ’16.
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 o f the Board of
Managers and the Jacob Schiff Professor of
Business at the Harvard Business School. The
Economics Department administers the award,
which provides support for student summer
research in economics. Awarded to
KassandraSparks ’15.
The Hopkins International Public Policy
Internship Endowment was established in 2005 to
support student travel to Africa, Asia or Europe for
an internship dealing with policy issues of global
significance, working within a public or non-profit
organization. The internship, for any appropriate
interval, such as a summer or semester, shall be
administered by the Provost’s Office and the
Public Policy Program. Awarded to Jodie
Goodman ’16.
The William L. Huganir Summer Research
Endowment is awarded each spring by the chairs

p. 106

of the Social Science Division based on the
academic interests o f a student or students who
wish to pursue summer research on global
population issues. Not awarded this year.
The Richard M. Hurd ’48 Engineering Research
Endowment was created in 2000 in memory of
distinguished alumnus and former member of the
Board of Managers Richard M. Hurd ’48. The
fund supports students interested in pursuing
engineering research during the summer. Awarded
to Daniel Palmer ’16.
The Janney Fellowship, established through the
bequest o f Anna Janney DeArmond ’32, is named
in honor of the donor’s grandmother, Anna Canby
Smyth Janney, the donor’s mother, Emily Janney
DeArmond (1904), and the donor’s aunt, Mary
Janney Coxe (1906). It is awarded each year to a
woman graduate of the College, preferably a
member of the Religious Society of Friends, to
assist graduate study in the humanities in this
country or elsewhere. This renewable fellowship is
awarded annually by the faculty to seniors or
graduates of the College for the pursuit of
advanced work on the basis of scholarship,
character and need. Applications must be
submitted by April 20. Awarded to Sydni Alder
’12, Rachel Branker ’12, Katharyn Schultz '13,
and Renne Sevier ’08.
The Giles K. '72 and Barbara Guss Kemp Student
Fellowship Endowment was established by Giles
and Barbara Kemp in 2005 to support student
internships and research projects with a preference
for students whose fellowship experience will be
abroad. Awarded to Ava Cotlowitz ’ 15 and Amy
DiPierro ’15.
The Kaori Kitao Humanities Research Fellowship.
Kaori Kitao, Professor Emerita in Art History,
established this research fellowship in 2013 in
celebration of her 80th birthday. The fund supports
students in the humanities by providing grants to
encourage and facilitate historical research,
original scholarship, and professional
development, with a preference for Italian Studies,
Japanese Studies,and Performing Arts. The fund is
administered by the Division of the Humanities
and the Provost’s Office. Not awarded this year.
Howard G. Kurtz, Jr. and H arriet B. Kurtz
M emorial Fund was established to honor their
lifelong dedication to ensuring a world at peace
through the systematic prevention o f war including
the use o f outer space technologies to assist in the
design and implementation of war prevention
systems. Awarded to Christen Boas Hayes ’16.
The Olga Lamkert Memorial Fund is income from
a fund established in 1979 by students o f Olga
Lamkert, professor of Russian at Swarthmore
College from 1949 to 1956. It is available to
students with demonstrated financial need who
wish to attend a Russian summer school program
in this country or summer or semester programs in
Russia. Awards based on merit and financial need

17 Distinctions, Awards, and Fellowships
will be made on the recommendation of the
Russian section of the Modem Languages and
Literatures Department. Awarded to Douglas
Arbuckle ’17, Jonathan Cohen ’16, Cara
Ehlenfeldt ’16, Joseph Millman ’17, Cyrus Newlin
’16.
The Landis Community Service Fund was
established in 1991 by James Hormel and other
friends of Kendall Landis ’48 in support of his 18
years o f service to the College. The fund provides
grants for students (including graduating seniors)
to conduct service and social change projects in
the city o f Chester. Awarded to The Dare2Soar
Tutoring Program.
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 die
direction of the provost and the chair o f the
Biology Department. Awarded to Sophia Frantz
’16, Sophia Gabriel ’15, Kelley Langhans ’16,
Taylor Tai ’15, and David Tian 17.
The Eugene M. Lang Summer Initiative Awards
are made each spring to 20 students who are
selected by the provost in consultation with the
appropriate division heads to support facultystudent research, independent student research,
and student social service activity specifically
related to research objectives and tied to the
curriculum, under the supervision of faculty
members. Awarded to Rachael Aikens ’17,
Madeleine Booth ’15, Daniel Cho ’15, Joseph
Corcoran ’16, Daniel Creem ’16, Supriya Davis
’15, Danielle Delpeche ’15, Kimaya Diggs ’15,
Isaac Dulin ’16, Zoeth Flegenheimer ’15, Jared
Golant ’16, Joan Huang ’15, Ariel Hwang ’15,
Kiera James ’15, Lillian Jamison-Cash ’15, Hanna
King ’15, John Lenahan ’15, Joshua McLucas ’15,
Sominder Mohan ’15, JohnProios ’15, Jihoon
Sung ’16, and Chi Zhang ’15.
The Genevieve Ching-wen Lee ’96 M emorial Fund
was established in her memory by family and
friends and recognizes the importance o f mutual
understanding and respect among the growing
number o f ethnic groups in our society. The fund
supports an annual lecture by a prominent scholar
of Asian American studies and/or an annual award
to two students to assist in projects pertaining to
Asian American studies. Awarded to Bryan
Chen’15.
The Hannah A. Leedom Fellowship was founded
by the bequest o f Hannah A. Leedom. This award
is granted on recommendation o f the Committee
on Fellowships and Prizes for a proposed program
of advanced study that has the approval of the
faculty. Applications must be submitted by April
20. Awarded to Ahmad Ammous ’ 14, Franklin
Huntington ’12, Bradford Kim ’14, and Sam
Sussman ’13.
The Lenfest Student Fellowship Endowment was
established in 2008 by Gerry and Marguerite

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Lenfest. The fund shall be used to support student
participation in research fellowships, internships,
and other summer opportunities, and selection will
be made by the Provost’s Office and the Lang
Center for Civic and Social Responsibility.
Awarded to Joshua Chang ’15, Natalie Gainer ’15,
Jocelyn Hawley ’15, Samantha Pellegrino ’ 15, and
David Ranshous ’16.
The Joshua Lippincott Fellowship was founded by
Howard W. Lippincott, of the Class of 1875, in
memory o f his father. This award is granted on
recommendation of the Committee on Fellowships
and Prizes for a proposed program of advanced
study that has the approval of the faculty.
Applications must be submitted by April 20.
Awarded to M. Samuel Goodman ’10, Jonathan
Kwan ’l l , and Daniel Minwoo Pak ’12.
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 o f the donor that the
fellowship be awarded to a member of the Society
of Friends. The Lockwood Fellowship is
renewable for a second year. This award is granted
on recommendation of the Committee on
Fellowships and Prizes for a proposed program of
advanced study that has the approval of the
faculty. Applications must be submitted by April
20. Awarded to Michael Edmiston ’12.
The Joanna Rudge Long ’56 Conflict Resolution
Endowment was created in 1996 in celebration of
the donor’s 40th reunion. The stipend is awarded
to a student whose meritorious proposal for a
summer research project or internship relates to
the acquisition of skills by elementary school or
younger children for the peaceful resolution of
conflict. Awarded to Sadie Rittman ’16.
The Julia and Frank L. Lyman '43 Student
Summer Research Stipend was created in February
2000. It is awarded each spring by the provost
upon receiving recommendations from members
of the faculty involved with peace and conflict
studies. Awarded to Yein Pyo ’16 and Sabrina
Singh ’15.
The Penelope Mason ’57 Memorial Fund was
established to support student and faculty projects
in Asian Studies. Students may apply for support
for summer research projects in Asian Studies, as
well as intensive summer language study in Asian
languages contributing to the student’s continuing
course o f studies, including but not limited to
Asian Studies majors. Awarded to Chayanon
Ruamcharoen ’15 and Victoria Shepard ’15.
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 o f study at
the Harvard Business School, or at other business
schools as follows: the University of Chicago,
Massachusetts Institute of Technology,
Northwestern University, the University of

17 Distinctions, Awards, and Fellowships
Pennsylvania, or Stanford University. The
McCabe Fellowship is renewable for a second year
on the same program. Yvonne and Thomas B.
McCabe Jr. lived in Cambridge, Mass., for a time,
and he received an M.B.A. from Harvard and was
a visiting lecturer there. In selecting the recipient,
the Committee on Fellowships and Prizes follows
the standards that determine the McCabe
Achievement Awards, giving special consideration
to applicants who have demonstrated superior
qualities o f leadership. Young alumni and
graduating seniors are eligible to apply.
Applications must be submitted by April 20.
Awarded to John Patrick Heagy ’08, and
Nachiketa ’09.
The Norman M einkoth F ield 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 o f the study of both
naturalistic and experimental biological studies in
a natural environment. The intent of this fund is to
facilitate the joint participation o f Swarthmore
students and faculty in field biology projects, with
priority given to marine biology. The awards are
given annually by the Biology Department.
Awarded to Justin Sui ’15.
The Norman M einkoth Premedical Research Fund
was established in 2004 by Marc E. Weksler ’58
and Babette B. Weksler ’58 to honor Norman A.
Meinkoth’s long service as a premedical adviser to
students at Swarthmore College, where he was
professor of biology for 31 years and chairman of
the department for 10 years. The funds are
awarded on the basis of scientific merit to a rising
junior or senior premedical student to allow the
pursuit o f laboratory research in the sciences on or
off campus. The Provost’s Office administers the
fund. Awarded to Kate Amodei ’15.
Mellon Mays Undergraduate Fellowship Program.
The Andrew W. Mellon Foundation has provided
a grant to establish an undergraduate fellowship
program intended to increase the number of
minority students, and others, who choose to enroll
in doctoral programs and pursue academic careers.
The foundation’s grant provides term and summer
stipends for students to work with faculty mentors
as well as a loan-forgiveness component to reduce
undergraduate indebtedness for those fellows who
pursue graduate study. The fellowships are limited
to the humanities, a few of the social sciences, and
selected physical sciences. A faculty selection
committee invites nominations of sophomores in
February and awards the fellowships in
consultation with the dean and provost. Awarded
to Cortnie Belser ’15, Amanda Chen ’16, Uriel
Medina Espino ’16, Jareema Hylton ’16
Vasomnoleak Ly ’15, Tania Uruchima ’16, and
May Quinn Wong ’16.
The James H. '58 and Margaret C. M iller
Internship fo r Environmental Preservation enables
a Swarthmore student to engage in meaningful

p. 108

work directed toward the preservation of the
environment, including such activities as
environmental education, environmental justice,
habitat preservation and restoration, issues dealing
with environmentally sustainable technologies and
economies, and relevant public policy. This may
take the form o f an internship with an organization
which is committed to a sustainable future. The
Nature Conservancy, American Farmland Trust,
and Natural Resources Defense Council are
current examples of organizations engaging in
such work. The Award is intended to encourage a
student to explore a career in public policy relating
to preserving the environment for future
generations. The Lang Center for Civic and Social
Responsibility selects the internship recipient.
Awarded to Katherine Aronoff ’14.
The Lucretia M ott Fellowship was founded by the
Somerville Literary Society and is sustained by the
contributions of Swarthmore alumnae. It is
awarded each year to a senior woman or alumna
who is to pursue advanced study in an institution
approved by the committee. Applications must be
submitted by April 20. Awarded to Jessica
Adomako ’13, Rebecca Ahmad ’14, Kelsey
Johnson ’13, Caitlin O’Neil ’13, Adriana Popa
’12, Athena Samaras ’07, and Jacqueline Small
’13.
The John W. Nason Community Service
Fellowship. The John W. Nason Community
Service Fellowship celebrates the contributions of
Swarthmore’s eighth president by supporting
students pursuing off-campus community service
related to their academic program. The Nason
Fellowship was initiated by members o f the Class
o f 1945 in anticipation of their 50th reunion. The
Nason Fellowship is administered by the
Swarthmore Foundation. Awarded to Pendle
Marshall-Hall ’14, Han Ding ’14, Alison
Roseberry-Polier ’14, Patricia Gutierrez ’15, Laura
Rigell ’15.
The Helen F. North Fund in Classics, established
in 1996 by Susan Willis Ruff ’60 and Charles F.C.
Ruff ’60 to honor the distinguished career of
Helen F. North and her enduring impact on
generations of Swarthmore students, is awarded to
support the program of the Classics Department.
At the discretion o f the department, it shall be used
to fund annually the Helen F. North Distinguished
Lectureship in Classics and, as income permits, for
a conference or symposium with visiting scholars;
summer study of Greek or Latin or research in
classics-related areas by students majoring in the
field; or study in Greece or Italy in classics by a
graduate of the department. Awarded to Aaron
Kroeber ’16.
The Arthur S. Obermayer ’52 Summer Internship
was established in 2005 and is intended to broaden
and enrich the experience o f a Swarthmore
student. The grant shall be awarded with
preference to a domestic student who is studying
in a major that may not inherently offer an

17 Distinctions, Awards, and Fellowships
international opportunity. Awarded to Amy
Amuquandoh ’16 and Stephanie Braziel ’15.
The Martin Ostwald Fund in Classics, established
in 2012 by John Marineóla ’76 and other friends
and colleagues to memorialize the distinguished
career o f Martin Ostwald and his enduring impact
on generations o f Swarthmore students, is awarded
to support the program of the Classics Department.
At the discretion o f the department, it shall be used
to fund annually the Martin Ostwald Distinguished
Lectureship in Classics, and, as income permits,
for a conference or symposium with visiting
scholars; summer study o f Greek or Latin or
research in Classics-related areas by students; or
study in Greece or Italy in Classics by a graduate •
of the department. Not awarded this year.
The Robert F. Pasternack Research Fellowship
was established in 2005 by a gift from the estate of
Thomas Koch, deceased husband o f Jo W. Koch
and father of Michael B. Koch ’89. The fellowship
honors a beloved member of Swarthmore’s
Chemistry Department and supports student
summer research in chemistry . The fellowship
shall be administered by the Provost’s Office.
Awarded to Peter Amadeo ’15.
The J. Roland Pennock Undergraduate Fellowship
in Public Affairs. The fellowship, endowed by
friends of Professor J. Roland Pennock at his
retirement in 1976 and in recognition o f his many
years o f distinguished teaching o f political science
at Swarthmore, provides a grant to support a
substantial research project (which could include
inquiry through responsible participation) in public
affairs. The fellowship, for Swarthmore
undergraduates, would normally be held off
campus during the summer. Preference is given to
applicants from the junior class. Awarded to
Anushka Mehta ’15, Katy Montoya ’15, Erik
Myers ’15, and Laura Rigell ’15.
The Penrose International Service Fund provides
a stipend to support participation in a project to
improve the quality of life of a community outside
North America. The project should involve direct
interaction with the affected community and be of
immediate benefit to them rather than action in
support of social change at a regional or national
level. The stipend will be available to a
Swarthmore student from any class for a project in
any country other than that of his or her own
citizenship. The Lang Center for Civic and Social
Responsibility administers the Penrose
International Service Fund. Not awarded this year.
Phi Beta Kappa Fellowship. The Swarthmore
Chapter of Phi Beta Kappa (Epsilon of
Pennsylvania) awards a fellowship for graduate
study to a senior who has been elected to Phi Beta
Kappa and has been admitted to a program of
advanced study in some branch of the liberal arts.
Awarded to Nicholas Austen Allred ” 13.
The Simon Preisler M emorial Endowment was
established in 2006 by Richard A. Barasch ’75 and

p. 109

Renee Preisler Barasch to honor the memory of
Simon Preisler. Mr. Preisler, Renee’s father, was
an Auschwitz survivor, and with this endowment
the Baraschs’s wish to create a permanent
memorial o f the human devastation that occurred
during the Holocaust and the lack of adequate
global response to the tragedy. The fund supports
Ruach at Swarthmore as well as student summer
internships and research fellowships in human
rights, conflict resolution, and the promotion of
peace and understanding. Preference will be given
to students pursuing internships and research
fellowships related to genocide and other largescale violent conflicts, projects involving peaceful
prevention or intervention, non-violent resistance,
or local peacemaking, reconciliation, and healing
initiatives. Awarded to Jamal Dillman-Hasso ’15.
The Project Japan Fund is used to support one
student during the summer months to conduct
research in Japan on contemporary issues.
Awarded to Jong Seok Lee ’ 17 .
The Public Policy Program Internship Funding.
The Public Policy Program provides travel (not
travel to home area) and living expense support for
students who minor in public policy working at an
internship that fulfills the program’s requirements.
Awarded to Karl Barkley ’15, Amanda Bosworth
’16, Anita Desai ’16, Brian Kaissi ’15, Harrison
Lands ’15, Jessica Seigel ’16, Duong Tran ’15,
and Mackenzie Welch ’ 15
The Anwural Quadir Summer Research
Fellowship was established in 2005 by Iqbal A.
Quadir ’81 to honor the memory of his father. This
fellowship will enable a Swarthmore student to
travel, conduct research, and/or explore and
problem solve on issues related to Bangledesh and
the student’s major. Swarthmore’s first fund to
support research related to Bangladesh, this award
will be determined by the provost, the chair of the
interdisciplinary council, and the division chairs
from the humanities, social sciences, and natural
sciences and engineering. Not awarded this year.
The Robert Reynolds and Lucinda Lewis ’70
Endowed Fund fo r Summer Research was
established in 2013. The fund is intended to
provide enriching learning experiences for
Swarthmore students by supporting work, study,
or research in the biological sciences during the
summer months. The fund will be administered by
the Provost’s Office and awards are made in
consultation with faculty in the Biology and
Chemistry departments. Awarded to Iris Chan ’17.
The Sager Fund of Swarthmore College was
established in 1988 by alumnus Richard Sager ’73,
a leader in San Diego’s gay community. To
combat homophobia and related discrimination,
the fund sponsors events that focus on concerns of
the lesbian, bisexual, and gay communities and
promotes curricular innovation in the field of
lesbian and gay studies. The fund also sponsors an
annual three-day symposium. The fund is
administered by a committee o f women and men

17 Distinctions, Awards, and Fellowships
from the student body, alumni, staff, faculty, and
administration. In 2004, Richard Sager created an
“internship” to provide funding for students in
internships with nonprofit organizations whose
primary missions address
gay/lesbian/bisexual/transgender issues. The Lang
Center for Civic and Social Responsibility
administers the internship. Awarded to David
Ortiz-Rhoton ’16.
The James H. Scheuer Summer Internship in
Environmental and Population Studies
Endowment was established in 1990. The Scheuer
Summer Internship supports student research in
environmental and public policy issues. The
coordinators of the environmental studies and
public policy concentrations select interns in
alternate years. Awarded to Zoe Cina-Sklar ’15,
Benjamin G oloff’15, and Laura Hyder ’16.
The Robin M. Shapiro '78 Endowed Fund fo r
Summer Research was established in 2013. The
fund is intended to provide enriching learning
experiences for Swarthmore students by
supporting work, study, or research in any field
during the summer months. Two fellowships will
be administered by the Provost’s Office each
summer, and awards are made in consultation with
the faculty. Awarded to George Abraham ’17 and
Bradley Carter’15.
The Somayyah Siddiqi ’02 Economics Research
Fellowship, for economics research, is funded by
T. Paul Schultz ’61 in memory o f Somayyah
Siddiqi ’02. Awarded to Leo Rayfiel ’ 15 and
Haydn Welch ’15.
The D avid G. Smith Internship in Health and
Social Policy, endowed by alumni, faculty,
friends, and former students of David G. Smith, is
to support an internship in the social services, with
priority for the field of health care, for a
Swarthmore undergraduate during the summer or a
semester on leave. Not awarded this year.
Solodar Family Science and Engineering Summer
Research Fund was established in 2006. The fund
supports a summer research fellowship for a
Swarthmore student o f science or engineering,
with a preference toward the chemical sciences.
Awarded to Erik Jensen ’15.
The Starfield Student Research Endowment was
established by Barbara Starfield ’54 and Phoebe
Starfield Leboy ’57 in 2004. The fund supports
student summer research fellowships in social
justice with a preference for students pursuing
research in the areas of health services
delivery/health policy and social, demographic,
and geographic equity. Starfield and Leboy
established the fellowships to honor their parents,
Martin and Eva Starfield, educators who instilled a
love of learning and social justice in their
daughters. Awarded to Papa Kojo Botsio ’15.
The Surdna Fellowships were established in 1979
by a gift from the Surdna Foundation and are
awarded for summer research by Swarthmore

p. 110

students in collaboration with a faculty member in
any department in the Natural Sciences and
Engineering Division. Awarded to Kathleen
Baryenbruch ’16, Katherine Bredder ’15, Abigail
Dove ’16, Teo Gelles ’16, Rebekah Gelpi ’15,
Jason Hua ’15, Weite Liu ’16, and Jorin Schug
’15.
The Pat Tarble Summer Research Fund was
established in 1986 through the generosity of Mrs.
Newton E. Tarble. The Tarble Summer Fund
supports undergraduate research. The Provost’s
Office administers the fund. Awarded to Jessica
Jowdy ’16.
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 alumna who plans to enter elementary
or secondary-school work. The recipient of the
award is to pursue a course o f study in an
institution approved by the committee.
Applications must be submitted by April 20.
Awarded to Lauren Adderley ’10, Spencer Jones
’13, Ankhi Thakurta ’12.
The Hans Wallach Research Fellowship, endowed
in 1991 by colleagues and friends, honors the
eminent psychologist Hans Wallach (1904—1998),
who was a distinguished member o f the
Swarthmore faculty for more than 60 years. The
fellowship supports one outstanding summer
research project in psychology for a rising
Swarthmore College senior or junior, with
preference given to a project leading to a senior
thesis. Awarded to Nathan Norem Cheek ’ 15 and
Robert Connor Heins ’15.

17.7 Faculty Fellowships and
Support
The Mary Albertson Faculty Fellowship was
endowed by an anonymous gift from two o f her
former students, under a challenge grant issued by
the National Endowment for the Humanities. It
will provide an annual award of a semester’s leave
at full pay to support research and writing by
members of the humanities faculty. Mary
Albertson joined the Swarthmore faculty in 1927
and served as chair of the History Department
from 1942 until her retirement in 1963. She died in
May 1986.
The Janice Robb Anderson ’42 Junior Faculty
Research Endowment was established by Janice
Robb Anderson ’42 in 2001. The Anderson
endowment supports faculty research, with
preference for junior faculty members in the
humanities whose research requires study abroad.
The George Becker Faculty Fellowship was
endowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Humanities,
in honor of this former member of the English
Department and its chairman from 1953 to 1970.
The fellowship will provide a semester o f leave at

17 Distinctions, Awards, and Fellowships
full pay for a member of the humanities faculty to
do research and write, in the fields of art history,
classics, English literature, history, linguistics,
modem languages, music, philosophy, or religion
but with preference given to members o f the
Department o f English Literature.
The Brand Blanshard Faculty Fellowship is an
endowed faculty fellowship in the humanities
established in the name of philosopher and former
faculty member Brand Blanshard, who taught
philosophy at Swarthmore from 1925 to 1944. The
fellowship will provide a semester leave at full pay
for a member of the humanities faculty to do
research and to write. On recommendation o f the
Selection Committee, a small additional grant may
be available for travel and project expenses. Any
humanities faculty member eligible for leave may
apply. Fellows will prepare a paper about the work
of their leave year and present it publicly to the
College and wider community. The Blanshard
Fellowship is made possible by an anonymous
donor who was Blanshard’s student at
Swarthmore, and a challenge grant from the
National Endowment for the Humanities.
The Constance H ungetford Faculty Support Fund
was established in 2007 by Eugene M. Lang ’38 to
recognize Constance Cain Hungerford for her
dedicated service as provost and faculty leader and
for her outstanding contributions to Swarthmore’s
educational program. Connie Hungerford, an art
historian, joined the Art Department in 1974 and
served as provost from 2001 to 2011. This fund
allows the provost to make grants to individual
faculty members to support their professional
responsibilities and scholarly and creative careers.
The Eugene M. Lang Faculty Fellowship is
designed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or innovative
scholarly achievement of faculty members, and by
encouraging the use o f such achievements to
stimulate intellectual exchange among scholars.
The fellowship will provide financial support for
faculty leaves through a grant of about one-half
the recipient’s salary during the grant year. On
recommendation of the Selection Committee, a
small additional grant may be available for travel
and project expenses and for library book
purchases. The Selection Committee shall consist
of the provost, three divisional chairs, and three
others selected by the president, of whom at least
two must be Swarthmore alumni. Any faculty
member eligible for leave may apply. Fellows will
be expected to prepare a paper or papers resulting
from the work of their leave year, presented
publicly for the College and wider community.
The Selection Committee may wholly or partially
support the cost of publishing any o f these papers.
These fellowships are made possible by an
endowment established by Eugene M. Lang ’38.

p.

in

18 Endowed Chairs
The Edmund Allen Professorship o f Chemistry was
established in 1938 by a trust set up by his
daughter Laura Allen, friend of the College and
niece of Rachel Hillbom, who served on the Board
of Managers from 1887 to 1913.
The Franklin E. and Betty Barr Chair in
Economics was established in 1989 as a memorial
to Franklin E. Barr Jr. ’48 by his wife, Betty Barr.
The A lfred H. and Peggi Bloom Professorship was
established in 2002 by Eugene M. Lang ’38 in
honor of President Alfred H. and Peggi Bloom.
The Albert L. and Edna Pownall Buffington
Professorship was established in 1964 by a
bequest from Albert Buffington, Class of 1896 in
honor o f his wife, Edna Pownall Buffington, Class
of 1898.
The Dorwin P. Cartwright Professorship in Social
Theory and Social Action was created in 1993 by
Barbara Weiss Cartwright ’37, to honor her
husband, Dorwin P. Cartwright ’37. The
professorship is awarded for a period of five years
to a frill professor who has contributed to and has
the promise o f continuing major contributions to
the understanding of how social theory can be
brought to bear on creating a more humane and
ethically responsible society.
Centennial Chairs. Three professorships,
unrestricted as to field, were created in 1964 in
honor o f Swarthmore’s centennial from funds
raised during the Centennial Fund Campaign.
The Isaac H. Clothier Jr. Professorship o f Biology
was established by Isaac H. Clothier Jr. as a tribute
of gratitude and esteem to Dr. Spencer Trotter, a
professor of biology from 1888-1926.
The Isaac H. Clothier Professorship o f History
and International Relations was created in 1888
by Isaac H. Clothier, a member of the Board of
Managers. Originally the professorship was
granted in the field of civil and mechanical
engineering. Clothier later approved its being a
chair in Latin; in 1912, he approved its present
designation.
The M orris L. Clothier Professorship o f Physics
was established in 1905 by Morris L. Clothier,
Class o f 1890.
The Julien and Virginia Cornell Visiting
Professorship was endowed by Julien Cornell ’30
and Virginia Stratton Cornell ’30, former members
of the Board of Managers, to bring professors and
lecturers from other nations and cultures for a
semester or a year. Since 1962, Cornell professors
and their families from every comer of the world
have resided on the campus so that they might
deepen the perspective o f both students and
faculty.
The Alexander Griswold Cummins Professorship
o f English Literature was established in 1911 in
hohor o f Alexander Griswold Cummins, Class of
1889, by Morris L. Clothier, Class o f 1890.

p. 112
The Howard N. and Ada J. Eavenson
Professorship in Engineering was established in
1959 by Mrs. Eavenson, whose husband graduated
in 1895.
The N eil R. Grabois '57 Professorship was
established in 2010 by Eugene M. Lang ’38 to
honor Neil Grabois, mathematician and educator.
This fund supports a professorship in the division
of natural sciences and engineering, with a
preference for a member of the mathematics
department.
The James H. Hammons Professorship was
established in 1997 by Jeffrey A. Wolfson ’75, to
recognize the inspiring academic and personal
guidance provided by James H. Hammons,
professor o f chemistry, who began his
distinguished teaching career at Swarthmore in
1964. The professorship may be awarded in any
division, with preference given to the Chemishy
Department.
The Elizabeth and Sumner Hayward Professorship
was established by Priscilla Hayward Crago ’53 in
2013 in memory of her parents, Elizabeth and
Sumner Hayward. This fund supports a full
professorship awarded to an existing professor
with preference for, in order, psychology,
sociology, anthropology, English, Romance
languages, or linguistics.
The James C. Hormel Professorship in Social
Justice, established in 1995 by a gift from James
C. Hormel ’55, is awarded to a professor in any
academic division whose teaching and scholarship
stimulate increased concern for and understanding
of social justice issues, including those pertaining
to sexual orientation.
The Howard M. and Charles F. Jenkins
Professorship o f Quakerism and Peace Studies
was endowed in 1924 by Charles F. Jenkins H ’26
and a member of the Board o f 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 fiind was
added to over the years through the efforts o f the
Jenkins family and by a 1976 bequest from C.
Marshall Taylor, Class o f 1904.
The Walter Kemp Professorship in the Natural
Sciences was established in 2006 by Giles K. “Gil”
’72 and Barbara Guss Kemp. Gil and Barbara
wanted to honor Gil’s father, a retired psychiatrist,
who “has always been an inspiration” and “a great
believer in both science and education.” The
professorship is awarded with particular regard for
combining professional engagement with
excellence in teaching.
The William R. Kenan Jr. Professorships were
established in 1973 by a grant from the William R.
Kenan Jr. Charitable Trust to “support and
encourage a scholar-teacher whose enthusiasm for
learning, commitment to teaching, and sincere

18 Endowed Chairs
personal interest in students will enhance the
learning process and make an effective
contribution to the undergraduate community.”
The Eugene M. Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38, a
member of the Board of Managers, normally
rotates every four years among members o f the
Swarthmore faculty and includes one year devoted
entirely to research, study, enrichment, or writing.
It carries an annual discretionary grant for research
expenses, books, and materials.
The Eugene M. Lang Visiting Professorship,
endowed in 1981 by Eugene M. Lang ’38, brings
to Swarthmore College for a period o f one
semester to 3 years an outstanding social scientist
or other suitably qualified person who has
achieved prominence and special recognition in
the area o f social change.
The Jane Lang Professorship in Music was
established by Eugene M. Lang ’38, to honor his
daughter, Jane Lang ’67. The Jane Lang
Professorship 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 o f Performing
Arts was established by Eugene M. Lang ’38, to
honor his son, Stephen Lang ’73. The Stephen
Lang Professorship o f Performing Arts is awarded
for five years to a member of the faculty whose
teaching or professional activity promotes
excellence in the performing arts at Swarthmore.
The Sara Lawrence Lightfoot Professorship was
created by the College in 1992 in recognition of an
unrestricted gift by James A. Michener ’29. The
professorship is named in honor of Sara Lawrence
Lightfoot ’66, Doctor of Humane Letters, 1989,
and a former member of the Board of Managers.
The Susan W. Lippincott Professorship o f Modem
and Classical Languages was endowed in 1911
through a bequest from Susan W. Lippincott, a
member of the Board of Managers, a contribution
from her niece, Caroline Lippincott, Class of 1881,
and gifts by other family members.
The Edward Hicks M agill Professorship o f
Mathematics 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
Professorship o f Philosophy and Religion was
established in 1952 by Harriett Cox McDowell,
Class o f 1887 and a member of the Board of
Managers, in her name and that of her husband,
Dr. Charles McDowell, Class o f 1877.
The M ari S. M ichener Professorship was created
by the College in 1992 to honor Mrs. Michener,
wife of James A. Michener ’29, and in recognition
of his unrestricted gift.

p. 113
The Gil and Frank Mustin Professorship was
established by Gilbert B. Mustin ’42 and Frank H.
Mustin ’44 in 1990. It is unrestricted as to field.
The Richter Professorship o f Political Science was
established in 1962 by a bequest from Max Richter
at the suggestion of his friend and attorney,
Charles Segal, father 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; Walter and Marge Pearlman Scheuer
’48; and their children, Laura Lee ’73, Elizabeth
Helen ’75, Jeffrey ’75, and Susan ’78 and joined
by a challenge grant from The National
Endowment for the Humanities.
The Howard A. Schneiderman ’48 Professorship
in Biology was established by his wife, Audrey M.
Schneiderman, to be awarded to a professor in the
Biology Department.
The Claude C. Smith '14 Professorship was
established in 1996 by members of the Smith
family and friends 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 Henry C. and Charlotte Turner Professorship
was established in 1998 by the Turner family.
Henry C. Turner, Class of 1893 and J. Archer
Turner, Class of 1905, served as members of the
Board of Managers of Swarthmore College, as
officers of the corporation, and as members of
various committees. Henry Turner was founder of
the Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four generations
of Turners have had ties with the College, and Sue
Thomas Turner ’35, wife o f Robert C. Turner ’36
(son of Henry C. Turner), is a board member
emerita. Howard Turner ’33, son of J. Archer
Turner, has also been very active as a member of
the Board of Managers over the years.
The J. Archer and Helen C. Turner Professorship
was established in 1998 by the Turner family.
Henry C. Turner, Class of 1893 and J. Archer
Turner, Class of 1905, served as members o f the
Board of Managers of Swarthmore College, as
officers of the corporation, and as members of
various committees. Henry Turner was founder of
the Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four generations
of Turners have had ties with the College, and Sue
Thomas Turner ’35, wife o f Robert C. Turner ’36
(son of Henry C. Turner), is a board member
emerita. Howard Turner ’33, son o f J. Archer
Turner, has also been very active as a member of
the Board of Managers over the years.
The Henry C. and J. Archer Turner Professorship
o f Engineering was established with contributions
and gifts from members o f the Turner family in

18 Endowed Chairs
1946 in recognition of the devoted service and
wise counsel o f Henry C. Turner, Class o f 1893
and his brother, J. Archer Turner, Class o f 1905.
Both were members of the Board of Managers.
The Daniel Underhill Professorship o f Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class of 1894 and
a member of the Board of Managers.
The Marian Snyder Ware D irector o f Physical
Education and Athletics was endowed in 1990 by
Marian Snyder Ware ’38.
The Joseph Wharton Professorship o f Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, chair of the
Board of Managers.
The Isaiah V. Williamson Professorship o f Civil
and M echanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

p. 114

19 Enrollment Statistics

p. 115

19.1 Enrollment of Students by Classes (Fall 2013)
Seniors
Juniors
Sophomores
Freshmen

Men
188
185
182
195

Women
191
203
186
194

Total
379
388
368
389

Graduate students
Special students
TOTAL

0
3
753

0
7
781

0
10
1534

Note: These counts include 88 students studying abroad.

19.2

Geographic Distribution of Students (Fall 2013)

Alabama..................................6
Alaska...................................... 5
Arizona.................................. 10
Arkansas..................................4
California............................. 184
Colorado................................ 14
Connecticut...........................46
Delaware...............................22
District of Columbia..............14
Florida...................................30
Georgia.................................. 16
Guam....................................... 2
Hawaii..................................... 2
Idaho.....................
2
Illinois....................................47
Indiana..................................... 7
Iowa......................................... 4
Kansas..................................... 3
Kentucky................................. 3
Louisiana................................. 9
Maine..................................... 14
Maryland...............................78
Massachusetts........................72
M ichigan............................... 19
Military PO..............................0
Minnesota.............................. 18
Mississippi..................
5
Missouri................................... 7
Montana....................;.............1
Nebraska..................................2
Nevada..................................... 4
New Hampshire.......................9
New Jersey.......................... 124
New Mexico............................4
New York............................ 168
North Carolina.......................24

North Dakota...........................0
Ohio................................ ......27
Oklahoma................................3
Oregon...................................20
Pennsylvania....................... 196
Puerto Rico..............................0
Rhode Island............................6
South Carolina.........................5
South Dakota...................... ....0
Tennessee................................ 8
Texas....................................35
Utah......................................... 7
Vermont................................... 9
Virgin Islands..........................0
Virginia..................................41
Washington......................... 29
West Virginia..........................0
Wisconsin................................5
Wyoming.............................. 2
Total United States......... 1.371

Austria......................................1
Bhutan..................................... 1
Bolivia..................................... 1
Brazil.......................................4
Canada..................................... 5
Chile.........................................1
Croatia......................................1
Czech Republic....................... 1
Ecuador.................................... 1
Egypt....................
2
England.................................... 1
Ethiopia................................ ;. 1
France...................................... 4
Georgia................................ 1

5
Ghana.......................
Greece......................................1
Guatemala...............................2
Hong Kong............................ 12
India......................................... 7
Indonesia................................. 1
Italy......................................... 2
Jamaica.................................... 2
Japan..................................
3
Kenya................................. 1
Malaysia..................................2
Mexico......................................1
Myanmar................................. 2
N epal....................... ,7.............3
Netherlands............................. 1
New Zealand...........................2
Nigeria..................................... 2
Pakistan................................... 3
People’s Republic o f China. 29
Philippines............................... 1
Romania.................................. 1
Singapore................................ 5
South Korea...........................31
Switzerland.............................. 2
Taiwan..................................... 3
Thailand...................................2
Trinidad & Tobago.................1
Turkey..................................... 2
United Arab Emirates.............1
United Kingdom......................3
Vietnam................................... 3
Zimbabwe................................2
Total from abroad........... 163

GRAND TOTAL............1.534

20 Course Credit and Numbering System
The semester course credit is the unit of credit.
One semester course credit is normally equivalent
to 4 semester hours elsewhere. Upper-class
seminars and colloquia are usually given for 2
semester course credits. A few courses are given
for 0.5 credit.
Courses are numbered as follows:
001 to 010
Introductory courses
011 to 099
Other courses (Some of
these courses are not open
to first-year students or
sophomores.)
100 to 199
Seminars for upper-class
students and graduate
students.
The numbers for yearlong courses are joined by a
hyphen (e.g., 001-002) and must be continued for

p. 116

the entire year. For introductory language yearlong
courses, credit is not given for the first semester’s
work only, nor is credit given for the first semester
if the student fails the second semester. In cases
where credit is not earned for the second half of a
yearlong course, the first semester is excluded
from counting toward degree credit, although the
registration and grade for the first semester remain
on the permanent record.
Course listings in this catalog are intended to
facilitate planning, but are subject to change. A
better guide to course offerings in any particular
semester is the schedule of courses available at the
Registrar’s website
www.swarthmore.edu/Admin/registrar/.

Credit Policy
Academic Period: Swarthmore College uses the
semester course credit system, and lists semester
course credits on the official Swarthmore College
transcript. Excluding holidays, Swarthmore
College has two semesters o f fourteen or fifteen
weeks, thirteen or fourteen instructional weeks
including a mid-semester break, and one week of
final examinations.
Recommended instructional time: Our official
normal student work load is four course credits per
semester. One unit of Swarthmore College credit
normally represents three to four hours of class or
seminar time, with conference sessions and
laboratory periods in addition. Conference

sections, professor-lead additional study sessions,
and laboratories are usually three hours or more in
length, and are not reflected on the transcript, but
occur in many courses.
Recommended out of class time requirements:
We advise students to plan to spend two to three
hours of work for every hour of class attended.
Our research shows that Swarthmore College
students typically work at least two hours outside
of class preparing for every hour of class attended.
The typical student attends class or seminar for 12
or more hours per week, and prepares for class or
seminar at least 24 hours per week.

20 Course Credit and Numbering System

p. 117

Subject Code Key
ANCH
ANTH
ARAB
ARTH
ASIA
ASTR
BIOL
BLST
CHEM
CHIN
CLST
COGS
CPLT
CPSC
DANC
ECON
EDUC
ENGL
ENGR
ENVS
FMST
FREN
GMST
GREK
GSST

Ancient History
Anthropology
Arabic
Art History
Asian Studies
Astronomy
Biology
Black Studies
Chemistry and Biochemistry
Chinese
Classical Studies
Cognitive Science
Comparative Literature
Computer Science
Dance
Economics
Educational Studies
English Literature
Engineering
Environmental Studies
Film and Media Studies
French
German
Greek
Gender and Sexuality Studies

•

HIST
INTP
ISLM
JPNS
LASC
LATN
LING
LITR
MATH
MDST
MUSI
PEAC
PHIL
PHYS
POLS
PPOL
PSYC
RELG
RUSS
SOAN
SOCI
SPAN
STAT
STUA
THEA

History
Inteipretation Theory
Islamic Studies
Japanese
Latin American Studies
Latin
Linguistics
Modem Languages and Literatures
Mathematics
Medieval Studies
Music
Peace and Conflict Studies
Philosophy
Physics
Political Science
Public Policy
Psychology
Religion
Russian
Sociology and Anthropology
Sociology
Spanish
Statistics
Studio Art
Theater

Footnote Key
1 Absent on leave, fall 2014.
2 Absent on leave, spring 2015.
3 Absent on leave, 2014-2015.
4 Absent on administrative leave,
2014-2015.

5 Fall 2014.
6 Spring 2015.
7 Affiliated faculty.
8 Ex-officio.

Art

p. 118

SYDNEY L. CARPENTER, Professor of Studio Art and Studio Art Coordinator
MICHAEL W. COTHREN, Professor of Art History
RANDALL L. EXON, Professor of Studio Art
CONSTANCE CAIN HUNGERFORD, Professor of Art History*
BRIAN A. MEUNIER, Professor of Studio A rt*2
PATRICIA L. REILLY, Associate Professor of Art History3*
TOMOKO SAKOMURA, Associate Professor o f Art History and Chair
LOGAN GRIDER, Assistant Professor of Studio Art
DEREK S. BURDETTE, Visiting Assistant Professor of Art History
THOMAS J. MORTON, Visiting Assistant Professor of Art History
MARY PHELAN, Visiting Assistant Professor o f Studio Art (part time) 6
RON TARVER, Visiting Assistant Professor of Studio Art (part time)
ANDREA PACKARD, List Gallery Director
STACY BOMENTO, Visual Resources Curator
DOUG HERREN, Studio Technician
JUNE V. CIANFRANA, Administrative Assistant
*Interim President o f the College.
2 Absent on leave, spring 2015.
3 Absent on leave, 2014-2015.
6 Spring 2015.

The Academic Program
The Art Department offers two majors: art history
and art. The art history major consists of eight
credits in art history and one credit in studio art.
The art major consists of four credits in art history
and seven credits in studio art.

Course Major
Art History
Art history majors, course and honors, are required
to take nine credits to fulfill major requirements.
Nine credits must include one 2-credit seminar and
the following:
1. ARTH 002 The Western Tradition (students are
encouraged to take this early in their major
program)
2. One course or seminar on art in the western
tradition post-1800
3. One course or seminar on art outside the
western tradition
4. ARTH 095 Cracking Visual Codes (strongly
recommended in the junior year)
5. One credit in studio art
The remaining four credits will consist of other 1credit art history courses and/or 2-credit art history
seminars and/or a 2-credit thesis. For those majors
considering graduate study in art history, it is
strongly advisable to choose a series of courses
that will provide geographical and historical
breadth.
The Comprehensive Requirement
During the senior year, course majors will
complete a comprehensive project. The
requirement can also be satisfied by a thesis (see
ARTH 180).

Studio Art
All art majors, in both Course and Honors
Programs, are required to take 11 courses to fulfill
major requirements:
1. Seven credits of studio art:
STUA 001 Foundation Drawing, (or, STUA
001B First-Year Seminar)
Studio art course in a 2-D medium
Studio art course in a 3-D medium
One studio art elective
Junior Workshop (spring semester o f junior
year)
STUA 030 Senior Workshop 1
STUA 040 Senior Workshop 11
2. Four credits of art history, which must include
ARTH 002 The Western Tradition.
3. Studio art majors can complete an art history
minor as well with the completion of four art
history credits in addition to those required by
their studio art major.
Notes:
• Five credits in studio art, including the
distribution in 2-D, 3-D, and Junior Workshop
must be completed before entry to STUA 030
Senior Workshop 1.
The 2-D, 3-D, and advanced credit requirements
must be taken at Swarthmore.
• Students are encouraged to consult with
professors and advisers about art history selections
relevant to their interests.
• The senior art major is required to mount a oneperson exhibition in the College gallery
representing a culmination in their studio work.
This exhibition and accompanying artist statement,

Art
of no less than 2500 words, is the comprehensive
examination for the art major.
• Senior exhibitions are scheduled during the last
few weeks of the spring semester each year.
• There is no course minor in studio art.

Course Minor
Art History Minor
The course minor in art history will consist of five
credits in art history; four o f the five credits must
be taken at Swarthmore. Studio art majors can
complete an art history minor with the completion
o f four art history credits in addition to those
required by their studio art major.

Honors
Honors in Art History
Requirements for admission to the Honors
Program do not differ from those for admission to
the course major. Once admitted to the honors
major, students will be expected to maintain an
average o f B+ or better in all courses in art history.
Major
1. An honors major in art history requires three 2credit preparations, consisting of three 2-credit
seminars or two 2-credit seminars and a 2-credit
thesis (see ARTH 180). The normal prerequisite
for any art history seminar is two credits of
previous art history course work. Each seminar
will be examined in a three-hour written
examination and an individual 30-minute oral
examination.
2. An honors major in art history must fulfill the
requirements for a nine-credit course major.
Minor
An honors minor in art history will take one 2credit seminar, and must have taken at least two
other courses in art history. Only one of those
credits can be a transfer credit.
Honors in Studio Art
Requirements for admission to the Honors
Program do not differ from those for admission to
the course major. Students will be expected to
maintain an average o f B+ or better in all courses
in studio art.
Major
1. An honors major in art will present 2
preparations in studio art and 1 preparation in art
history.
2. Each o f the two studio preparations will consist
o f two paired studio courses. The examiner o f each
preparation will receive the syllabus for both
courses and slides representing the body of work
produced in them and will examine the student in
an individual oral examination o f 30 minutes.

p. 119
a. One preparation pair will consist of STUA
030 Senior Workshop 1 and STUA 040
Senior Workshop 11.
b. The second pair might consist o f an
intermediate and an advanced course in a
specific medium, or two courses with a
different approach to the same medium, (ex:
Pottery and Ceramic Sculpture, Drawing and
Life Drawing), or, two related courses, (ex:
Ceramic Sculpture and Sculpture, Drawing
and Photography, Drawing and Works on
Paper, Drawing and Painting)
All preparations for honors must be approved in
advance by the department.
Notes:
• Studio courses taken at an institution outside of
Swarthmore cannot count towards an honors
studio preparation.
• Only courses taught by regularly teaching
faculty in studio art can be applied toward a
preparation. Department approval must be sought
for credit from courses taught by regularly
returning adjuncts.
• Honors preparations approved in the sophomore
year must be followed. Changes to the academic
program, as they relate to honors preparations,
must be approved by the department.
3. The preparation in art history will consist o f one
2-credit seminar.
a. The prerequisite for any art history seminar
is two previous credits in art history.
b. All majors in art, whether course or honors,
must do 4 credits o f art history work. Studio
faculty may recommend particular art history
courses as most relevant to a student’s studio
interests.
4. Honors candidates in art must fulfill the course
major requirements. The prerequisite for all studio
work, unless waived, is STUA 001. The
distribution requirements for 2-D and 3-D for the
honors major in studio art are the same as those in
course.
5. Honors study in studio art is comprised o f a
culminating exhibition o f the student’s studio
work, with an accompanying artist essay of 3,750
to 5,000 words. Some o f this work may figure in
the selections o f work presented for one or both of
the course pairs described above, but the rationale
for inclusion in the exhibition will differ. The artist
essay will be sent to both examiners o f studio
preparations. A revision o f a paper written
previously for the art history preparation, will be
sent to the art history examiner.
a. The senior honors study essay will differ
from the artist essay written by course
students in that it will integrate the
preparations in studio and art history.
b. For honors majors, STUA 040 will count
outside the major for purposes o f calculating
the 20-course rule, since it serves as senior

Art
honors study. It will be listed on the
transcript not as STUA 040 but as Senior
Honors Study.
c. If a student drops out of Honors after the
drop/add period in the last semester, the
Senior Honors Study credit will receive a
grade of NC. Senior Workshop 11 (STUA
040), assuming it had been successfully
completed in the spring, will then be listed
on the transcript with the appropriate grade.
d. Warning: if a student drops out of honors,
Senior Workshop 11 no longer counts as
outside the major, but as within. A student
who has taken 12 other credits within the
department, and who is graduating with the
minimum of 32 credits will then have 13 in
the major and only 19 outside. Honors studio
art majors should be especially careful to
take enough credits outside the department if
they contemplate withdrawing from honors.
Minor
1. An honors minor in studio art will present to the
honors examiners one studio preparation
consisting of STUA 030 Senior Workshop 1 and
STUA 040 Senior Workshop 11.
2. An art minor in studio art must meet the same
course requirements as the course major in studio
art (see above).
3. During the spring semester of the senior year a
minor will write a 2,500 word artist essay to be
sent to the examiner, along with the relevant
syllabi and slides for the two-credit preparation.

Major Application Process
Requirements fo r admission to the majors:
Art History
1. Overall average of C or better in all courses
taken during the two semesters preceding the time
of application.
2. Completion o f at least two courses in art history
at Swarthmore with grades of B or better. For a
double major the grade minimum is also B.
Studio Art
1. Overall average o f C or better in all courses
taken during the two semesters preceding the time
of application. For a double major the overall
average must be B.
2. Completion of at least one course in art history
and one course in studio art at Swarthmore with
grades of B or better.
3. A student may be asked to present a portfolio as
evidence of ability to see, describe, and analyze
visual phenomena critically.
Art Department Majors and the 20-Course
Rule
It is a college requirement that 20 of the 32 credits
required for graduation must be outside the major.
This means that one can take no more than 12

p. 120
courses in the major, unless one graduates with
more than 32 credits, in which case the surplus can
also be in the major.
For art history majors, the one required credit of
studio art course work counts as within the major,
but additional credits of studio art count as outside
credits. Thus, an art history major graduating with
32 credits could take no more than three additional
art history credits beyond the eight art history
credits that are required for the major. But an art
history major could take as many more studio
credits as desired.
For art majors, the required four credits in art
history count within the major, but additional
credits in art history count outside the major.

Advanced Placement Credit
Credit for an AP 5 will be given upon completion
of an art history course in the department. For
majors this credit will cover the requirement for
ARTH 002.

Transfer Credit
A maximum of two transfer credits will count
toward the major, either from study abroad or
other U.S. institutions. Students transferring from
another institution should consult with the chanregarding their specific situation.

Off-Campus Study
The Art Department strongly encourages those
with an interest in art and its history to consider
incorporating study abroad into their Swarthmore
program either during a summer or a regular
academic term. Important examples of art and
architecture are found throughout the world, and
the encounter with works still imbedded in their
original context is vital to an understanding of
their historical and contemporary significance.
Past experience has shown, however, that art
courses in most study abroad programs fall
considerably below the academic standards of
comparable courses at Swarthmore. Students who
are interested in bettering their chances o f gaining
a full Swarthmore credit for a course taken abroad
are strongly advised to meet with the Art History
Coordinator or the Studio Art Coordinator before
leaving the campus. Please note: the department
does not approve transfer credits in art history
unless students have already completed an art
history course at Swarthmore.

Art History
ARTH 001C. First-Year Seminar: Making
Art History
Are works of art direct extensions, pure
reflections, or unique expressions of an individual
artist’s genius, fragile by implication and
susceptible to destruction from overanalysis? Ch­
are works o f art (as well as the definition just

Art
offered) cultural artifacts produced under specific
material and social conditions, and fully
meaningful only under extended analysis? Must
we choose? And are these questions themselves,
and the talk they generate or suppress, yet another
manifestation of the Western European and
American commodification of art, its production,
and its consumption? Such questions will underlie
this introduction to the goals, methods, and history
of art history. Focusing on works drawn from a
variety of cultures and epochs, as well as on the art
historical and critical attention those works have
attracted, students will learn to describe, analyze,
and interpret both images and their interpretations
and to convey their own assessments in lucid
writing and speaking.
Writing course.
1 credit.
Fall 2014. Cothren.
ARTH 001D. First-Year Seminar:
Architecture of Philadelphia
Virtually no other city in the Western hemisphere
provides a richer cross-section o f architecture over
the past 350 years than Philadelphia. The city’s
material culture tells the story not just of this
region but o f our nation, from William Penn’s
utopian New World, to America’s 19th-centuiy
economic and artistic flowering, to Philadelphia’s
importance as a mid-20th-century crucible o f city
planning and post-modem design, to the city’s role
in shaping the early 21st century. In this
discussion-based, first-year seminar we will
explore the architecture and urbanism of this
wondrous city through scholarly and popular
literature as well as through regular walking tours
of the city, especially its neighborhoods, parks,
and museums.
Writing course.
1 credit.
Spring 2015. Morton.
ARTH 001E. First-Year Seminar:
Michelangelo and Renaissance Culture
In this discussion-based first-year seminar, we will
study the sculptures, paintings, architecture,
poetry, drawings, and biographies of the
Renaissance artist Michelangelo. We will
investigate these in light of Michelangelo’s
patrons, audiences, and the larger cultural,
political, and religious contexts in which these
works were produced. We will also consider the
ways in which these works have been analyzed
over the centuries and how the biographies and
myths o f Michelangelo have been created and
understood. In doing so, we will develop a critical
understanding o f the methods and terminology of
the discipline o f art history itself. Course projects
include convening as a mock group o f museum
trustees to discuss whether the museum should
purchase a sculpture that has recently been
attributed to Michelangelo.

p. 121
Writing course.
1 credit.
Not offered 2014-2015. Reilly.
ARTH 001F. First-Year Seminar: Picasso
This course looks at the questions and arguments
art historians have developed to address the
multiple facets o f Picasso’s art, richly represented
in the nearby Philadelphia Museum of Art and
Barnes Foundation. Methods and perspectives
explored include formal analysis, iconography,
biography, social history, feminism, semiotics, and
museum practice. Class sessions will focus on
discussion o f case studies and assignments will
encourage critical skills and effective written and
oral communication.
Writing course.
1 credit.
Not offered 2014—2015. Hungerford.
ARTH 001L. First-Year Seminar: From
Handscrolls to Comic Books: Pictorial
Narratives in Japan
Through examination of select pictorial narratives
produced in Japan between the 12th century and
the present, this first-year seminar introduces
students to the basics o f art historical research and
analysis. We will look at the ways in which
handscrolls, folding screens, and (comic) books
employ image and text in addressing subjects such
as romances, miracles, battles, and fantasies, and
consider the roles and functions performed by
pictorial narratives in society.
Writing course.
1 credit.
Not offered 2014—2015. Sakomura.
ARTH 001M. First-Year Seminar:
Leonardo: Artist, Engineer, Architect, and
Anatomist
Leonardo da Vinci was a great anatomist,
engineer, architect and inventor whose drawings
circulated around the courts o f Europe. In this
discussion-based course we will study the
inventions, writings, paintings, drawings and
biographies of this important Renaissance artist.
We will consider the ways in which the works,
biographies, and myths o f Leonardo have been
analyzed (and created) over the centuries. In doing
so, we will develop a critical understanding o f the
methods and terminology o f the discipline o f art
history itself.
Writing course.
1 credit.
Not offered 2014-2015. Reilly.
ARTH 001P. First-Year Seminar: Objects of
Empire: Artworks in the Early Modern
Atlantic World
For much of the early-modern period, the Spanish
Viceroyalties anchored a system of maritime

Art
exchange that connected the Atlantic world
(Europe and Africa) with the profitable and
desirable bounty of the Far East. At regular
intervals, royal Spanish galleons and European
merchants (including pirates) inundated port cities
and metropolitan areas, such as Mexico City, with
valuable commodities, artworks, and everyday
objects en route from one comer of the empire to
another. This course seeks to understand what this
“stuff’ can tell us about the people who made it
and the world they lived in. Although grounded in
the field of art history, this course capitalizes upon
the recent “material turn” in the humanities that
has led to a proliferation of object-based inquiries
and asks students to consider material culture from
a variety of disciplinary perspectives (including art
history, history, and anthropology). Students will
not only learn to think about the “objects of
empire,” but also to think with them, gaining a
better understanding of important issues such the
role of art in establishing colonial regimes,
questions of hybridity and artistic influence, the
origins of global exchange, and the politics earlymodern collecting practices.
1 credit.
Spring 2015. Burdette.
ARTH 002. The Western Tradition
This course provides an introduction to
Mediterranean and European art from prehistoric
cave painting to the 18th century. We will consider
a variety of media—from painting, sculpture, and
architecture to ceramics, mosaic, metalwork,
prints, and earthworks. The goal o f this course is
to provide a chronology of the major works in the
Western tradition and to provide the vocabulary
and methodologies necessary to analyze these
works of art closely in light of the material,
historical, religious, social, and cultural
circumstances in which they were produced and
received. We will give attention to the use and
status of materials; the representation o f social
relations, gender, religion, and politics; the context
in which works of art were used and displayed;
and the critical response these works elicited.
1 credit.
Fall 2014. Cothren.
ARTH 005. Modern Art in Europe and the
United States
This course surveys Western European and
American art from the late 18th century to the
1960s. It introduces significant artists and art
movements in their social and political contexts
and also focuses attention on art historical
approaches that have been developed to interpret
this art, including socio-economic and feminist
perspectives.
1 credit.

Not offered 2014-2015. Hungerford.

p. 122
ARTH 012. The Architecture of Frank Lloyd
Wright
Frank Lloyd Wright’s career straddled two
centuries and changed the course of architecture.
We will examine his buildings and writings, from
the time of his association with Louis Sullivan to
the design o f the Guggenheim museum and
consider Wright’s work in relation to the diverse
currents of international modernism. Special
attention will also be given to his houses and his
influence on modem American domestic life.
1 credit.
Fall 2014. Morton.
ARTH 013. Greek Art
This exploration of ancient Greek art and
architecture will consider issues such as
mythology in daily ritual; the religious, social, and
political ftmctions of sculpture; the use of
architecture as propaganda; and the invention of
the ideal warrior, athlete, and maiden.
Writing course.
1 credit.
Not offered 2014-2015. Reilly.
ARTH 014. Early Medieval Art and
Architecture
In this introduction to European art and
architecture from late antiquity to the 12th century,
special attention will be given to the
“Romanization” o f Christian art under
Constantine, the Celtic Christian heritage of the
British Isles and its culmination in the Book of
Kells, Justinianic Constantinople and Ravenna, the
Carolingian Renaissance, Romanesque sculpture
as ecclesiastical propaganda, and the efflorescence
of monastic art under the Cluniacs and Cistercians.
1 credit.
Not offered 2014—2015. Cothren.
ARTH 016. Italian Renaissance Art
This course will provide a rich introduction to the
art and architecture produced in Florence, Rome,
Venice, Siena, Padua, Mantua, and other important
cultural centers in Italy from the late 14th to the
16th century. In addition to learning about
painting, sculpture, drawings, prints, and
architecture, we will also study stage design,
temporary festival decorations, banners and
costumes. A full range of issues related to the
production and reception of artworks will be
addressed, including the representation o f the
individual, the state, and religion. We will also
examine art and anatomy, art and gender, the
critical responses these works elicited, and the
theories of art developed by artists and non-artists
alike.
1 credit.
Not offered 2014-2015. Reilly.

Art
ARTH 018. Digital Rome
Working in small groups, students will create
digital reconstructions (primarily in SketchUp) of
select Roman cities in Africa Proconsularis, and
try to answer a deceptively simple question, what
determines the urban fabric o f these ancient cities?
By using Roman Africa as a test case, this course
will examine the ‘individuality within regularity’
of Roman cities. Temporally we will commence
with the end of the Roman Republic and conclude
with the Late Empire. Geographically, we will
primarily limit our analysis to the province of
Africa Proconsularis (modem day Tunisia and
parts o f Algeria and Libya) and look at famous
cities such as Carthage and Lepcis Magna and '
little known cities such as Meninx (Jerba, Tunisia).
1 credit.
Fall 2014. Morton.
ARTH 019. Contemporary Art
This course takes a focused look at European and
American art from 1945 to the present, a period
during which most conventional meanings and
methods of art were challenged or rejected.
Beginning with the brushstrokes of abstract
expressionism and continuing through to the
bitmaps o f today’s digital art, we consider the
changing status of artists, artworks, and
institutions. Emphasis will be placed on critical
understanding o f the theoretical and historical
foundations for these shifts.
1 credit.
Not offered 2014—2015. Hungerford.
ARTH 023. Art of the Ancient Americas
This course examines the art and architecture of
the ancient Americas, focusing primarily on the
regions o f Mesoamerica and the Andes. It covers
roughly four thousand years of human creativity,
beginning with the origins of complex civilization
in the region and continuing into the sixteenth
century and the arrival o f Europeans. To better
understand the cultural and social significance of
the objects we study, we will look to a variety of
disciplinary approaches including art history,
archeology, anthropology, ethnography. We will
examine how artworks from the ancient Americas
reflected, supported, and actively shaped the
worldview of the people who created and used
them. In addition, the class will briefly examine
the significance of pre-Columbian art in
contemporary society, including the topics of
cultural nationalism, looting, and the politics of
collecting pre-Columbian art.
1 credit.
Fall 2014. Burdette.
ARTH 024. Colonial Latin American Art
This course examines the art and architecture of
the Spanish Viceroyalties of New Spain and Peru,
covering roughly three hundred years o f artistic
production, beginning with the arrival o f the

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Spanish in 1519 and concluding with the
Independence period in the early 19th century. The
course surveys a diverse collection of art and
architecture from multiple academic perspectives
in order to gain an appreciation for the material
culture of the colonial Americas and to better
understand colonial society and culture. The
course will also highlight the importance of
colonial art in contemporary society, raising issues
o f theft, art collecting, and the continued use and
veneration o f colonial artworks.
The class is divided into three sections, moving
chronologically from the conquest and
colonization to the colonial baroque, before
concluding with the neo-classical period and Latin
American independence. In each section we will
examine works from colonial Mexico and the
Andean region, comparing and contrasting the
artworks and cultural landscape o f these two
colonial centers. Within each section we will study
a variety of artistic media, including painting,
sculpture and architecture, as well as less- well
known traditions such as featherwork and textile
arts.
1 credit
Spring 2015. Burdette.
ARTH 025. Colloquium: Native American
Art
An exploration of the arts of native peoples across
the North American continent from the
archaeological records of prehistory to the
contemporary creations o f painters and sculptors
working within a global “art world.” Attention will
be given to the theoretical, political, and
methodological challenges inherent in the study of
these indigenous arts and their interactions with
other cultures and cultural viewpoints, past and
present. Discussions will focus on issues of
identity and ritual, artists and their audiences;
archaeology and recovery, colonization and
tourism.
1 credit.
Not offered 2014-2015. Cothren.
ARTH 032. Crafting Nature: The Arts of
Japanese Tea Culture
This course explores the rich cultural practice Of
chanoyu, the “Japanese tea ceremony,” which
emerged around the preparation of powdered
green tea. We will examine the ritual, aesthetic,
and institutional history o f this practice from the
12th century to the present and consider the
various cultural forms—painting, calligraphy,
ceramics, architecture, garden design, religious
ritual, performance, food preparation, and flower
arrangement—that were integrated into and
developed through chanoyu. Discussions will
include the place o f Zen Buddhism in the history
o f chanoyu, the role o f chanoyu in Japanese
aesthetic discourse and art collecting practices, and
the impact of chanoyu on contemporary

Art
productions of architecture, lacquerware,
metalware, and ceramics. We will learn the formal
procedures of preparing tea (temae) and visit
Shofuso, the Japanese House and Garden in
Fairmount Park, Philadelphia.
Writing course.
Eligible for ASIA credit.
1 credit.
Spring 2015. Sakomura.
ARTH 033. Famous Places and Sacred
Sites: The Art of Landscape in East Asia
This course surveys the major traditions of
landscape art in East Asia. We will explore the
ways in which places and spaces are transformed
into famous places and sacred sites and consider
the critical role played by visual representation in
this process. Major topics include the relationship
between landscape and power, cultural memory,
literature, mythology, seasonality, travel, and
literati culture. We will examine the functions of
landscape art in various cultural, geographical, and
temporal contexts of East Asia and consider the
complex processes of cultural dissemination and
adaptation by looking at the reception of Chinese
landscape painting tradition in Korea and Japan.
1 credit.
Not offered 2014-2015. Sakomura.
ARTH 034. Colloquium: East Asian
Calligraphy
What’s in a script? This colloquium examines the
major calligraphic traditions of China, Korea, and
Japan from 1200 B.C.E. to the present. We will
study the functions and contexts o f calligraphic
inscriptions among a rich range o f material texts,
such as animal bones, bronze vessels, stone stelae,
mountain cliffs, and various paper-based formats.
In addition to analyzing the development and
circulation of calligraphic styles within East Asia
and celebrated works of individual calligraphers,
we will explore how calligraphy conveys meaning
and how it has been used as a powerful tool for
cultural and political commentary.
1 credit.
Not offered 2014—2015. Sakomura.
ARTH 039. Contemporary Japanese Visual
Culture
This course aims to familiarize students with the
visual culture o f contemporary Japan and its
complex relationship to the traditional arts of
Japan as well as to Western culture. Topics
examined will include representations of gender,
nature, tradition, history, nation, city and suburbia,
tourism, food, commodity, and fashion. We will
closely analyze and critique works in the print
medium such as advertisements, graphic design,
photography, magazines, and manga. We will also
consider Japanese product and character designs
that have achieved global recognition, such as
MUJI and Hello Kitty.

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1 credit.
Fall 2014. Sakomura.
ARTH 045. Gothic
This course will examine the formation of “The
Gothic” around 1140 and its development and
codification in the Ile-de-France to the middle of
the 13th century; monasteries, cathedrals, and
chapels; neo-platonism and the new aesthetic;
“court-style” and political ideology; structural
technology and stylistic change; patronage and
production; contextualizing liturgy and visualizing
dogma.
1 credit.
Not offered 2014—2015. Cothren.
ARTH 052. Renaissance Art In Europe
This course employs a thematic approach to
considering the major artistic, architectural, and
cultural achievements o f the Renaissance and the
early modem period in Europe (1450-1750).
Turning away from traditional approaches to
Renaissance art, which are often defined by
chronological or geographical boundaries, we will
concentrate on four issues central to the artistic
culture o f the period: the artist as individual
genius, technologies of artistic production (oil
painting, printmaking), courtly art and patronage,
and the arts of exploration (maps, cross-cultural
influence). In each of these four sections, we will
explore artworks from multiple geographies,
including northern and southern Europe, couching
the major artists and artworks of the Italian and
Northern Renaissance within conceptual
frameworks that highlight their interconnected
nature and their relationship with other people,
places, and movements.
1 credit.
Fall 2014. Burdette.
ARTH 053. The Arts of Golden Age Spain
The Spanish Golden Age, or “Siglo de Oro”
(Golden Century), lasted roughly 150 years, from
the discovery of the Americas in 1492 to the mid­
seventeenth century. This period of political and
cultural ascendance, which saw the Spanish
empire blossom across the Atlantic and Asia, gave
rise to many of Spain’s greatest cultural
achievements. This course examines the artworks
and artists that made this period special, as well as
the patrons and political realities underpinning the
period’s achievements. We will focus, in
particular, on painters such as El Greco, Diego
Velázquez, Francisco de Zurbarán, and Bartolomé
Esteban Murillo, connecting their artistic
production to artistic movements throughout
Europe and to the broader trends of the baroque.
We will also explore the remarkable corpus of
polychrome sculpture produced by sculptors such
as Juan Martínez Montañés during the period,
examining their role in religious rituals and
processions. Lastly, we will examine the major

Art
architectural trends and monuments from the
period, including the Escorial and several baroque
cathedrals. This survey o f painting, sculpture, and
architecture from the period will help students
understand the ideas and values underpinning this
singular moment in artistic history, as well as the
place of Spanish golden age art within a broader
European and global context.
1 credit.
Spring 2015. Burdette.
ARTH 065. Modern Architecture
This course traces the development o f modem
architecture and the built environment from the
Industrial Revolution in Europe to the global
present with an emphasis on the critical debates
that informed its production, practice and
reception. We will study architecture as a social
process and formal practice through a variety of
methodologies. Important themes include,
technology and materials, form and function, the
identity o f the architect, public and private space,
housing and domesticity, monuments and
informality, colonization and globalization.
Field visits will be an important element to the
class.
1 credit.
Not offered 2014-2015.
ARTH 072. History of Architecture:
Prehistory-1250
This course will provide an intensive introduction
to the history of architecture, and its chronological
and cultural spans are immense. We commence ca.
10,000 B.C.E. and end around 1250 C.E. and
examine select works o f architecture from diverse
cultures around the world. In this course
architecture is seen as a cultural product that can
only be understood in relation to the societal
complexities within which the architecture was
produced, used, and received. Certain themes—
such as cultural interaction and exchange,
transmission o f architectural knowledge,
architectural patronage, the conception o f space,
and the role o f technology and materials—will be
addressed throughout the course.
1 credit.
Fall 2014. Morton.
ARTH 073. History of Architecture: 1250Present
This course is designed to provide students with an
intensive introduction to the history of
architecture, and its chronological and cultural
spans are immense. We commence ca. 1200 and
end with the contemporary world; we address
numerous cultures from medieval Cairo through
Mughal India to the United States in the 21st
century. In this course, architecture is seen as a
cultural product, and one must understand the
societal complexities in which the architecture was
produced. Certain themes, such as: cultural

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interaction and exchange, transmission of
architectural knowledge, architectural patronage,
the conception o f space, and the role o f technology
and materials will be addressed throughout the
course.
1 credit.
Spring 2015. Morton.
ARTH 074. History of Photography
This course will address the history of
photography, from its invention in 1826 to the
present, primarily through discussion of readings
about particular processes (beginning with paper
and glass plate negatives), practitioners, and
theoretical approaches. Central themes will
include landscape, war, social documentary, and
photography’s interventions in the arts, from the
Victorian era through surrealism and recent
conceptualists.
1 credit.
Not offered 2014—2015. Hungerford.
ARTH 095. Cracking Visual Codes
How do we understand the visual? What ways of
seeing do we engage in and what kinds of
questions do we ask when analyzing paintings,
buildings, sculptures, ceramics, photographs, or
prints? How do we crack the visual codes specific
to images, objects, and structures of a given time
and place? This colloquium will explore various
approaches to the interpretation o f the visual arts
through the critical reading o f important texts of
the discipline and writings that propose or
challenge a variety of analytic strategies. Students
will directly engage in the interpretive process by
researching, writing, and presenting on a work of
art or architecture in the Philadelphia area, an
exercise that will assist the exploration of
questions central to their own interest in the study
o f visual culture. Through this course students will
acquire the skills for interpreting images we
encounter every day—such as advertisements,
logos, icons, and other forms of visual culture.
Writing course.
1 credit.
Spring 2015. Sakomura.
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.

Art
Seminars
Unless otherwise noted, the prerequisite for all
seminars is two courses in art history.
ARTH 136. Word and Image in Japanese
Art
This seminar explores the dialogue between text
and image as manifested in visual representations
of courtly culture in Japan from the 1Oth to the
18th century. Through select works of courtly
narrative and poetry, such as the 1lth-century
classic The Tale o f Genji, we will examine the
complex and nuanced interactions of text, image,
calligraphy, object, function, patronage,
production, and consumption as shaped by the
materiality of a range of media including
handscrolls, folding screens, poem sheets,
illustrated and printed books, lacquerware, and
fans.
2 credits.
Prerequisite: two courses in art history or
permission of instructor.
Fall 2014. Sakomura.
ARTH 147. Visual Narrative in Medieval Art
This seminar examines how and why tendentious
stories are told in pictures during the European
Middle Ages and the various ways art historians
have sought to interpret their design and function.
After introductory discussions on narratology, the
class focuses on an intensive study of a few
important and complex works o f 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 13031305.
2 credits.
Not offered 2014-2015. Cothren.
ARTH 151. Renaissance Rome
From the 14th to the 17th century, Rome was
transformed from a “dilapidated and deserted”
medieval town to a center of spiritual and worldly
power. This seminar will consider the defining
role that images played in that transformation. In
addition to studying the painting, sculpture and
architecture o f artists such as Fra Angelico,
Bramante, Raphael, and Michelangelo, we will
study the creation and use of objects such as
banners, furniture, and temporary festival
decorations. Topics will include papal
reconstruction of the urban landscape; the rebirth
of classical culture, art and the liturgy, private
devotion and public ritual, and the construction of
the artist as genius.
2 credits.
Not offered 2014-2015. Reilly.

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ARTH 164. Modernism in Paris and New
York
This seminar focuses on “Modernism” in 19thand 20th-century art, addressing selected artists
from Courbet and Manet through Degas, Gauguin,
Cezanne, Picasso, Pollock, and Rothko. Artists
and readings are also chosen to illuminate current
scholarly approaches to “Modernism,” including
socio-economic, feminist, and post-colonialist
perspectives.
2 credits.
Prerequisite: two courses in art history or
permission o f instructor.
Not offered 2014-2015. Hungerford.

Studio Arts
STUA 001. Foundation Drawing
This course is designed as an introduction to
drawing as the basis for visual thinking and
perception. The class will focus on concepts and
practices surrounding the use o f drawing as a
visual language rather than as a preliminary or
planning process. Whether students are interested
in photography, painting, pottery, sculpture,
installation or performance, the ability to design
and compose visually is fundamental to their
development. The course follows a sequence of
studies that introduces students to basic drawing
media and compositional elements while they also
learn to see inventively.
This course is a prerequisite for all other courses in
studio art except book arts unless waived by the
instructor.
1 credit.
Each semester. Staff.
STUA 001B. First-Year Seminar: Drawing
This studio art experience is designed for first-year
students who have demonstrated through a
portfolio presentation their knowledge o f the
elements of design, composition, and visual
thinking. This course is similar in content to the
foundation drawing class STUA 001. However, it
will be more in depth, with more emphasis on
individually designed studio and research projects.
Portfolios of actual or photographed work must be
submitted for evaluation during orientation week.
This portfolio should include, in addition to
whatever medium you choose to present, several
drawing examples demonstrating proficiency in
drawing. Contact the department for details.
This course is a prerequisite for all other courses in
studio art except Book Arts unless waived by the
instructor.
1 credit.
Fall 2014. Meunier.
STUA 005. Photography li - Color
This class is an introduction to the art and craft of
color photography using the tools that are most

Art
widely practiced by artists today. Students work
toward a final project using either a film or digital
camera, processing images in Photoshop and
outputting them on a professional-grade ink-jet
printer. Weekly critiques, photographer research
projects, and at least one field trip to look at art
make up the class. It is preferred, but not required,
that students take STUA 006: Beginning
Photography first.
Prerequisite: STUA 001 or consent of instructor.
1 credit.
Spring 2015. Tarver.
STUA 006. Photography I
This class introduces students to the traditional '
craft o f silver wet dark-room photography. Though
black-and-white images can be created digitally,
enough visual and technical complexity remains in
silver gelatin printing that many artists continue to
work in this time-honored medium long after the
“digital revolution.” Students use film cameras,
film, and light-sensitive paper to create a final
body of work. Weekly critiques, photographer
research projects, and at least one field trip to look
at art make up the class.
Prerequisite: STUA 001 or consent o f instructor.
1 credit.
Fall 2014. Tarver.
STUA 007. Book Arts
Introduction to the art o f the book. Included will
be an investigation into typesetting and printing,
binding, wood engraving, and alternative forms of
book construction and design.
1 credit.
Spring 2015. Phelan.
STUA 008. Painting I
Students will investigate the pictorial structure of
oil painting and the complex nature of color. A
thorough study of texture, spatial conventions,
light, and atmosphere will be included.
Prerequisite: STUA 001 or consent o f instructor.
1 credit.
Not offered 2014-2015.
STUA 009. Sculpture II - Figure Modeling
Working from the perceptual observation and
study o f the human body, we will explore the
sculptural principles and practice o f modeling in
clay. The initial projects are centered on the study
of the human figure in parts—the foot, the hand,
and the individual features of the human face. We
will then move on to a self-portrait, full figure
studies, and a bas-relief. The teaching method
includes slide lectures, demonstrations of
techniques and individual guidance on studio
projects.
Prerequisite: STUA 016 Sculpture 1
1 credit.
Fall 2014. Meunier.

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STUA 010. Drawing II - The Figure
Work in various media directed toward a clearer
perception o f the human form. The class is
centered on drawing from the model and within
this context. The elements o f gesture, line,
structure, and light are isolated for the purpose of
study.
Prerequisite: STUA 001 or consent of instructor.
1 credit.
Fall 2014. Exon.
STUA 011. Ceramics I
This introduction to ceramic process and aesthetics
focuses on acquiring basic skills on the potter's
wheel as well as an introduction to making and
applying glazes both high and low temperature.
Students will also learn to operate an electric kiln.
Through image presentations and exposure to
actual objects, students will learn to discuss and
evaluate the aesthetic attributes of the handmade
object.
Prerequsite STUA 001 or consent of instructor.
1 credit.
Not offered 2014-2015.
STUA 012. Painting II - Figure
Composition
In this advanced course in painting and drawing
the human form, emphasis will be given to the
methods, thematic concepts, conventions, and
techniques associated with multiple figure design
and composition.
Prerequisite: STUA 008 and/or STUA 010.
1 credit.
Not offered 2014-2015. Grider.
STUA 013. Sculpture II - Installation
This course explores installation art across all
media. Students may incorporate a variety of
sculptural materials and processes, video, light,
sound, text, photography, and painting in their
works to expand the physical boundaries beyond
the discrete object. The pieces created will be sitespecific, the building and grounds of the campus
will be your canvas. The teaching method includes
slide lectures, demonstrations of techniques and
individual guidance on studio projects.
Prerequisite: STUA 016 Sculpture
1 credit.
Not offered 2014-2015. Meunier
STUA 014. Painting I - The Landscape
This course explores the vast array of interpretive
approaches, and practical methods available to the
artist interested in landscape painting. Each
student will be introduced to methods and
techniques that will be used in the field while
painting directly from nature. Topics include
atmospheric perspective, linear perspective,
viewpoint, compositional structuring through
shape and rhythm, and a thorough study o f light

Art
through changing effects o f color and tonality.
Excursions into the urban, suburban, and rural
landscape o f southeastern Pennsylvania will be
scheduled weekly. Oil paints will be the central
medium o f the class.
Prerequisite: STUA 001 or consent o f instructor.
1 credit.
Fall 2014. Exon.
STUA 015. Ceramics II - The Potter’s
Wheel
This class focuses on a series o f projects for the
wheel to assist in developing proficiency,
technique and ideas for both functional and
sculptural form. Critiques and in class discussion
are an important component of this experience.
Students will be exposed to traditional and
nontraditional solutions to the wheel thrown
container through slide lectures, videos and guest
artists. For beginners and experienced students.
Prerequisite: STUA 001 or consent of instructor.
1 credit.
Fall 2014. Carpenter.
STUA 016. Sculpture I
This course is an introduction to the basic
elements, techniques, and history of sculpture. We
cover both additive and reductive processes.
Materials and techniques will include clay
modeling and construction, plaster modeling and
casting, and cardboard and wood construction.
There is an emphasis on the development o f form
and structure particular to each process, in regards
to the concepts o f space, form, weight, mass, and
design in sculpture. The teaching method includes
slide lectures, demonstrations of techniques, and
individual guidance on studio projects.
Prerequisite: STUA 001 Foundation Drawing, or,
STUA 001B FYS: Drawing
1 Credit
Spring 2015. Staff
STUA 017. Ceramics II - The Container as
Architecture
This class focuses on designing and constructing
container-based forms using clay as the primary
medium. Using hand-building processes including
slab, coil and cast forms students will develop
architecturally imagined forms. Thematically
conceived projects will allow students to explore
problems in three-dimensional design using a
broad range of architectural references. The
experience will be complimented with slide
presentations, demonstrations and guest artists.
Prerequisite: STUA 001 or consent of instructor.
1 credit.
Spring 2015. Carpenter.
STUA 018. Printmaking I
This class will focus on intaglio and relief
processes, and provide a general overview of tools,

p. 128
techniques, terminology, paper and plate
preparation, and safety. Using historical and
contemporary examples, students will be
introduced to the differing ways printmaking can
be employed in the creation o f contemporary art.
The techniques and functions of seriality and the
multiple, including how to properly handle paper
and edition a print will also be introduced. The
final project of the semester will include an
exchange edition. Class time will be divided
between work time, demonstrations, digital
presentations, and field trips.
Prerequisite: STUA 001 or consent of instructor.
1 credit.
Not offered 2014-2015. Staff.
STUA 020. Advanced Studies
020A. Ceramics
020B. Drawing
020C. Painting
020D. Photography
020E. Sculpture
020F. Printmaking
020G. Architectural Drawing
020J. Book Arts
These courses are designed to usher the
intermediate and advanced student into a more
independent, intensive study in one or more o f the
fields listed earlier. A discussion of formal issues
generated at previous levels will continue, with
greater critical analysis brought to bear on stylistic
and thematic direction. All students are expected
to attend, throughout the semester, a given class in
their chosen medium and must make sure at the
time of registration that the two class sessions will
fit into their schedules. In addition to class time,
students will meet with the professor for individual
conferences and critiques.
This series o f courses also serves as the Junior
Workshop, a colloquium for junior studio art
majors in the spring semester. Students will
produce work within the classes offered as
Advanced Studies. Regularly scheduled group and
individual critiques with other junior majors and a
faculty coordinator will occur throughout the
semester, culminating in a group exhibition.
Note: Although this course is for full credit, a
student may petition the studio faculty for a 0.5credit semester.
Prerequisites: STUA 001 and at least one previous
course in the chosen medium.
1 credit.
Each semester. Staff.
STUA 021. Drawing II - Architecture
Turning Corners
The Beaux-Arts practice o f “analytique”—a
drawn, or sketched, tour of a building’s unifying
visual elements, proportional relationships, and
structural details—will be the primary mode of

Art
inquiry in this course. Taking advantage o f the
great number o f the fine examples of historical and
contemporary architecture in this region, the class
will take a series o f field trips to a select group of
local monuments to gather visual material. We
will continue and build on the student’s
competency and understanding of linear
perspective and free hand sketching, established in
the prerequisite, while introducing new methods in
site measuring and isometric drawing. Extensive
use o f watercolor and gouache will also be used,
although previous experience in these techniques
is not required, in order to articulate the decorative
and light specific qualities o f each building, and its
surroundings.
Prerequisite: STUA 001 or consent from
instructor.
1 credit.
Spring 2015. Exon.
STUA 022. Painting II - Color
Color functions in many ways in painting. The
interaction o f color may be used to create the
illusion o f light and space or to establish an
expressive tone. Color can also operate on a
symbolic level or be used to create a
compositional structure. Using various drawing
and painting media students will explore the ways
which color can be manipulated. Assigned
readings, critiques and group discussions will be
included.
Prerequisite: STUA 001 or consent o f instructor.
1 credit.
Spring 2015. Grider.
STUA 025. Advanced Studies II
Continuation o f STUA 020 on a more advanced
level. This series o f courses also serves as the
Junior Workshop, a colloquium for junior studio
art majors in the spring semester. Students will
produce work within the classes offered as
Advanced Studies. Regularly scheduled group and
individual critiques with other junior majors and a
faculty coordinator will occur throughout the
semester, culminating in a group exhibition.
025A. Ceramics
025B. Drawing
025C. Painting
025D. Photography
025E. Sculpture
025F. Printmaking
025G. Architectural Drawing
025J. Book Arts
Prerequisite: STUA 020.
1 credit.
Each semester. Staff.
STUA 029. Junior Workshop
During the spring semester of the junior year and
in preparation for the Senior Workshop I and II,

p. 129
studio art majors are required to take Junior
Workshop as their advanced study. Non-majoring
advanced study students are also class participants.
Working with a faculty coordinator, students will
develop works with an emphasis on improving
technically, conceptually and productively. Guest
artists, studio visits and critiques will be integral to
the workshop experience. Finally, works produced
during the workshop will be exhibited in a group
exhibition at the end o f the semester. Because this
required workshop takes place in the spring, it is
recommended that off-campus study occur during
the fall semester.
1 credit.
Spring 2015. 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
all members of the workshop will guide and assess
the development o f the students’ individual
directed practice in a chosen field. Assigned
readings and scheduled discussions will initiate the
writing of the thesis for the senior exhibition.
This course is required of senior art majors.
1 credit.
Fall 2014. Grider.
STUA 040. Senior Workshop II
This course is designed to further strengthen
critical, theoretical, and practical skills on a more
advanced level. During áte 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 statement is a
discussion of the development of the work to be
exhibited. The exhibition represents the
comprehensive examination for the studio art
major. Gallery exhibitions are reserved for studio
art majors who have passed the senior workshop
and fulfilled all requirements, including the
writing o f the senior art major statement.
1 credit.
Spring 2015. Grider.

Asian Studies

p. 130

Chair:

WILLIAM GARDNER (Modem Languages and Literatures, Japanese)
Anna Everetts (Administrative Assistant)

Faculty:

Farid Azfar (History)
Alan Berkowitz (Modem Languages and Literatures, Chinese)
Pallabi Chakravorty (Music and Dance)
BuYun Chen (History)
Ju-hui Chiu (Lecturer, Modem Languages and Literatures, Chinese)
K. David Harrison (Linguistics)
Steven P. Hopkins (Religion)
Yoshiko Jo (Lecturer, Modem Languages and Literatures, Japanese)
Wol A Kang (Lecturer, Modem Languages and Literatures, Chinese)
Haili Kong (Modem Languages and Literatures, Chinese)
Gerald Levinson (Music)
Nan Ma (Visiting Instructor, Modem Languages and Literatures, Chinese)
Bakirathi Mani (English Literature)
Tomoko Sakomura (Art History)
Christopher Schad (Visiting Lecturer, Modem Languages and Literatures, Chinese)
Kirsten Spiedel (Lecturer, Modem Languages and Literatures, Chinese)
Atsuko Suda (Lecturer, Modem Languages and Literatures, Japanese) 3
Tyrene White (Political Science)3
Thomas Whitman (Music)

3Absent on leave, 2014-2015.
Asian studies is an interdisciplinary program that
introduces students to the history, cultures, and
societies o f Asia—including principally China,
Japan, and India. Courses are offered in the
departments of art, economics, English literature,
history, linguistics, modem languages and
literatures (Chinese and Japanese), music and
dance, political science, religion, sociology and
anthropology, and theater.
As the largest interdisciplinary program at the
College, Asian studies plays a significant role in
many departments in the humanities and social
sciences. Some students choose a major or a minor
in Asian studies; many others study about Asia
while majoring in political science, economics,
history, religion, anthropology, languages and
literatures, or other fields.
Studying Asia and gaining experience in the Asian
world are important to understanding the global
flows of peoples, cultures, technology, and
business in today’s world. Many students explore
traditional art, literature, or religion, or perhaps
politics (World War II or the Cold War). Others
are attracted by broad spiritual practices (Zen
meditation, for example), or economic issues
(rural poverty or global business). Today—as the
Asian American community expands and
diversifies, and as Asian cultural and technological
influences have become part o f American life—
learning about Asia is not so exclusively about the
“other,” but often about “self.” To study Asia,
then, is to trace the diverse strands of Asian
cultures that have originated in different regional,
national, and local traditions, but which have now
become increasingly intertwined with
contemporary global life.

The Academic Program
The Asian Studies Program offers a major and a
minor in course and honors. Students who declare
a major in Asian studies construct individualized
programs of study, with a focus on a comparative
theme or on a particular country or region. Some
examples of comparative themes are classical
traditions in Asian literature and art, Buddhist
studies, Asian nationalisms and the emergence of
nation-states, and the political economy o f Asian
development. In all cases, the core of the major
involves exposure to multiple regions and multiple
disciplines.
Students interested in Asian studies are urged to
consult the Asian studies website for up-to-date
information on courses and campus events.
Students should meet with the program chair in
advance o f preparing a Sophomore Plan. Advance
planning is especially important for students
contemplating the Honors Program and those
planning to study abroad.

Course Major
Asian studies invites students to make connections
among courses that differ widely in content and
method. When considering applicants to the major,
the Asian Studies Committee looks for evidence of
intellectual flexibility and independence. Students
must have completed at least two Asia-related
courses in different departments with grades o f B
or better to be accepted into the major.
The major in Asian studies consists of a minimum
of ten (10) credits, with requirements and
distribution as follows:

Asian Studies
1. Geographic breadth. Coursework must include
more than one o f the regions o f Asia (East, South,
Northeast, and Southeast). This requirement can
be fulfilled by taking at least two courses that are
pan-Asian or comparative in scope or by taking at
least one course on a country that is not the
principal focus o f a student’s program.
2. Disciplinary breadth. Courses must be taken in
at least three different departments.
3. Core courses. At least one o f the following
courses must be taken:
ARTH 032. Crafting Nature; The Arts of
Japanese Tea Culture
ARTH 033. Famous Places and Sacred Sites:.
The Art o f Landscapes in East Asia
CHIN 016. Substance, Shadow, and Spirit in
Chinese Literature and Culture
CHIN 023. Modem Chinese Literature
HIST 009A. Chinese Civilization
HIST 009B. Modem China
JPNS 017. The World o f Japanese Drama
JPNS 021. Modem Japanese Literature
JPNS 051. Japanese Poetry and Poetics
POLS 056. Patterns o f Asian Development
POLS 058. Contemporary Chinese Politics
RELG 008. Patterns o f Asian Religions
RELG 009. The Buddhist Tradition
RELG 012 or 013. History, Religion, and
Culture o f India I or II
4. Intermediate and advanced work. A
minimum of 5 credits must be completed at the
intermediate or advanced level in at least two
departments.
5. Asian language study. Asian language study is
not required but is strongly recommended. Up to
four credits o f Asian-language study may be
applied toward the major. For languages offered at
Swarthmore (Chinese and Japanese), courses
above the first-year level may count toward the
major. For Asian languages not offered at
Swarthmore, courses at the entry level may count
toward the major if at least the equivalent o f 1.5
credits is earned in an approved program.
Thesis / Culminating Exercise
Students in the Asian studies course major have a
choice o f culminating exercises.
Thesis option. A 1- or 2-credit thesis, followed by
an oral examination. A thesis must be supervised
by a member of the Asian studies faculty. Students
normally enroll for the thesis (ASIA 096) in the
fall semester o f the senior year.
Qualifying papers option. Students revise and
expand two papers they have written for Asian
studies courses in consultation with Asian studies
faculty members.
Honors seminar option. Students take a 2-credit
honors seminar in an Asian studies topic in either

p. 131
their junior or senior year. (Note: A two-course
combination or a course plus attachment will not
satisfy this requirement.)
Grade-point average requirement
A student must have at least a C average in the
course major.

Course Minor
Students will be admitted to the minor after having
completed at least two Asian studies courses in
different departments with grades o f B or better.
The Asian studies minor in course consists of five
courses, distributed as follows:
1. Geographic breadth. Coursework must cover
more than one region of Asia. This can be
accomplished by taking at least two courses that
are pan-Asian or comparative in scope or by
taking at least one full course on a country that is
not the principal focus o f a student’s program.
2. Disciplinary breadth. Asia-related courses
must be taken in at least two departments outside
of the disciplinary major. Only one course may
overlap the Asian studies minor and the
disciplinary major.
3. Core courses. Students are required to include
at least one course from the list of core courses
(see above).
4. Intermediate or advanced work. At least 2
credits o f work must be completed at the
intermediate or advanced level.
5. Asian language study. Asian-language study is
not required but is strongly recommended. Up to
two credits in Asian language study may be
applied toward the course minor. For languages
offered at Swarthmore (Chinese and Japanese),
courses above the first-year level may count
toward the minor. For Asian languages not offered
at Swarthmore, courses at the entry level may
count toward the minor if at least the equivalent of
1.5 credits is earned in an approved program.
6. Grade-point average requirement A student
must have at least a C average in the minor.

Honors Major
To be admitted to the honors major, students
should have completed at least two Asian studies
courses in different departments with grades o f B+
or better.
The honors major in Asian studies consists of a
minimum o f ten (10) credits (including four
honors preparations). The four preparations in an
Honors Program must be drawn from at least two
different disciplines.
1. Geographic and disciplinary breadth
requirements. These are the same as those for the
course major (see above).
2. Core courses. Students are required to include
at least one course from the list o f core courses
(see above).

Asian Studies
3. Asian language study. Asian-language study is
not required but is strongly recommended. Up to
two credits in Asian language study may be
applied toward the course minor. For languages
offered at Swarthmore (Chinese and Japanese),
courses above the first-year level may count
toward the minor. For Asian languages not offered
at Swarthmore, courses at the entry level may
count toward the minor if at least the equivalent of
1.5 credits is earned in an approved program.
4. Asian studies as an interdisciplinary major.
All four fields for external examination must be
Asian studies subjects. One of the fields may also
count toward an honors minor in a department.
The four preparations must be drawn from at least
two different disciplines.
5. Grade-point average requirement. A student
must earn at least a B+ in all offerings applied to
the honors major.

Honors Minor
To be admitted to the honors minor, students
should have completed at least two Asian studies
courses in different departments with a grade o f
B+ or above.
An honors minor in Asian studies consists o f a
minimum of 5 credits, distributed as follows:
1. Geographic breadth. There are two tracks
within the minor:
a. Comparative Asian cultures'. The selection of
courses and the honors preparation should offer
a comparative perspective on the traditional or
modem cultures of Asia. Individual programs
should be worked out in close consultation with
the Asian studies coordinator. (Language study
does not count toward this track.)
b. Focus on a single country or region: All
courses in the program should focus on the
same region or country. One or 2 credits of
language study may be included.
2. Disciplinary breadth. Asia-related courses
must be taken in at least two departments outside
of the disciplinary honors major. Only one course
may overlap the honors minor and the disciplinary
honors major.
3. Core courses in the cultural traditions of
Asia. Normally at least one o f the five courses
should be a core course.
4. Asian language study. Asian language study is
not required, but courses in Asian languages may
count toward the honors minor. Up to 2 credits of
Asian language study may be applied to the honors
minor. For languages offered at Swarthmore
(Chinese and Japanese), courses above the secondyear level count toward the minor. For Asian
languages not offered at Swarthmore, courses at
the .entry level may be counted if the equivalent of
1.5 credits is earned in an approved program.

p. 132
5. Honors preparation. One preparation,
normally a two-credit seminar, will be submitted
for external examination.
6. Senior Honors Seminar for minors. The
student will fulfill the requirements set for honors
minors by the department offering the honors
preparation.
7. Grade-point average requirement A student
must have at least a B+ in all courses applied to
the honors minor.

Language Study
Swarthmore currently offers Chinese and Japanese
language courses; other Asian languages may be
studied at the University o f Pennsylvania during
the regular academic year, in summer-language
programs, or abroad. For languages offered at
Swarthmore, courses above the first-year level
count toward the major. For Asian languages not
offered at Swarthmore, courses at the entry level
may be approved if at least the equivalent of 1.5
credits is successfully completed in a program
approved by the Asian Studies Committee.

Fellowship and Grant
Opportunities for Students
The Alice L. Crossley Prize in Asian Studies is
awarded annually to the student or students who
submit the best essay(s) on any topic in Asian or
Asian American Studies.
The Genevieve Ching-wen Lee '96 Memorial Fund
supports a lecture each year in Asian American
studies. This fund also supports an annual
competition for summer research support for
projects related to Asian studies or Asian
American studies.
The Penelope Mason '57 M emorial F undfor
Asian Studies is available to support Asian studies
related projects proposed by students, faculty
members, or both.

Off-Campus Study
Students with majors in Asian studies are strongly
encouraged to undertake a period o f study in Asia.
The Asian studies faculty can recommend
academically rigorous programs in several Asian
countries. Study abroad is the ideal arena for
intensive language study. Courses taken abroad
may be applied toward the major, subject to the
approval of the Asian studies coordinator.
However, at least half of the credits in a student’s
Asian studies major or minor should be earned at
Swarthmore.

Life After Swarthmore
Students with a background in Asian studies have
pursued a number of paths after graduation. Some
have gone abroad to continue their studies, do
research, or work in humanitarian or social service

Asian Studies
organizations. Others have gone directly to
graduate school. Many eventually become teachers
or professors. Others work in the arts, journalism,
international law, business, finance, in the
diplomatic corps, or in non-governmental
organizations. Other Asian studies graduates
pursue careers not directly related to Asia, in
medicine or law, for example. All consider Asian
studies to have been an important part o f their
liberal arts education.

Courses
(See descriptions in individual departments to
determine offerings fo r each semester.)
Art (Art History)
ARTH 001L. From Handscrolls to Comic Books:
Pictorial Narratives in Japan (W)
ARTH 003. Asian Art
ARTH 032. Crafting Nature: The Arts of Japanese
Tea Culture (W)
ARTH 033. Famous Places and Sacred Sites: The
Art o f Landscape in East Asia
ARTH 034. East Asian Calligraphy
ARTH 035. Pictured Environments: Japanese
Landscapes and Cityscapes
ARTH 039. Contemporary Japanese Visual
Culture
ARTH 136. Word and Image in Japanese Art
Asian Studies
ASIA 091CH. Chinese Literature and
Culture in Translation: Dancing Across
Borders
1 credit.
Not offered 2014-15. Ma.
ASIA 093. Directed Reading
1 credit.
Staff.
ASIA 096. Thesis
Writing course.
1 credit.
Staff.
ASIA 180. Honors Thesis
Writing course.
2 credits.
Staff.
Chinese
CHIN 003B. Second-Year Mandarin Chinese
CHIN 004B. Second-Year Mandarin Chinese
CHIN 007/JPNS 007. Chinese/Japanese
Calligraphy
CHIN 008/LITR 008CH. Reading Modem China
Through Literary and Cinematic Text

p. 133
CHIN 009. Heaven, Earth, and Man: Ways of
Thought in Traditional Chinese Culture [FYS]
CHIN 011. Third-Year Mandarin Chinese
CHIN 011A. Third-Year Mandarin Chinese
Conversation
CHIN 012. Advanced Mandarin Chinese
CHIN 012A. Advanced Mandarin Chinese
Conversation
CHIN 015. Form and Space in Chinese
Architecture and Cities
CHIN 016/LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
CHIN 017/LITR 017CH. Legacy of Chinese
Narrative Literature: The Story in Dynastic China
CHIN 018/LITR 018CH. The Classical Tradition
in Chinese Literature
CHIN 019. First-Year Seminar: Singular Lives and
Cultural Paradigms in Early and Imperial China
CHIN 020. Readings in Modem Chinese
CHIN 021. Topics in Modem Chinese
CHIN 023/LITR 023CH. Modem Chinese
Literature
CHIN 025/LITR 025CH. Contemporary Chinese
Fiction: Mirror o f Social Change
CHIN 027/LITR 027CH. The Story in Dynastic
China
CHIN 033/LING 033. Introduction to Classical
Chinese
CHIN 035. Readings in Classical Chinese
CHIN 055/FMST 055CH. Contemporary Chinese
Cinema
CHIN 056/LITR 056CH. History o f Chinese
Cinema (1905-1995)
CHIN 063/LITR 063CH. Comparative
Perspectives: China in the Ancient World
CHIN 066/LITR 066CH. Chinese Poetry
CHIN 069/LITR 069CH. Taste and Aesthetics in
Chinese Cultural Traditions
CHIN 071/LITR 071CH. Invaded Ideology and
Translated Modernity
CHIN 078/LITR 078CH. In Search o f National
Identity: Architecture and Urban Planning in
China
CHIN 081/LITR 081CH. Transcending the
Mundane: Taoism in Chinese Literature and
Culture
CHIN 087. Fresh Water Resources: Polices and
Issues, China and the U.S.
CHIN 088/POLS 088. Chinese Governance and
Environmental Issues in China
CHIN 091/LITR 091CH. Special Topics in
Chinese Literature in Translation
CHIN 092. Special Topics in Chinese Literature
and Culture in Chinese
CHIN 103. Lu Xun and His Legacy in 20thCentury Chinese Literature

Asian Studies
CHIN 104. Seminar in Chinese Poetry
CHIN 105. Fiction in Traditional China: People
and Places, Journeys, and Romances
CHIN 108. Remaking Cinematic China: Zhang
Yimou, Wong Kar-wai, and Ang Lee
CHIN 109. Daoism
CHIN 110. Shanghai and Beijing: Tales of Two
Cities
Dance
DANC 025A/SOAN 020J. Dance and Diaspora
DANC 038. Performing Ecstasy Dancing the
Sacred
DANC 046. Dance Technique: Kathak
DANC 049. Performance: Kathak
DANC 049. Performance: Taiko
DANC 079. Dancing Desire in Bollywood Films
Economics
ECON 051. The International Economy*
ECQN 081. Economic Development*
ECON 151. International Economics+
ECON 181. Economic Development^
English Literature
ENGL 065. Asian American Literature
ENGL 075. South Asians in America: Literature,
Culture, Politics
ENGL 077. South Asians o f Asian America
Film and Media Studies
FMST 033. Asian/American Media
FMST 055. Contemporary Chinese Cinema
FMST 057. Japanese Film and Animation
History
HIST 001D. China and the World
HIST 001G. The Golden Age o f Portability: The
Silk Road
HIST 009A. Chinese Civilization
HIST 009B. Modem China
HIST 060. East India Company, 1600-1857
HIST 075. Thinking Hands: Work and Craft
HIST 076. Women’s Work
HIST 077. Fashion in East Asia
HIST 078. China, Capitalism and Critics
HIST 145. Chinese Feminism
Japanese
JPNS 003. Second-Year Japanese
JPNS 004. Second-Year Japanese
JPNS 007/CHIN 007. Chinese/Japanese
Calligraphy
JPNS 012. Third-Year Japanese
JPNS 012A. Japanese Conversation
JPNS 013. Third-Year Japanese
JPNS 013A. Readings in Japanese

p. 134
JPNS 017/LITR 017J. The World of Japanese
Drama
JPNS 021/LITR 021J. Modem Japanese Literature
JPNS 024/FMST 057. Japanese Film and
Animation
JPNS 035. Narration o f Disaster and Generation in
Japan
JPNS 041/LITR 041J. Fantastic Spaces in Modem
Japanese Literature
JPNS 051/LITR 051J. Japanese Poetry and Poetics
JPNS 061/LITR 061FJ. Manga, Bande Dessinée
and the Graphic Novel: A Transnational Study of
Graphic Fiction*
JPNS 074/LITR 074J. Japanese Popular Culture
and Contemporary Media
JPNS 083/LITR 083J. War and Postwar in
Japanese Culture
Music
MUSI 005. Patterns o f Asian Dance and Music
MUSI 030. The Music o f Asia
MUSI 049A. Performance: Balinese Gamelan
Linguistics
LING 033/CHIN 033. Introduction to Classical
Chinese
LING 064. Structure of Tuvan
Political Science
POLS 046. Chinese Foreign Policy
POLS 055. China and the World
POLS 056. Patterns o f Asian Development
POLS 058. Contemporary Chinese Politics
POLS 064. American-East Asian Relations*
POLS 065. Chinese Foreign Policy
POLS 073. Comparative Politics: Advanced
Topics in Chinese Politics
POLS 088/CHIN 088. Chinese Governance and
Environmental Issues in China
POLS 108. Comparative Politics: East Asia
Religion
RELG 008. Patterns o f Asian Religions
RELG 009. The Buddhist Traditions of Asia
RELG 012. The History, Religion and Culture of
India I
RELG 012B. Hindu Traditions o f India: Power,
Love and Knowledge
RELG 013. The History, Religion, and Culture of
India II
RELG 030. The Power of Images: Icons and
Iconoclasts*
RELG 031. Religion and Literature: From the
Song of Songs to the Hindu Saints*
RELG 108. Poets, Saints, and Storytellers:
Religious Literatures of South Asia
RELG 114. Love and Religion*

Asian Studies
Theater
THEA 017/JPNS 017/LITR 017J. The World of
Japanese Drama
* 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.

p. 135

Biology

p. 136

SARA HIEBERT BURCH, Professor
JOHN B. JENKINS, Professor2
RACHEL A. MERZ, Professor3
KATHLEEN K. SIWICKI, Professor
ELIZABETH A. VALLEN, Professor3
AMY CHENG VOLLMER, Professor and Chair
NICHOLAS KAPLINSKY, Associate Professor
JOSE LUIS MACHADO, Associate Professor
ALEXANDER BAUGH, Assistant Professor
BRAD DAVIDSON, Assistant Professor
VINCENT FORMICA, Assistant Professor
ELIZABETH NICHOLS, Assistant Professor3
JASON DOWNS, Visiting Assistant Professor
LORI SCHOTTENFELD-ROAMES, Visiting Assistant Professor
CHRISTOPHER VECSEY, Visiting Assistant Professor
STACEY MILLER, Laboratory Instructor
LAUREL ECKE, Laboratory Instructor
WILLIAM GRESH JR., Laboratory Instructor/Greenhouse Manager
PHILIP KUDISH, Academic Coordinator/Laboratory Instructor/Science Associate Coordinator
JOCELYNE MATTEI-NOVERAL, Laboratory Instructor
DIANE FRITZ, Administrative Coordinator
2 Absent on leave, spring 2015.
3Absent on leave, 2014-2015.

At all levels of the biology curriculum, students
are engaged in learning about the functions and
evolution o f diverse biological systems as well as
the methods by which biologists study nature.
There is much flexibility in the curriculum,
allowing students to craft a path through the
biology major that best suits their own interests.
While fulfilling the requirements for the major,
students are able to build a broad biological
background by taking courses focused on different
levels of biological organization, while also being
able to concentrate on specialized areas of
particular passion if they choose.
Our goals for biology majors
A basic tenet of the department is that the best way
to learn about biology is to do biology. Therefore,
almost every course has weekly laboratories or
field trips, where students learn to become
biologists by making original observations, asking
questions about life processes, solving problems
and designing and testing hypotheses by
performing experiments. Communication skills are
emphasized in all biology courses, as students read
and evaluate research articles in scientific journals,
write laboratory reports according to the standards
of professional scientific writing, participate in
frequent opportunities for oral presentations and
critical discussion, and work in research teams.
The curriculum prepares students to pursue careers
in research or to apply their biology interests and
knowledge to careers as diverse as medicine,
governmental policy planning, science education,
public health, and writing children’s books. A
number o f departmental alumni have also chosen
careers outside of science, such as law and
finance, where they report that the organizational,

critical thinking, and communication skills that
they learned as a biology major have been crucial
for their success.

The Academic Program
In addition to first-year seminars, the department
offers four different types o f courses. Students are
introduced to the study o f biology at Swarthmore
by taking BIOL 001, Cellular and Molecular
Biology, and BIOL 002, Organismal and
Population Biology. Either course may be taken
first. Courses numbered 003-009 do not have
associated laboratories; usually BIOL 001 and
BIOL 002 are prerequisites. Diverse intermediatelevel courses, some offered in alternate years,
allow students to choose coursework in areas of
particular interest. These courses are numbered
010-039 and generally have BIOL 001 and BIOL
002 (or AP credit) as prerequisites^ Some o f these
courses also require prior coursework in the
Chemistry Department. Finally, two-credit
seminars (with three-digit course numbers) have
an intermediate-level course as a prerequisite and
are usually taken by students in their junior or
senior years.
Majors and minors
The Biology Department offers a course major,
course minor, honors major and honors minor. In
addition, special majors in biochemistry and
neuroscience are regularly offered in cooperation
with the Chemistry and Biochemistry and
Psychology departments, respectively. A student
may choose an interdisciplinary minor in
environmental studies, which includes courses in
the Biology Department. In addition, the

Biology
department has also supported special majors as
described below.
Sample paths through the discipline
As pointed out in the introduction, there are many
paths to a biology major. Following are some ideas
to keep in mind as you plan your schedule.
Getting started as a biology major: Many majors
take BIOL 001 and/or BIOL 002 during their first
year. These two courses may be taken in either
order and it is not uncommon for prospective
majors to take BIOL 002 during the spring
semester of their first year, and BIOL 001 during
the fall semester o f their second year. Students
who realize their interest in biology later have also
taken both courses during their sophomore year
and successfully completed the major in eight
semesters. We generally encourage all students to
take at least one o f the introductory courses, even
if they have AP credit. BIOL 001 is always offered
in the fall semester, and BIOL 002 always in the
spring semester.
We encourage majors to fulfill the mathematics
and chemistry requirements for the major during
their first two years. In particular, some
intermediate level courses require CHEM 010 (or
CHEM 003 and 004) and CHEM 022. Completion
o f those chemistry courses gives more flexibility
in biology course choice. However, we are willing
to work with students to craft the best path for
each individual.
Continuing as a biology major: Because most
intermediate level courses require both BIOL 001
and BIOL 002 (or AP credit), taking both courses
before continuing on in the field usually serves
students best. For planning purposes, most Group
III intermediate-level courses are taught in the fall
semester, and most Group I intermediate-level
courses are taught in the spring semester. Some
Group il courses are taught in spring and others in
fall.
The two-credit seminar course(s) you are most
interested in taking may influence your other
course choices. In addition to your own interests,
prerequisites for seminars (which may consist o f a
specific intermediate-level course), faculty leave
schedules, and study abroad considerations may
constrain your course choice and schedule.
Some faculty strongly encourage students
interested in doing research with them to take at
least one course with them before working on a
research project. It is important to talk to specific
faculty members you are interested in working
with to understand their specific requirements for
work in their laboratory.
Completion of the biology major: Course majors
must pass the comprehensive exam (BIOL 097
Themes in Biology) during the fall semester o f the
senior year. Honors majors are required to enroll
in at least one credit of BIOL 180 (often but not
always in fall semester o f the senior year), and in

p. 137
Senior Honors Study (BIOL 199), which is taken
in the spring semester o f the senior year.

Course Major
Acceptance criteria
a. Three courses (or advanced placement credit
and two courses) in biology. If the student does
not have AP or transfer credit, both BIOL 001 and
BIOL 002 are required.
b. One semester o f Organic Chemistry (CHEM
022). The prerequisite for CHEM 022 may consist
of CHEM 010, CHEM 003 plus CHEM 004, or
placement approved by the Chemistry and
Biochemistry Department
c. Swarthmore College credit for two courses in
mathematics or statistics (not STAT 001 or MATH
003). Alternatively, students may complete
calculus II (MATH 025). The Biology Department
strongly recommends a course in statistics for
majors.
d. Applicants must have an average grade o f C
(2.00) or better in BIOL 001 and BIOL 002 (or if
AP credit is given, in the first two biology courses
taken at Swarthmore). In addition, the applicant
must have an average grade of C (2.00) or better in
all courses taken in the Biology Department, and
an overall average grade o f C (2.00) or better in
the Division o f Natural Sciences and Engineering
at Swarthmore College (biology, physics and
astronomy, chemistry and biochemistry,
mathematics and statistics, engineering, and
computer science). Unpublished grades in biology
for the first semester o f the first year will be
considered in the C average requirement; passing
grades o f CR in other courses in the Division o f
Natural Sciences and Engineering are acceptable.
Requirements for graduation
a. Credit requirements: In addition to fulfilling
all the requirements to be accepted as a biology
major, the student majoring in biology must have
completed by the end o f the senior year a
minimum of eight biology credits, two o f which
come from a seminar (numbered 110-139).
Students may take a course or seminar in biology
as CR/NC but are not encouraged to do so.
b. Distribution requirements: Students majoring
in biology must pass at least one course in each of
the following three groups: I. Cellular and
Molecular Biology, II. Organismal Biology and
III. Population Biology. The digit in the tens place
o f the course number signifies the group o f the
course (i.e., BIOL 020 is a Group II course and
BIOL 114 is a Group I course).
i. Students majoring in biology may count
only one course numbered 003-009
toward the eight required credits. Courses
numbered 003-009 do not meet the Group
distribution requirement
ii. BIOL 093 (Directed Reading) and BIOL
094 (Independent Research) count as

Biology
credits toward the biology major but
cannot be used as distribution
requirements. No more than two credits in
BIOL 093, BIOL 094 or BIOL 093 and
BIOL 094 in combination may be used to
satisfy the eight-credit requirement for the
biology major.
iii. CHEM 038 (Biochemistry) may be
counted as a Group I course. In this case,
the CHEM 038 grade will be counted
towards the biology GPA.
c. Seminar requirement: All biology majors are
required to include at least one two-credit seminar
(with a number greater than 100) in their courses
in the major. A seminar in biology is defined as an
advanced offering that uses primary rather than
secondary source materials and encourages active
student participation in presentation and discussion
of materials. Note that all two-credit seminars
have at least one intermediate level course
(numbered 10-39) as a prerequisite; the particular
prerequisites for seminars vary and should be
considered during selection o f intermediate level
courses.
i. All seminars must be taken at Swarthmore
College.
ii. A student may, with permission of the
faculty instructor, take a seminar without
the laboratory component. A seminar
without the laboratory component
becomes a BIOL 093 and does not meet
the seminar requirement.
d. Comprehensive examination: All biology
course majors must satisfy the general College
requirement o f passing a comprehensive
examination given by the major department. In
biology, this comprehensive examination is the
lecture series BIOL 097, Themes in Biology.
BIOL 097 is offered only in the fall semester and
is usually taken by students during the fall o f their
senior year. This course features a series of
visiting speakers who give presentations connected
by an overarching theme that can be addressed
from all areas o f biology. It enables faculty and
students to interact on an intellectually challenging
project, allows students to think about a topic from
a variety of levels o f biological organization and
gives students the opportunity to meet and interact
with a variety o f distinguished biologists.
i. Students are required to take and complete
the requirements of BIOL 097 but are not
required to register for the course for
credit. BIOL 097 does not count as one of
the eight credits required for a major in
biology, although it can be counted as one
o f the 32 credits required for graduation.
ii. Evaluation o f a student’s performance for
this comprehensive examination will be
'
Pass/No Pass and will be based on the
questions prepared by each individual and
team for each lecture, participation in

p. 138

iii.

iv.

discussions, hosting a guest speaker and
the final presentation. For students
enrolled in BIOL 097 for credit, Pass/No
Pass on the comprehensive exam will be
translated into Credit/No Credit for
purposes o f earning credit.
Students who fail BIOL 097 fail the
comprehensive exam and thus may not
graduate. The department will evaluate all
such failures and decide on the
appropriate action. Students will be
notified o f failure by the first day of
classes in the spring semester of their
senior year.
If a student is given permission by the
College to be away from campus during
the fall semester of the senior year, the
Biology Department faculty may give
permission to the student to write a senior
paper and enroll in BIOL 095, a Senior
Project, to satisfy the College requirement
of a comprehensive examination.
Alternatively, the student may be given
permission by the Biology faculty to
enroll in Themes in Biology during the
junior year if the student has planned in
advance to be away during the fall
semester of the senior year.

Course Minor
Students who wish to minor in biology must
complete six credits, at least four o f which are to
be taken at Swarthmore College. The GPA
requirement to enter the minor is the same as for
biology course majors 2.00 in BIOL 001 and
BIOL 002,2.00 in courses taken in the Biology
Department, and 2.00 in all courses taken in the
Division o f Natural Sciences and Engineering.
Both BIOL 001 and BIOL 002 are required
(although one or both of these may be replaced by
credit from-an advanced placement examination
after another biology course is completed; note
that the department strongly encourages all
students with AP credit to take at least one o f the
introductory courses). There are no requirements
for courses outside the department. There is no
distribution requirement within the department for
the minor. Only one course numbered 003-009 is
allowed. Only one credit in BIOL 093 or BIOL
094 is allowed. CHEM 038 (Biochemistry) may be
counted as one of the six biology credits

Honors Major
Acceptance criteria
a. The course requirements for an honors major in
biology are the same as those for a course major in
biology (see above).
b. Admission to the Honors Program in biology is
based on academic record. Applicants to the
Honors Program in biology must have a grade

Biology

p. 139

as a Group III course for purposes o f
the distribution requirement for honors
majors.
2) An honors major who has taken both
BIOL 001 and BIOL 002 can use them
to satisfy any one o f the distribution
requirements.
3) AP credit may not be used to satisfy the
distribution requirement.
c. Seminar requirement for honors: All honors
biology majors are required to complete at least
two 2-credit seminars (those with a number greater
than 100) for honors preparations. A seminar in
biology is defined as an advanced offering that
uses primary rather than secondary source
materials and encourages active student
participation in presentation and discussion of
materials. Note that all two-credit seminars have a
prerequisite course from the intermediate level
(numbered 010-039); the particular prerequisites
for each seminar should be considered during
selection o f intermediate level courses.
Requirements for graduation
i. The two seminars used for honors
a. Credit requirements for honors: In addition
preparations must be taken from different
to fulfilling the requirements to be accepted as
faculty members and must be taken at
biology honors major, the student majoring in
Swarthmore College.
biology must complete a minimum o f eight
d. Research (Thesis) requirement for honors:
biology credits. Students may take a course or
At least one, but not more than two, credits of
seminar in biology as CR/NC but are not
encouraged to do so. Students must earn a grade of thesis research (BIOL 180) are required. Thesis
research will be graded by an External Examiner.
B or better for all courses and seminars used for
The thesis research will be a substantial project
honors preparations. Honors students may not take
carried out over 2 semesters, 2 summers, or 1
Bio 097, Themes in Biology, for credit but are
summer + 1 semester.
welcome and encouraged to attend the seminars.
i. The primary mentor for the thesis need
b. Distribution requirements for honors:
not be a Swarthmore faculty member, but
Students graduating with an honors major in
a Swarthmore faculty member must agree
biology must pass at least one course in each of
to be an on-campus mentor.
the following three groups: I. Cellular and
Molecular Biology, II. Organismal Biology, and
ii. Students should plan on completing their
III. Population Biology. The digit in the tens place
research by the end o f the fall semester of
o f the course number signifies the group o f the
their senior year.
course (i.e., BIOL 020 is a Group II course and
iii. The honors thesis has a page limit o f 20
BIOL 114 is a Group I course).
pages, not counting references, figures,
i. The Biology Department faculty strongly
figure legends or tables.
encourage honors students to fulfill their
e. Senior Honors Study: Senior Honors Study
group distribution requirements with
(BIOL 199) is required for all honors majors in the
intermediate- or seminar-level courses.
spring semester o f their senior year. This
Our experience has been that students
integrative/interactive program prepares each
with coursework at these levels have a
student to finalize and present his or her thesis
more complete and deeper understanding
work formally, in both oral and written forms.
o f biology. In addition, students who alter
During the first few meetings o f the semester,
their plans and withdraw from the Honors
faculty members are available for consultation
Program have much more flexibility in
about data analysis. At mid-semester, students
scheduling if they have already planned to
present posters o f their projects to the faculty and
fulfill the department distribution
other honors students for review. Comments from
requirement with intermediate- or
faculty and students on these posters will guide
seminar-level courses. To mitigate the
students in revising and polishing their written
scheduling constraints imposed by the
theses. SHS BIOL 199 is Credit/No Credit and the
Honors Program, however, the following
evaluation is done by the biology faculty.
rules also apply to honors students:
f. Review of work for honors: The Biology
1) BIOL 001 may be counted as a Group I Department will review the academic work of all
course, o r BIOL 002 may be counted

point average (GPA) o f 3.00 in all courses taken in
the Natural Sciences and Engineering Division at
Swarthmore College and must obtain a grade o f B
or better in all lecture courses and seminars used
for the Honors Program. Applicants must also
have a GPA o f 3.00 in all biology courses.
Unpublished grades in biology for the first
semester of the first year will be considered in
these requirements; passing grades o f CR in other
courses in the Division o f Natural Sciences and
Engineering are acceptable.
c. Students should list the anticipated fields of
study, including two 2-credit seminar courses, in
their Sophomore Plan.
d. Students who are accepted into the program
must select a research project and mentor by the
middle o f the junior year. Final approval o f the
student’s Honors Program will occur during the
fall semester o f the senior year when the Final
Honors Program Form is signed by the chairs of
the participating departments.

Biology
candidates for the external examination at the end
of the junior year and in November of their senior
year. Progress on thesis research is assessed at the
beginning of the fall semester o f the senior year.
At these times, the department may ask a
candidate not to discontinue participation in the
Honors Program. Withdrawal from the Honors
Program must occur by December 1 of the
student’s senior year. At that time, the student is
responsible for consulting with the department
about satisfying the comprehensive requirement
for the major.
g. Honors examinations: Students will take two
written examinations, one based on each of their
seminar preparations. The biology written
examinations will be closed-book, 3-hour exams.
The oral exams are normally one-on-one, but there
are special circumstances under which a student
may be examined by a panel o f examiners. Oral
examinations for seminar preparations are
normally 45 minutes in length. The oral exams for
thesis research are 60 minutes in length.

Honors Minor
Biology minors in the Honors Program do not
need to satisfy the distribution requirements of the
major or take chemistry or mathematics unless
required to do so for a specific preparation. Honors
minors do not participate in Senior Honors Study.
Applicants to the Honors Program in biology must
have a GPA o f 3.00 in all courses taken in the
Divisions of Natural Sciences and Engineering, a
GPA o f 3.00 in all biology courses taken at
Swarthmore College, and a grade o f B or better in
all lecture courses and seminars used for the
Honors Program.
The program in biology for an honors minor
requires at least four credits and usually consists
BIOL 001 and BIOL 002, an intermediate level
course (course number between 10 and 39) and a
two-credit seminar (course number greater than
100).

Application Process Notes for the
Major or the Minor
In addition to the process described by the Dean’s
Office and the Registrar’s Office for how to apply
for a major, we also ask that you attend the
departmental information meeting for sophomores.
A copy of the Biology Student Handbook, which
contains detailed information about courses and
other aspects o f the major, minor, and regularized
special majors, is available online via a link from
the departmental homepage at
www.swarthmore.edu/biology.
Applicants from the sophomore or junior classes
who have completed all the requirements with the
appropriate grades are accepted as a course major
in biology. Applicants from the sophomore class
who are in the process o f completing these
requirements with the required GPA are accepted

p. 140
contingent upon successful completion of the
missing courses. Others who will not complete
these requirements by the end of the current
semester are deferred until the requirements are
met. All students who have applied for the major
in biology and who have been accepted or deferred
are assigned an adviser in the Biology Department

Special Majors and Minors
Biochemistry
The Biology Department, in collaboration with the
Chemistry and Biochemistry Department, offers a
course major and an honors major in biochemistry.
This major gives students the opportunity to gain a
strong background in chemistry with special
emphasis on the application o f chemistry to
biological problems. Approval and advising for
this special major are obtained through the
Chemistry and Biochemistry Department and
details about the course and honors major can be
found in the Chemistry and Biochemistry section
of this catalog. The Biology Department
encourages biochemistry majors to take both
BIOL 001 and BIOL 002 as a number of
intermediate level courses in biology require both
courses as a prerequisite.
a. Honors biochemistry majors are expected to
participate in Senior Honors Study (BIOL 199)
only if the thesis research is done in the Biology
Department.
b. Honors biochemistry majors must conduct
thesis research with a Swarthmore faculty
member.
Neuroscience
The Psychology and Biology departments offer a
course major and an honors major that combines
work in the two departments in a way that allows
students flexibility in choosing the focus of their
Neuroscience major. Approval and advising for
this special major is done through both
departments and details about the course and
honors major can be found in the psychology
section of this catalog.
Bioeducation
The special major in bioeducation consists of six
courses in biology. Students must complete at least
one course in each group (I, II, and III) and one
course in Evolution (BIOL 034). In addition to the
six biology courses, students must complete
CHEM 010 (or CHEM 003 plus CHEM 004) and
CHEM 022, one year of mathematics (not MATH
001 or 003), and write a thesis to be supervised by
faculty in die Biology and Educational Studies
Departments. The special major in Bioeducation
will include at least four education courses to be
approved by the Educational Studies Department.
Students should consult with the chair o f the
Educational Studies Department about further
requirements for the Bioeducation special major.
Approval and advising for this special major are

Biology
through both the Biology and Educational Studies
Departments.
Environmental Studies
A minor in environmental studies consists o f an
integrated program o f five courses plus a capstone
seminar (ENVS 091), which a student takes in
addition to a regular major. The details of the
minor and courses offered may be found at
www.swarthmore.edu/envs.xml. The five courses
must include at least one course in environmental
science/technology; at least one course in
environmental social science/humanities; and at
least one more course from either o f these two
groups for a minimum o f three courses from these
two lists. Up to two o f the five required courses
may be chosen from the list designated adjunct
and interdisciplinary courses. The capstone
seminar is offered in the spring of the student’s
senior year. Advising for this program is by the
chair of the Environmental Studies Committee.
Other special majors
Individualized special majors may be constructed
after consultation with the chairs and approval of
the participating departments. The special major is
expected to specify a field o f learning that crosses
departmental boundaries and can be treated as a
sub-field within the normal departmental major.
Individualized special majors consist o f at least 10
credits, but usually not more than 12. A more
detailed explanation of the individualized special
major is found in Chapter 7 “Educational
Program.” Previously approved special majors
include cognitive science, neuroscience,
environmental science, biostatistics and
biophysics.

Thesis / Culminating Exercise
See Acceptance Criteria and Requirements for
Graduation, Comprehensive Examination.

Advanced Placement/lnternational
Baccalaureate Credit
Both BIOL 001 and BIOL 002 are required for the
biology major and minor. However, one or both of
these courses may be replaced by credit from one
o f the advanced placement examinations listed
below, which will be granted after one biology
course with laboratory is completed in the
department One biology credit is awarded for a
score o f 5 on the advanced placement
examination; a score o f 6 or 7 on the International
Baccalaureate; or A on the Higher Level of
Biology, Advanced Level Examination, German
Arbitur, Austrian Matura or French Baccalaureate
exam. Note that the department strongly
encourages all students with advanced placement
credit to take at least one o f the introductory
courses.

p. 141

Transfer Credit
Credit for courses taken at an institution at which
the student was previously matriculated may be
counted toward the biology major. Courses will be
evaluated on an individual basis to determine
which departmental distribution requirements they
meet.

Off-Campus Study
The Biology Department faculty enthusiastically
support study abroad for their majors. Majors may
study abroad and earn credits that count toward the
requirements for a biology major or, alternatively,
participate in programs without earning biology
credit, while still completing the major in eight
semesters. By college regulation, we cannot
guarantee a specific amount o f credit in advance
toward the Swarthmore degree for successful
completion o f academic work completed at other
institutions, with the exception of regular semester
coursework at Bryn Mawr, Haverford, and the
University o f Pennsylvania completed under the
four-college arrangement. Notwithstanding this
restriction, our experience has shown that, with
proper advance planning, study abroad is nearly
always compatible with completion o f the degree
in eight semesters (including the semesters) spent
abroad). Planning is the key to success, and
students contemplating study abroad are urged to
see the Off-Campus Study Adviser early in the
planning process.
Prior to studying abroad, students should obtain
preapproval and credit estimation from the faculty
member with teaching and research interests most
closely related to the proposed course. At this
time, the faculty member will describe what
course characteristics are important for obtaining
Swarthmore College credit, how credit will be
calculated upon completion o f the program, and
which departmental distribution requirements, if
any, the courses are likely to fulfill.
Upon return, the student should present a
transcript, syllabus o f the course (including the
number o f hours in lecture and laboratory), class
notes, laboratory directions, examinations,
laboratory reports and any papers or other written
work (but not the textbooks) to the Biology
Department’s Academic Coordinator, who will
then determine which faculty member will be
asked to award credit for the course. Courses
without a laboratory will be awarded no more than
one-half credit.

Research and Service-Learning
Opportunities
Academic year opportunities
Research
Students may receive academic credit for research
carried out either on- or off-campus (BIOL 094).
Students interested in doing research on campus

Biology

p. 142

should contact individual faculty members
directly. For off-campus research credit in BIOL
094, the student must submit a one-page proposal
to the department indicating 1) prior course work
in the area of research, 2) previous technical
experience in a laboratory, 3) the name and
address of the director o f the laboratory and the
name o f the person under whom the student will
work directly, and 4) a short description o f the
proposed project and the methods to be used in the
investigation. This proposal must be presented to
the chair of the Biology Department, no later than
one week before registration for the semester in
which credit will be received.
There are also opportunities for students to be paid
for research during the academic year. Individual
faculty members should be contacted about the
potential for positions in their laboratory.

Science for Kids, a summer and academic year
program focused on engaging children from the
nearby Chester-Upland school district with
experimental science. The academic year program
meets on Saturdays while classes are in session
and the College has funds from the Howard
Hughes Medical Institute to pay Swarthmore
students involved in the program.

Academic Assistants
Each year approximately 10 students are selected
to assist in the BIOL 001 and BIOL 002
laboratories. These students are selected for their
academic excellence, laboratory expertise, and
ability to communicate with students. Each
selected student assists in one laboratory per week
and attends a weekly staff meeting for the course.
BIOL 002 hires two or three additional students to
staff evening computer clinics. Contact the
laboratory coordinator for BIOL 001 or BIOL 002
for more information.
Approximately eight students are selected as
Science Associates (SAs) for excellence in
comprehension, communication and compassion.
SAs attend all BIOL 001 and BIOL 002 lectures
on Monday, Wednesday, and Friday mornings,
meet weekly with the SA program coordinator and
faculty lecturers throughout the semester, and
facilitate small group problem-based learning in
evening study sessions. Contact Philip Kudish for
more information.
Dean’s tutors in biology are hired on a rolling
basis, to support student learning in BIOL 001 and
BIOL 002. This is a flexible student position in
which tutors meet one-on-one with students at
mutually convenient times, typically for one hour
per week. Contact Philip Kudish for more
information.
Experienced students are hired as laboratory
assistants, van drivers and/or study guides in
several intermediate level courses, including
Genetics, Marine Biology, and Neurobiology.
Students are also hired to help with the care of
organisms associated with various courses and
research laboratories. The departmental
administrative assistant, animal facility manager
and greenhouse manager, as well as individual
faculty members, may be contacted about these
positions.
The department collaborates with the Chester
Children’s Chorus
(www.chesterchildrenschorus.org/) to support

Research
Paid fellowships for summer research are offered
by the Biology Department as well as other
institutions. Funds are available for field and
laboratory research projects conducted on- and
off- campus. Information regarding the awards,
application deadlines and downloadable
applications are available on the Biology
Department website. An information session is
usually offered at the end of the fall semester to
describe opportunities in more detail.

Student Committee for faculty searches
Each year the Biology Department conducts
several searches for replacement faculty to teach
courses when regular members of the department
are on leave. In some years there is a search for a
permanent or tenure-track position. Students are
invited to serve on a Student Search Committee to
interview and help select a candidate.
Summer opportunities

Community service
The Biology Department collaborates with the
Chester Children’s Chorus
(www.chesterchildrenschorus.org) to support
Science for Kids, a summer and academic year
program focused on engaging children from the
nearby Chester-Upland school district with
experimental science. The summer program
commitment is 5-8 hours per week for 5 or 6
weeks and can usually be integrated with a full­
time job or research position elsewhere on
campus. Contact Liz Vallen or Jocelyne Noveral if
you will be on campus for the summer and are
interested in participating.

Teacher Certification
Students may complete the requirements for
teacher certification through a program approved
by the state of Pennsylvania. Options to pursue a
biology major along with teacher certification or to
pursue a special major in biology and educational
studies are available. For further information about
the relevant set of requirements, please refer to the
Educational Studies section of the Bulletin.

Life After Swarthmore
Graduate school
Many of our majors have gone on to graduate
school in biology after completion of their degree.
While some students attend graduate school
immediately after graduation from Swarthmore,

Biology
others work for at least a year or two before
applying to graduate programs. This time between
finishing at Swarthmore and graduate school can
be used to gain more experience in biology, or to
try out a new field. These experiences both
strengthen your graduate school applications and
help you to know What you are most interested in
studying. One- or two-year jobs are available at a
variety o f research institutes, field stations,
universities, museums, government laboratories
and companies.
The Biology Student Handbook contains specific
suggestions for applying to graduate programs and
Biology Department faculty are happy to talk .with
students about programs and projects. Note that
graduate schools in biology pay Ph.D. students a
stipend for research and/or teaching. In addition, a
few prestigious fellowships (e.g., National Science
Foundation Graduate Research Fellowship) are
awarded to the student (not to the program), giving
the recipient more flexibility and autonomy in
their graduate program.
Career options/opportunities
In addition to graduate school and professional
school (medical, law, veterinary, business) there
are many other job possibilities. The American
Institute of Biological Sciences web page
(www.aibs.org/careers/), which describes jobs
open to people with a degree in biology, is a
helpful resource. A degree in biology can lead to
positions in the following areas:
Research: This could include laboratory work,
fieldwork, or some combination o f the two. Major
employers include universities, research institutes,
non-govemment organizations and companies
(e.g., pharmaceutical, agricultural, biotechnology,
food science).
Healthcare: Many doctors, dentists, nurses,
veterinarians, laboratory technicians and other
health care providers have backgrounds in the
biological sciences. Other biologists utilize their
background in disease prevention and control.
Environmental management: Park rangers,
conservation biologists, zoo biologists, and land
management specialists use their background in
biology to develop and evaluate management
plans to conserve natural resources.
Education: In addition to serving as university
and college professors, some o f our graduates
teach in elementary and secondary schools, at
museums and zoos, and at aquaria and nature
centers. Biology majors also author newspaper and
magazine articles, and may contribute to textbooks
as writers, editors or illustrators.
Other ideas: Our graduates have obtained jobs in
politics and policy, in areas such as economic and
biological impacts of land use practices, science
advising on biomedical procedures, effects of
climate change, and educating members of
Congress about scientific issues. Other biology
majors have found positions in forensics,

p. 143
bioinformatics and computational biology. Finally,
some majors have had careers in investment
banking, consulting and law.

Courses
Biology course numbers reflect study at different
levels o f organization—General Studies (001009), intermediate courses in Cellular and
Molecular Biology (010-019), Organismal
Biology (020-029), Population Biology (030039), Seminars in Cellular and Molecular Biology
(110—119), Seminars in Organismal Biology (120—
129), and Seminars in Population Biology (130139).
General Studies
BIOL 001. Cellular and Molecular Biology
An introduction to the study o f living systems
illustrated by examples drawn from cell biology,
biochemistry, genetics, microbiology,
neurobiology, and developmental biology.
One laboratory period per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Fall 2014. Staff.
BIOL 002. Organismal and Population
Biology
Introduction to the study o f organisms
emphasizing morphology, physiology, behavior,
ecology, and evolution o f whole organisms and
populations.
One laboratory per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Spring 2015. Staff.
Group I: Cellular and Molecular Biology
(010-019)
BIOL 010. Genetics
This introduction to genetic analysis and
molecular genetics explores basic principles of
genetics, the chromosome theory o f inheritance,
classical and molecular strategies for gene
mapping, strategies for identifying and isolating
genes, the genetics of bacteria and viruses,
replication, gene expression, and the regulation of
gene activity. Major concepts will be illustrated
using human and nonhuman examples.
One laboratory period per week.
Prerequisite: BIOL 001 or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Jenkins.

Biology
BIOL 011. Epigenetics
The growing field of epigenetics studies
mechanisms of regulation o f gene expression that
are not due to changes in the DNA sequence. In
this course, we will examine how epigenetic
modifications to the genome influence processes
such as gene dosage control, genetic imprinting,
stem cell pluripotency, prion formation, and
learning and memory. We will also discuss
diseases that can result from abnormal epigenetic
mechanisms. The laboratory component will
provide hands-on experience exploring a range of
epigenetic phenomena.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Vecsey.
BIOL 014. Cell Biology
A study o f the ultrastructure, molecular
interactions, and function o f cell components,
focusing primarily on eukaryotic cells. Topics
include protein and membrane structure, organelle
function and maintenance, and the role of the
cytoskeleton.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002, and
previous or concurrent enrollment in CHEM 022;
or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Schottenfeld-Roames.
BIOL 016. Microbiology
This study of the biology of microorganisms will
emphasize aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory
exercises include techniques for detecting,
isolating, cultivating, quantifying, and identifying
bacteria. Students may not take both BIOL 016
and BIOL 017 for credit.
One laboratory period per week.
Prerequisites: CHEM 022; BIOL 001 and BIOL
002 or by permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Vollmer.
BIOL 017. Microbial Pathogenesis and the
Immune Response
A study of bacterial and viral infectious agents and
of the humoral and cellular mechanisms by which
vertebrates respond to them. Laboratory exercises
include techniques for detecting, isolating,
cultivating, quantifying, and identifying bacteria.
Students may not take both BIOL 016 and BIOL
017 for credit.
One laboratory period per week.

p. 144
Prerequisites: CHEM 022; BIOL 001 and BIOL
002 or by permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014—2015. Vollmer.
BIOL 019. Omics
An introduction to the study o f genome structure,
function, and evolution, with a focus on applying
our understanding o f genomes to answer
fundamental biological questions. The course will
also investigate the related fields o f proteomics,
metabolomics, and systems biology.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002 or by
permission o f the instructor.
1 credit.
Natural sciences and engineering practicum.
Spring 2015. Kaplinsky.
Group II: Organismal Biology (020-029)
BIOL 020. Animal Physiology
An examination of the principles and mechanisms
of animal physiology, ranging from the subcellular
to the integrated whole animal in its environment.
Possible topics include metabolism,
thermoregulation, endocrine regulation, nutrient
processing, and muscle physiology.
Prerequisites: BIOL 001 and BIOL 002. CHEM
010 is recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Hiebert Burch.
BIOL 021. Comparative Vertebrate
Anatomy
A system by system examination o f vertebrate
morphology with an appreciation for the variation
offered by the diversify o f vertebrate forms. While
morphology or physical form is the focus, each
anatomical system is presented within a context of
function and evolution. Laboratory exercises will
involve dissection.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Downs.
BIOL 022. Neurobiology
A comprehensive study of the basic principles of
neuroscience, ranging from the electrical and
chemical signaling properties of neurons and their
underlying cellular and molecular mechanisms to
the functional organization of selected neural
systems.
One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 010.

Biology
Natural sciences and engineering practicum.
1 credit
Spring 2015. Siwicki.
BIOL 024. Developmental Biology
In this course, we will explore the process by
which single cells (fertilized eggs) develop into
complex organisms. Students will conduct detailed
observations of live embryos and engage in
independent experimental analysis during weekly
laboratory sessions.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum. Eligible for GSST credit.
1 credit.
Not offered 2014-2015. Davidson.
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 genome
biology, evolution and diversity, physiology,
responses to pathogens and environmental stimuli,
domestication, agriculture, and applications of
plant genetic modification. Laboratories will
introduce organismal, cellular, molecular, and
genetic approaches to understanding plant biology.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015. Kaplinsky.
BIOL 026. Invertebrate Biology
The evolution, morphology, ecology, and
physiology of invertebrate animals.
One laboratory period per week; some all-day field
trips.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015. Merz.
Group III: Population Biology (030-039)
BIOL 030. Animal Behavior
This course will focus on the mechanistic,
functional consequences, evolution and
development of animal behavior. We will explore
the conceptual roots of ethology and the current
state o f the art. In addition to an understanding of
the primary literature, course content will
emphasize statistical methods in this field. Lab and
field component combines descriptive and
experimental approaches.
Lab required.
Prerequisites: BIOL 001 and BIOL 002; STAT
011 or equivalent is recommended.

p. 145
1 credit.
Fall 2014. Baugh.
BIOL 034. Evolution
The 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,
phylogeography, and extinction, provide a broader
view o f evolutionary processes.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Formica.
BIOL 035. History of Life
An exploration o f the evolutionary history
responsible for the incredible diversity of
organisms on earth today. An understanding of
this history will be developed through study of
geological processes, reconstruction of
evolutionary relationships, and a familiarity with
the fossil record. Readings and discussion of
primary literature will supplement the course
material.
One laboratory per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Downs.
BIOL 036. Ecology
The goal o f ecology is to explain the distribution
and abundance of organisms in nature through an
understanding of how they interact with their
abiotic and biotic environments. Students will gain
ecological literacy and practice by studying
processes that operate within and between
hierarchical levels or organization such as
individuals, populations, communities, and
ecosystems. All this knowledge will be applied to
understand the current global changes occurring in
nature as a result o f human activities.
Three to 6 hours of laboratory and/or fieldwork in
the Crum Woods per week, in addition to at least
one field trip per semester.
Prerequisites: BIOL 002 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014 - 2015. Machado.
BIOL 037. Conservation Biology
This course provides an overview of the
foundational concepts and future horizons o f
biodiversity conservation, and illustrates central
issues in contemporary conservation with case
studies, critical reading o f primary literature, field
experiences and exposure to quantitative methods.

Biology
One laboratory period or field trip per week.
Prerequisites: BIOL 002 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2015. Nichols.
BIOL 039. Marine Biology
Ecology o f oceans and estuaries, including
discussions of physiological, structural, and
behavioral adaptations o f marine organisms.
One laboratory per week; several all-day field
trips.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015. Merz.
BIOL 068. Bioinformatics
(See CPSC 068)
Prerequisite: CPSC 035 required.
Eligible for COGS credit.
Lab required.
1 credit.
Fall 2014. Soni.

Independent Studies
BIOL 093. Directed Reading
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.
BIOL 094. Research Project
Qualified students may pursue a research program
for course credit with the permission o f the
department. The student will present a written
report to the biology faculty member supervising
the work.
0.5 or 1 credit.
Fall or spring semester. Staff.
BIOL 094A. Research Project:
Departmental Evaluation
Students carrying out a BIOL 094 research project
will present a written and oral report on the project
to the Biology Department.
0.5 credit.
Fall or spring semester. Staff.
BIOL 180. Honors Research
Independent research in preparation for an honors
research thesis.
Fall or spring semester. Staff.

p. 146

Senior Comprehensive
Examination
BIOL 095. Senior Project
With the permission of the department, a student
may write a senior paper in biology to satisfy the
requirement of a comprehensive examination for
graduation.
BIOL 097. Themes in Biology
Invited scientists present lectures and lead
discussions on a selected topic that can be engaged
from different subdisciplines within biology.
Serves as the senior comprehensive and
examination; it is required of till biology majors in
course.
Fall 2014. Staff.

Honors Study
BIOL 199. Senior Honors Study
An interactive, integrative program that allows
honors students to finalize their research thesis
spring semester. BIOL 199 is not part of the 8credit minimum required for the biology major.
Writing course.
1 credit.
Spring 2015. Staff.

Seminars
BIOL 110. Human Genetics
In this exploration o f 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 o f inherited disease; the genetic
basis o f cancer; developmental genetics; complextrait analysis; the genetic basis o f human behavior;
and ethical, legal, and social issues in human
genetics.
Attendance at medical genetics rounds and
seminars at the University of Pennsylvania School
of Medicine is required.
Prerequisite: Any Group I course or BIOL 024, or
BIOL 025.
Lab required.
Natural sciences and engineering practicum.
2 credits.*
Not offered 2014-2015. Jenkins.
BIOL 112. From Cells to Organs
This course will examine the morphogenesis of
various organs, including (but not limited to) the
neural tube, the heart, the lungs, the pancreas, the
kidneys, and the vasculature. Through reading and
discussion of primary literature, we will explore
how cells organize into different types o f tubular
structures.

Biology
Independent or group research projects are
required and will focus on fruit flies as a model
system.
Prerequisites: Any Group I or Group II biology
course.
2 credits.
Spring 2015. Schottenfeld-Roames.
BIOL 114. Symbiotic Interactions
This seminar will focus on the molecular basis of
plant-microbe, animal-microbe, and possibly
microbe-microbe symbioses. In addition to
studying specific systems, common themes and
pathways will be analyzed and discussed (nutrient
exchange, suppression o f the immune response,
specificity o f host-symbiont recognition, etc.).
Readings will be primarily from the research
literature. Laboratory projects will use molecular
techniques and likely focus on the sea anemone
Aiptasia and its symbiotic, photosynthetic
dinoflagellate, Symbiodinium.
One required laboratory per week.
Prerequisites: CHEM 022, and any Group I or
Group II biology course.
Natural sciences and engineering practicum.
2 credits.*
Not offered 2014-2015. Vallen.
BIOL 115E. Plant Molecular Genetics and
Biotechnology
The course will investigate the technological
approaches that plant scientists are using to
address environmental, agricultural, and health
issues. Topics will include biofuels, nutritional
engineering, engineering disease and stress
resistance, bioremediation, and the production of
pharmaceuticals in plants. This course consists of
one discussion and one laboratory per week.
Laboratory projects will include independent and
ongoing research.
One required laboratory per week.
Prerequisites: BIOL 025 or any Group I course.
Natural sciences and engineering practicum.
2 credits.*
Not offered 2014-2015. Kaplinsky.
BIOL 116. Microbial Processes and
Biotechnology
A study o f microbial mechanisms regulating
metabolism and gene expression in response to
natural and experimental stressors. Technical and
ethical applications of these concepts in
biotechnology will be addressed.
Independent laboratory projects.
Prerequisites: BIOL 014,016,017, or CHEM 038.
Lab required.
Natural sciences and engineering practicum.
Writing course.

p. 147
2 credits.
Not offered 2014-2015. Vollmer.
BIOL 119. Genomics and Systems Biology
Fundamental questions in biology are being
answered using revolutionary new technologies
including genomics, proteomics, metabolomics,
systems biology, modeling, and large scale protein
and genetic interaction screens. These approaches
have fundamentally changed how scientists
investigate biological problems and allow us to ask
questions about cells, organisms and evolution that
were impossible to address even five years ago.
Readings will include animal, plant, fiingal, and
bacterial literature. Weekly laboratory projects
will incorporate genomic and molecular
approaches.
Lab required.
Prerequisites: Any Group I or Group II biology
course.
Natural sciences and engineering practicum.
2 credits.*
Not offered 2014-2015. Kaplinsky.
BIOL 120. Sleep and Circadian Rhythms
This seminar will focus on the characteristics,
disorders, and many possible functions of sleep
and circadian rhythms. Topics will span molecular
biology, genetics, animal and human behavior, and
medicine. The research portion o f the course will
include short introductory studies of Sleep and
rhythmic behavior, followed by longer-term novel
group research projects in fruit flies.
Lab required.
Prerequisites: BIOL 022 or BIOL 014. STAT 011
or equivalent recommended.
2 credits.
Not offered 2014-2015. Vecsey.
BIOL 123. Learning and Memory
Neural systems and cellular processes involved in
different types o f learning and memory are studied
through reading and discussion of research
literature.
Independent laboratory projects required.
Prerequisite: BIOL 022 or permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Fall 2014. Siwicki.
BIOL 124. Hormones and Behavior
This course will focus on endocrine regulation of
animal behaviors, including reproduction,
aggression, stress, sickness, parental care, and
seasonality, with an emphasis on critical reading
o f primary literature.
Independent laboratory projects required.
Prerequisites: BIOL 020,022, or 023 or
permission o f the instructor.

Biology
Natural sciences and engineering practicum.
2 credits.*
Fall 2014. Hiebert Burch.
BIOL 125. Frontiers in Developmental
Biology
Through discussion of the primary literature and
independent experimental studies, students will
investigate current gaps in our understanding of
animal development. Potential topics include: the
interplay between embryonic development and
evolution; how gene regulatory networks generate
complex patterns of cell identity; and the ability of
cells to interpret their environment using dynamic
internal structures.
Lab required.
Prerequisites: BIOL 010, 014,024, or 025 or
permission of instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2015. Davidson.
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: Any Group II or Group III course.
Lab required.
Natural sciences and engineering practicum.
2 credits.
Not offered 2014-2015. Merz.
BIOL 131. Animal Communication
This seminar will examine animal communication
from a cross-disciplinary perspective with a focus
on the physiological basis and evolution of
communication systems and an emphasis on
understanding the primary literature. We will build
on material covered in BIOL 030. Lab and field
component combines descriptive and experimental
approaches with a quantitative emphasis.
One required laboratory per week.
Prerequisites: Completion o f BIOL 001 and 002;
Completion of one o f the following: BIOL 020,
022,026,030,034,036 or 039; Recommended: a
course in statistics (e.g. STAT Oil).
2 credits.*
Natural sciences and engineering practicum.
Not offered 2014-2015. Baugh.
BIOL 135. Parasite Ecology and
Conservation
This course will review the epidemiological,
ecological, and conservation concepts required to
understand the complex role of parasitic
biodiversity in ecology, conservation and the
medical sciences. Drawing on primary literature,
the'course will emphasize links between field
observations and quantitative methods, as well as

p. 148
cover a series of contemporary ‘hot-topics’ in
which parasitic diversity plays a key role.
One laboratory period or field trip per week.
Prerequisites: BIOL 002 and BIOL 036 or BIOL
037, or permission of the instructor.
2 credits.
Natural sciences and engineering practicum.
Spring 2016. Nichols.
BIOL 136. Molecular Ecology and
Evolution
Understanding molecular techniques and analysis
has become increasingly important to researchers
in the fields of ecology and evolution. Through
discussion of the primary literature, and
independent laboratory projects, students will
explore how molecular tools are being
implemented in studies of biogeography, dispersal,
mating systems, biological diversity, and
speciation. Depending on interest, topics such as
wildlife forensics, conservations genetics, human
migration, molecular clocks, and bioinformatics
will also be discussed.
One required laboratory each week with
continuing, independent laboratory projects.
Prerequisites: BIOL 002 or BIOL 034, and one
Group I or Group III Biology course or BIOL 025.
Natural sciences and engineering practicum.
2 credits.*
Not offered 2014-2015. Formica.
BIOL 137. Biodiversity and Ecosystem
Functioning
Can the current decline in global biodiversity alter
the functioning and stability o f ecosystems? The
answer to this question can be reached by
evaluating the ecological consequences of
changing patterns in biodiversity, through either
extinction or addition of species. We will review
the relative or specific role o f extrinsic factors
(climate, disturbance, soils, etc.), genetic,
taxonomic, and functional diversity in ecosystem
functioning using both experimental and natural
evidence.
Prerequisite: For Biology majors: any biology
course numbered BIOL 026 or higher. For ENVS
minors: participation in BIOL 036 is required.
Other students should seek permission of the
instructor before registration.
Lab required.
Natural sciences and engineering practicum.
2 credits.*
Not offered 2014-2015. Machado.
BIOL 138. Paleontology
The extraordinary diversity o f life is the product of
the ongoing processes of speciation and extinction.
An understanding of the fossil record is essential
to the formulation o f robust hypotheses about

Biology
evolutionary history and the relationships that tie
together all forms of life.
This seminar will use independent research
projects and a synthesis of primary literature to
highlight the key role that paleontological data
play in a range of biological research pursuits.
Prerequisites: Any GROUP II or III course.
Lab required.
Natural sciences and engineering practicum.
2 credits.*
Not offered 2014—2015. Downs.
*With permission o f instructor, a student may take
the discussion (NOT LAB) section of this seminar
as 1 credit of BIOL 093.

p. 149

Black Studies

p. 150

Coordinator:

SYDNEY CARPENTER (Studio Art)
Rose Maio (Administrative Coordinator)

Committee:

Timothy Burke (History)
Anthony Foy (English Literature)
Sharon Friedler (Dance)
Nina Johnson (Sociology and Anthropology)
Cheryl Jones-Walker (Black Studies, Educational Studies)
Keith Reeves (Political Science)23
Micheline Rice-Maximin (Modem Languages and Literatures, French)2
Peter Schmidt (English Literature)
Christine Schuetze (Sociology and Anthropology)3
Sarah Willie-LeBreton (Black Studies, Sociology and Anthropology)
Carina Yervasi (Modem Languages and Literatures, French)

2Absent on leave, spring 2015.
3Absent on leave, 2014-2015.

The purpose o f Black Studies is to introduce
students to the history, culture, art, social
relationships, and political, religious, and
economic experiences of black people in Africa
and the African Diaspora.
Black Studies has often stood in critical relation to
the traditional disciplines. Its scholars have used
traditional and nontraditional methodological tools
to pursue knowledge that assumes the peoples and
cultures o f Africa and the African diaspora are
central to understanding the world accurately. The
courses in the Black Studies Program at
Swarthmore enhance the liberal arts tradition of
the College, acknowledging positivist,
comparative, progressive, modernist and
postmodern, postcolonial, and Afrocentric
approaches.

The Academic Program
Course Minor
Students must successfully complete BLST 015
Introduction to Black Studies, normally in
freshman or sophomore year. Usually, students
must earn a grade point average of 3.0 or above in
Black Studies coursework in order to be accepted
into the program. In addition to Intro, students
must complete 4 courses that BLST Program
credit. Check the website or with the
Administrative Coordinator for the most current
list of courses. No more than 2 courses for the
minor may be taken off of Swarthmore’s campus.
At least one course must be outside of the
student’s major and no more than two courses may
double count, that is may be counted towards both
the major and the minor.

Honors Minor
Honors minors must meet all requirements of the
course minor. Students participating in the Honors
Program are invited to define a minor in the Black
Studies Program. Honors minors in Black Studies

must complete a two-credit preparation for their
honors portfolio to be submitted to external
examiners. The following options apply:
(1)
A two-credit honors thesis written
under program supervision,
(2)
A one credit thesis paired with a
BLST course,
(3)
A two-credit honors seminar that
counts toward the BLST Program, or
(4)
The pairing of two one-credit
courses that count toward the BLST
Program.
Requirements and Preparation fo r Honors
Minors
The 2-credit honors thesis must include work done
for the interdisciplinary minor and should entail
some unifying or integrative principle of
coherence. In addition, an honors thesis must also
include substantial work (normally 50% or more),
drawing on a discipline that is outside o f the
student’s major. The Black Studies Committee
must approve the proposal for the 2-credit honors
thesis, normally during the fall o f the student’s
senior year.
After consultation with the major department,
minors may draw on these preparations to enhance
or, where appropriate, to integrate their completed
or ongoing senior honors study for the major.
Work in the Black Studies Program may be
represented in the honors portfolio sent to the
external examiner by the inclusion of an essay
designed to enhance and/or integrate work done in
two or more courses, a revised and enriched
seminar paper or a term paper from a Black
Studies Program course, a video or audio tape o f a
creative performance activity in dance or music, or
other approved creative work.

Special Major
Students preferring more intensive work in Black
Studies are welcome to design a special major by

Black Studies
consulting with the program’s coordinator, usually
during sophomore year. The special major
includes die requirements for the minor plus 5
additional credits, one of which usually includes a
cap stone experience to be decided upon in
consultation with the program’s coordinator.

Thesis / Culminating Exercise
Students may complete a 1-credit course thesis
(BLST 091) as part o f the Black Studies minor or
special major. Permission will be granted only
after consultation with the Black Studies
coordinator and committee. Approval must be
secured by the spring of junior year.

Application Process Notes for the
Major or the Minor
Students in any department may add an
interdisciplinary minor in the Black Studies
Program to their departmental major by fulfilling
the requirements stated subsequently. Applications
for admission to the black studies interdisciplinary
minor should be made in the spring semester of the
sophomore year to the program coordinator. All
programs must be approved by the Black Studies
Committee.

Life After Swarthmore
Students with a background in black studies have
pursued a number of paths after graduation. Some
have worked in research, or social service
organizations, while others have gone directly to
graduate school. Many eventually become teachers
or professors. Others work in the broadcasting,
arts, journalism, international law, business,
finance, or in non-governmental organizations. All
consider black studies to have been an important
part of their liberal arts education.

Courses
Courses in the Black Studies Program are listed
below. Courses o f independent study, special
attachments on subjects relevant to black studies,
and courses offered by visiting faculty that are not
regularly listed in the catalog may also qualify for
credit in the program, subject to the approval of
the Black Studies Committee. Students who wish
to pursue these possibilities should consult with
the program coordinator.
The following courses may be counted for credit
in the Black Studies Program. Descriptions of the
courses can be found in each department’s course
listings in this catalog.
Black Studies
BLST 015. Introduction to Black Studies
This course introduces students to the breadth and
depth o f the discipline in the Black Studies
Program, using primary sources. It begins with an
examination of current debates that define theory,

p. 151
method, and goals in black studies. It also
examines the movement from the more objectcentered Africana studies to subject- and agenticoriented black studies that occurred as a result of
civil rights and anti-colonialist movements in the
U.S., Africa, the Caribbean, and Europe. The
course examines the challenges that were levied
against traditional academic disciplines with the
rise o f anti-racist scholarship. It briefly examines
the conversation between American, Caribbean,
and African postcolonialists, and it allows students
to delve into some o f black studies’ most current
and exciting scholarship, with a focus on the U.S.
1 credit.
Fall 2014. Johnson.
BLST 040G. Between the “Is” and the
“Ought” Black Social and Political
Thought
(Cross-listed as SOCI040G)
Our study o f black social and political thought will
include not only the pivotal scholarly texts, but
also the social and political practice and cultural
production o f abolitionists, maroons, PanAfricanists, club women, freedom fighters, poets,
and the vast array of “race men and women”
across the spectrum of crusades. We will explore
the range o f intellectual and cultural production
and protest ideology/action of Blacks through the
politics and social observation of the pre­
emancipation period, post-emancipation liberation
struggles, and the post-colonial and post-civil
rights period.
1 credit.
Not offered 2014—2015. Johnson.
BLST 059. The Black Freedom Struggle:
From Civil Rights to Hip-Hop
(Cross-listed as HIST 059)
This course is devoted to the study of the black
efforts to achieve political, social and economic
equality within the United States through protest.
Students will investigate the links between protest
efforts in the era of World War II, the nonviolent
and radical phases of the modem civil rights
movement and the development of a new culture
of protest in the last quarter o f the 20th century. In
addition to studying historical texts, students will
analyze various forms of protest media such as
Black Radio Days, cartoons, paintings and plays of
1960s Black Arts Movement and the poems,
lyrics, and graphic art of early hip-hop.
1 credit.
Spring 2015. A. Dorsey.
BLST 090G. Black Liberation 1969: Black
Studies in History Theory and Praxis
(Cross-listed as HIST 090G)
This research seminar on the civil rights
movement and student activism will investigate
the history of the black student movement on

Black Studies
college campuses in America circa 1968-1972
with an emphasis on unearthing the story of
Swarthmore’s own black student protest in 1969.
Students will write the first accurate history of the
black protest as well as develop a creative project
designed to educate the campus and broader
community about these events.
1.5 credits.
Fall 2014. A. Dorsey.
BLST 091. Thesis
Writing course.
1 credit.
Each semester. Staff.
BLST 092. Seminar in Black Studies
1 credit.
Not offered 2014-2015.
BLST 093. Directed Reading
1 credit.
Each semester. Staff.
BLST 180. Honors Thesis
2 credits.
Each semester. Staff.
Dance
DANC 043. African Dance I
DANC 049. Performance Dance: Repertory:
African
DANC 053. African Dance II
DANC 078. Dance/Drum Ensemble
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 081. Economic Development
ECON 082. The Political Economy o f Africa
ECON 171. Labor and Social Economics
ECON 181. Economic Development
Educational Studies
EDUC 068. Urban Education
EDUC 167. Identities and Education

p. 152
French
FREN 043. Ecrore le moi
FREN 045D. Le monde francophone: African
Cinema
FREN 046D. Poésies d’écritures françaises
FREN 056. Ces femmes qui écrivent/Reading
French Women
FREN 077. Caribbean and African Literatures and
Cultures in Translation
FREN 110, Histories d’lsles
FREN 111. Le Désir colonial: représenterions de
la différence dans l’imaginaire français
FREN 114. Théâtre d’écritures françaises
FREN 115. Paroles de femmes
History
HIST 007A. African American History, 1619—
1865
HIST 007B. African American History, 1865Present
HIST 008A. West Africa in the Era o f the Slave
Trade, 1500-1850
HIST 008B. Mfecane, Mines, and Mandela: South
Africa From 1650 to the Present
HIST 008C. From Leopold to Kabila: Central
Africa’s Bad 20th Century
HIST 051. Black Reconstruction
HIST 053. Black Women in the Civil Rights
Movements
HIST 058. Africa in America: Gullah/Geechee
Life and Culture
HIST 059. The Black Freedom Struggle: Civil
Rights to Hip Hop
HIST 089. Environmental History o f Africa
HIST 090E. On the Other Side o f the Tracks:
Black Urban Community
HIST 137. Slavery: 1550-1865
HIST 140. The Colonial Encounter in Africa
Linguistics
LING 052. Historical and Comparative Linguistics
Literatures
LITR 059F. Re-Envisioning Diaspora
LITR 077F. Caribbean and African Literature and
Culture in Translation

English Literature
ENGL 009S. First-Year Seminar: Black Liberty,
Black Literature
ENGL 060. Early African American Print Cultures
ENGL 061. Core: Fictions o f Black America
ENGL 062. Classic: Black Autobiography
ENGL 063. Contemporary Black Autobiography
ENGL 064. The New Negro Versus Jim Crow
ENGL 068. Black Culture in a “Post-Soul” Era
ENGL 119. Black Cultural Studies Seminar

Music
MUSI 003. Jazz History
MUSI 003B. Jazz and the Trans-Atlantic African
Diaspora
MUSI 061. Jazz Improvisation
MUSI 071. Afro-Caribbean Drum Circle
MUSI 078. Dance/Drum Ensemble

Film and Media Studies
FMST 059. Re-Envisioning Diaspora

Philosophy
PHIL 061. Philosophy of Race and Gender

Black Studies
Political Science
POLS 070B. Politics o f Punishment (instructor’s
permission required)
POLS 106. The Urban Underclass and Public
Policy (instructor’s permission required)
Religion
RELG 010. African American Religions
RELG 024. From Vodun to Voodoo: African
Religions in the Old and New Worlds
RELG 025. Black Women and Religion in the
United States
RELG 109. Afro-Atlantic Religions
Sociology and Anthropology
ANTH 003F. Culture and Religion in Africa
ANTH 003G. First-Year Seminar: Development
and Its Discontents
ANTH 023C. Anthropological Perspectives on
Conservation
ANTH 043F. Culture, Power and Religion in
Africa
SOAN 020B. Urban Education
SOCI007B. Introduction to Race and Ethnicity in
the United States
SOCI 007C. Sociology Through African American
Women’s Writing
SOCI 0401. Race and Place: A Philadelphia Story
SOCI 127. Race Theories

p. 153

Chemistry and Biochemistry

p. 154

KATHLEEN P. HOWARD, Professor
ROBERT S. PALEY, Professor and Chair
PAUL R. RABLEN, Professor
THOMAS A. STEPHENSON, Professor34
STEPHEN T. MILLER, Associate Professor
LILIYA A. YATSUNYK, Associate Professor3
JESSICA L. SARVER, Visiting Assistant Professor
KEVIN D. WELCH, Visiting Assistant Professor
VIRGINIA M. HECK, Senior Lecturer
MARIA G. NEWPORT, Lecturer
CAROLINE A. BURKHARD, Laboratory Instructor
DONNA T. HALLEY, Laboratory Instructor
LORI P. SONNTAG, Laboratory Instructor
IAN MCGARVEY, Scientific Instrumentation Specialist
CATHERINE CINQUINA, Administrative Assistant
3 Absent on leave, 2014-2015.
4 Absent on administrative leave, 2014-2015.

The objective of the Chemistry and Biochemistry
Department is to offer effective training in the
fundamental principles and basic techniques of the
science and to provide interested students with the
opportunity for advanced work in the main sub­
disciplines of modem chemistry.
The department offers a course major, honors
major, course minor, and honors minor in
chemistry. In addition, the department offers the
following special majors: in collaboration with the
Biology Department, a course major and an honors
major in biochemistry; and in collaboration with
the Physics and Astronomy Department, a course
major and an honors major in chemical physics.
We offer teacher certification in chemistry through
a program approved by the state o f Pennsylvania.
For further information about the relevant set of
requirements, please refer to the Educational
Studies section.

The Academic Program
Course Sequence Recommendations
Students planning a major in chemistry or
biochemistry should complete Chemistry 010/010
HN and 022 during their first year at Swarthmore.
During the sophomore year students can take 032
and 038 or 044 and 055 if the physics and
mathematics requirements for physical chemistry
have been completed. In addition, students
planning a major in Biochemistry should complete
Biology 001 in their first two years at Swarthmore.
In the last two years, chemistry and biochemistry
majors have some flexibility about the sequencing
of the remaining requirements for the major.
However, students should note that completion of
Chemistry 010/010 HN, 022 and one semester of a
40-level or 50-level course constitute a minimum
set of prerequisites for enrollment in any
CHemistry and Biochemistry Department 100level seminar. In addition, individual seminars

carry additional prerequisites so students should
plan ahead accordingly.

Course Major in Chemistry
The course major in chemistry consists o f eight
required core courses, as well as their mathematics
and physics prerequisites, plus a 100-level elective
seminar. All majors must complete the senior
comprehensive requirement, as described in a later
section.
Requirements
CHEM 010/010 HN CHEM022
CHEM 032
CHEM 038
CHEM 044
CHEM 055
CHEM 056
CHEM 057
One 100-level seminar
Ancillary Requirements (prerequisites for physical
chemistry):
PHYS 003 and PHYS 004/004L (or 007,008)
MATH 034 (or equivalent)
Acceptance Criteria
All applications are reviewed by the entire
department. We consider grades in all collegelevel courses in chemistry, biology, mathematics,
and physics. Decisions will not normally be made
until two chemistry courses are completed and
significant progress has been made towards
meeting the physics and mathematics prerequisite
requirements for enrollment in physical chemistry.
An element in a student’s acceptance as a major is
our considered judgment of the student’s potential
for satisfactory performance in advanced course
work and fulfillment of the comprehensive
requirement.

Chemistry and Biochemistry
Course Minor in Chemistry
Requirements
The course minor in chemistry has the following
requirements:
1. The minor consists of five chemistry credits,
plus any prerequisites necessary. The chemistry
credits must include 010/010 HN, 022, and 044
and two additional credits, at least one o f which
must be numbered 050 or higher. Chemistry 001
and research credits (094,096,180) may not be
used to fulfill the requirements for the minor.
2. At least four of the five credits must be earned
at Swarthmore College.
3. The minor will not be titled anything other than
“chemistry.” For example, there will be no minor
in “organic chemistry” or “physical chemistry,”
etc.
Acceptance Criteria
Applications are reviewed by the entire
department, and decisions are made on the basis of
the considered judgment of the faculty.

Honors Major in Chemistry
Requirements
An Honors preparation in Chemistry consists of
three seminars - two in Chemistry (see item 1,
below) and one in a minor - and a research thesis
(see item 2, below). If, after following the
procedures for applying for research in the
department, an on-campus research mentor cannot
be found, an Honors candidate should consult with
the department's class adviser to explore alternate
means of meeting the requirement.
1. Honors chemistry majors must take at least two
seminars (instead of only one required for the
course major). These seminars (and their
associated prerequisites) will serve as two of the
honors preparations in the major.
2. Honors chemistry majors are expected to write
a senior research thesis under the supervision of an
on-campus research mentor. The thesis represents
the third honors preparation. Preparation for a
Research Thesis within an Honors Program
consists of enrollment in two credits of Chemistry
180 during the senior year. Except under
extraordinary circumstances, students presenting a
thesis for external examination will also spend the
summer between their junior and senior years on
campus initiating their research project.
The Honors Exams for Majors and
Preparations
The fields offered by the Chemistry and
Biochemistry Department for examination by
external examiners as part o f the Honors Program
are the topics o f the 100-level seminars. The
department will offer at least two of these
preparations (seminars) during each academic
year.

p. 155

All fields in chemistry (except the Research
Thesis) will be examined in three hour written
examinations prepared by External Examiners.
The Honors Research Thesis will be examined
orally by the External Examiner chosen in that
field. Honors oral exams for other preparations
will be conducted by individual Examiners as
well.
Acceptance Criteria
Applications are reviewed by the entire
department, and decisions are made on the basis of
the considered judgment of the faculty. To be
admitted as a major in the Honors Program, a
student must present a minimum of two courses in
chemistry taken at Swarthmore College. In
addition, the department looks for indications that
the student will participate actively in seminars
and can successfully work in an independent
manner. To be eligible, no grade in the department
may be below a B- and the GPA in chemistry
courses should be 3.0 or higher. A student
previously accepted into the Honors Program but
not maintaining this GPA in chemistry courses
might be, by department decision, asked to
withdraw from the Honors Program.

Honors Minor in Chemistry
Requirements
The honors minor in chemistry parallels the course
minor, except that the program for an honors
minor must include a seminar. The seminar serves
as the basis of the honors preparation.
The Honors Exam for Minors and
Preparations
All o f the fields available to majors are available
for students wishing to minor in chemistry, with
the exception of the Research Thesis. All minors
must meet the same prerequisite requirements for
seminars established by the Chemistry and
Biochemistry Department majors.
Acceptance Criteria
Applications are reviewed by the entire
department, and decisions are made on the basis of
the considered judgment o f the faculty. To be
admitted as a minor in the Honors Program in
chemistry, a student must present a minimum of
two courses in chemistry taken at Swarthmore
College. In addition, the department looks for
indications that the student will participate actively
in seminars and can successfully work in an
independent manner. To be eligible, no grade in
the department may be below a B- and the GPA in
chemistry courses should be 3.0 or higher. A
student previously accepted into the Honors
Program but not maintaining this GPA in
chemistry courses might be, by department
decision, asked to withdraw from the Honors
Program.

Chemistry and Biochemistry
Special Major in Biochemistry
The biochemistry major combines work in both
the Chemistry and Biochemistry Department and
the Biology Department. The requirements for a
biochemistry major include all the requirements
for a chemistry major plus additional course work
in biology.
Requirements
CHEM 010/010 HN CHEM022
CHEM 032
CHEM 038
CHEM 044
CHEM 055
CHEM 056
CHEM 057
One biochemically related 100-level seminar in
the Chemistry and Biochemistry Dept. (CHEM
106,108 or 110)
Ancillary Requirements (prerequisites for
physical chemistry):
PHYS 003 and PHYS 004/004L (or 007,008)
MATT! 034 (or equivalent)
Biochemistry majors must also complete either (1)
a biochemically related sophomore-level Biology
course (with lab) and a biochemically related
advanced Biology seminar (with lab) or (2) two
biochemically related, sophomore-level biology
courses (with labs).
Biochemistry-related courses offered in the
Biology Department include: BIOL 010
(Genetics), BIOL O il (Epigenetics), BIOL 014
(Cell Biology), BIOL 016 (Microbiology), BIOL
017 (Microbial Pathogenesis and the Immune
Response), BIOL 020 (Animal Physiology), BIOL
022 (Neurobiology), BIOL 024 (Developmental
Biology) and BIOL 025 (Plant Biology). Please
note the biology prerequisites for these courses
and plan accordingly.
Biochemistry-related seminars offered in the
Biology Department include: BIOL 110 (Human
Genetics), BIOL 111 (Developmental Genetics),
BIOL 114 (Symbiotic Interactions), BIOL 115
(Plant Developmental Biology), BIOL 116
(Microbial Processes and Biotechnology), BIOL
120 (Sleep and Circadian Rhythms), BIOL 123
(Learning and Memory), and BIOL 124
(Hormones and Behavior). Please note the biology
prerequisites for these courses and plan
accordingly.
Acceptance Criteria
Acceptance criteria are the same as for chemistry
majors.
Requirements for Honors Major in
Biochemistry
The honors biochemistry major has the same set of
requirements as the course biochemistry major,
plus the requirement of four honors preparations in
at jeast two departments must also be met, as
follows:

p. 156

1. Topics in Bioinorganic Chemistry (CHEM 106)
or Biochemistry (CHEM 108) or Biophysical
Chemistry (CHEM 110).
2. One biochemically oriented preparation from
the Biology Department.
3. A two-credit biochemically oriented Research
Thesis carried out under the supervision o f faculty
from the Chemistry and/or Biology Departments.
4. One additional preparation chosen from the
Chemistry and Biochemistry Department or from
biochemically related preparations offered by
either the biology or psychology departments.

Special Major in Chemical
Physics
The chemical physics major combines course
work in chemistry and physics at the introductory
and intermediate levels, along with some advanced
work in physical chemistry and physics, for a total
o f between 10 and 12 credits. Laboratory work at
the advanced level in either chemistry or physics is
required; math courses in linear algebra and
multivariable calculus are prerequisites for this
work.
Requirements
In preparation for a major in chemical physics,
students must complete by the end of the
sophomore year: (1) CHEM 010/010 HN and 022;
(2) PHYS 005, 007,008 (PHYS 003, 004 can
substitute, but the 005,007,008 sequence is
strongly recommended); (3) further work
appropriate to the major in either CHEM (044,
055,056, and/or 057) or PHYS (014 and 050); (4)
MATH 034. A chemical physics major will
ordinarily include both semesters o f physical
chemistry (CHEM 044 and 055). A student may
satisfy the requirement for laboratory work at the
advanced level by completing a research thesis
(CHEM 096 or 180), but in the absence o f a
research thesis, the major must include CHEM 057
or PHYS 082 in order to satisfy the requirement.
Example o f a special major in chemical physics'.
CHEM 022, 044,055, 056,057,105; PHYS 007,
008,014,050, 111, 113.
Acceptance Criteria
Acceptance criteria are the same as for chemistry
majors, except that the faculty of both the
chemistry and biochemistry and physics and
astronomy departments are actively involved in
the decision.
Requirements for Honors Major in
Chemical Physics
The honors chemical physics major has the same
set of requirements as the course chemical physics
major, plus the requirement of four Honors
Preparations in at least two departments must also
be met, as follows:
1. One preparation (seminar) chosen from the
Chemistry and Biochemistry Department.

Chemistry and Biochemistry
2. One preparation (seminar) chosen from the
Physics and Astronomy Department.
3. A two-credit Research Thesis carried out under
the supervision of faculty from the Chemistry
and/or Physics Departments.
4. One additional preparation chosen from the
Chemistry and Biochemistry Department or from
the Physics and Astronomy Department.

Comprehensive Requirements
Chemistry
The senior comprehensive requirement consists o f
two components.
The first component revolves around the
department’s Colloquium Series. During the
academic year, speakers from other institutions
visit our campus and present colloquia about their
research. Each speaker recommends a small
amount o f published background material, which
students and faculty read in preparation for the
visit. These materials also serve as the basis for a
“preview session,” during which a small group of
students presents background and context for the
speaker’s research. All senior majors are required
to (1) attend the preview sessions, (2) review the
suggested readings, (3) participate as a presenter in
at least one preview session during the year, and
(4) attend the actual colloquium presentations.
The department offers two routes for satisfying the
second component of the comprehensive
requirement:
a. Completion of a two-credit research thesis. The
thesis must be based on research carried out during
the senior year and, in most cases, the preceding
summer as well. Honors majors must choose this
option. Senior majors who do not write a research
thesis must take a series o f short exams
administered throughout the academic year. These
exams are based on the presentations made by
speakers in the department’s Colloquium Series
and the literature readings that the speakers
suggest. The following regulations will govern the
exams:
1. The department will administer a minimum of 7
exams during each academic year.
2. An exam will generally be administered during
the week following a speaker’s presentation.
3. The exams will be designed such that prepared
students should be able to answer the question(s)
in 60 ,(ninutes or less.
4. Satisfactory performance on any 4 o f the exams
constitutes completion o f this component of the
comprehensive requirement.
Finally, all students must attend at least one safety
training session before the beginning of the senior
year. These are offered one time per semester
during the academic year and one time during the
summer research session.

p. 157

Biochemistry
The comprehensive requirement for biochemistry
majors is the same as for chemistry majors.
Chemical Physics
The comprehensive requirement for chemical
physics majors is the same as for chemistry
majors. Occasionally, however, and on a case-by­
case basis, the department is willing to negotiate a
“hybrid” colloquium series for students
completing a chemical physics special major. In
consultation with both departments (chemistry and
biochemistry and physics and astronomy), the
student may draw up a list of colloquia pertinent to
the special major and taken partly from the
colloquium series of each department, and then
participate in only these colloquia. However, in no
event will the total number of talks for the year
amount to fewer than the number of colloquia
scheduled for the Chemistry and Biochemistry
series.

Advanced Placement/lnternational
Baccalaureate Credit
Students with a score o f 5 on the Chemistry AP
exam (taken their junior year in high school or
later) or a score of 6 or 7 on the Higher Chemistry
IB exam can place into Foundations of Chemical
Principles —Honors (Chemistry 010 HN). Students
can use the Chemistry Placement Exam to place
into Chemistry 010 HN in the absence of an AP/IB
score.

Transfer Credit
It is sometimes possible to receive Swarthmore
credit for chemistry courses taken at other colleges
and universities, provided that they were taken
after the student matriculated at Swarthmore. If
you wish to take a chemistry course on another
campus and to receive Swarthmore credit for
doing so, it is essential that you follow the proper
procedure and that you plan in advance. It is also
important to realize that not all courses will be
eligible for credit. See the department website for
details.

Off-Campus Study
The Chemistry and Biochemistry Department is
eager to accommodate the study abroad aspirations
of chemistry and biochemistry majors. However,
substantial advance planning is required and
interested students are encouraged to plan their
Sophomore Plan carefully and consult with their
academic adviser.

Research
The Chemistry and Biochemistry Department
offers opportunities for students to engage in
collaborative research with faculty members. Each
fall semester, the department hosts a series of short

Chemistry and Biochemistry
presentations by faculty members, outlining the
research projects available. This meeting, normally
held in November, serves as the starting point for
student participation in research during the
following summer and/or academic year.
Academic Year Opportunities
The Department of Chemistry and Biochemistry
offers three ways for students to engage in
supervised research for academic credit, during the
academic year:
a. CHEM 094 (research project). Students may
enroll in this course for either a half credit or a full
credit. A half credit implies a time commitment of
5-7 hours per week, while a full credit implies a
time commitment o f 10-15 hours per week.
b. CHEM 096 (research thesis). A full year (two
credits) of CHEM 096 corresponds to a research
thesis for course majors.
c. CHEM 180 (honors research thesis). A full year
(two credits) o f CHEM 180 corresponds to a
research thesis for honors majors.
All students who enroll for at least one full credit
of research during an academic year are required
to participate in the department’s Colloquium
Series and present a poster sometime during the
academic year.
Research Conducted in Other
Departments
Students writing a research thesis as part of their
plan to satisfy the comprehensive requirement in a
chemistry, biochemistry, or chemical physics
major (see above) sometimes elect to carry out
their research with a faculty member in an allied
department, such as biology, physics and
astronomy, or engineering. In general, such
students have two options for how to register for
courses corresponding to the thesis:
Option 1: Use the appropriate chemistry courses
(two credits of CHEM 096 for a course thesis,
or two credits of CHEM 180 for an honors
thesis).
Option 2: Use the course designations appropriate
to the department in which the research is
conducted. For research conducted with a
biology faculty member, for instance, a student
might enroll in one credit of BIOL 180 and one
credit of BIOL 199 over the course o f the senior
year. The thesis must ultimately consist of at
least two full credits.

American Chemical Society
Certification
Certification by the American Chemical Society
(ACS) requires a second seminar and a research
thesis through a full year of CHEM 096 or 180 (in
addition to the minimum chemistry major).

p. 158

Courses
CHEM 001. Chemistry in Context: Applying
Chemistry to Society
This course covers a series o f real-world issues
with significant chemical content. Topics will be
drawn from areas such as environmental
chemistry, energy sources, materials, and human
health. Tlie course seeks to develop in students the
ability to make informed decisions about issues
that intersect with technology. Students may not
receive credit for CHEM 001 if they have
previously received credit for CHEM 010 or
CHEM 010 HN.
One laboratory period every second w eek..
Natural sciences and engineering practicum.
Eligible for ENVS program.
1 credit.
Not offered 2014-2015.
CHEM 010. Foundations of Chemical
Principles
Building upon a student’s high school introduction
to chemistry, a study of the general concepts and
basic principles of chemistry, including atomic and
molecular structure, bonding theory, molecular
interactions, and the role of energy in chemical
reactions. Applications will be drawn from current
issues in fields such as environmental, biological,
polymer, and transition metal chemistry. CHEM
010 is the normal point of entry for the chemistry
and biochemistry curriculum.
One laboratory period weekly.
Natural sciences and engineering practicum.
1 credit.
Fall.2014. Sarver, Welch.
CHEM 010 HN. Foundations of Chemical
Principles - Honors
Topics will be drawn from the CHEM 010
curriculum but discussed in greater detail and with
a higher degree of mathematical rigor. Special
emphasis will be placed on the correlation of
molecular structure and reactivity, with examples
drawn from such fields as biological, transition
metal, organic, polymer, and environmental
chemistry. Some familiarity with elementary
calculus concepts will be assumed.
Can only be taken as either a first or second year
student.
One laboratory period weekly.
Prerequisite: A score of 5 on the Advanced
Placement Chemistry Examination taken junior
year in high school or later, a score o f at least 6 on
the International Baccalaureate advanced (higher
level) chemistry examination, or by performance
on the departmental placement examination given
the week prior to the start of classes of a student’s
first-year at Swarthmore.

Chemistry and Biochemistry
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Rablen.
CHEM 022. Organic Chemistry I
An introduction to the chemistry o f some of the
more important classes o f organic compounds;
nomenclature, structure, physical and
spectroscopic properties; methods of preparation;
and reactions of aliphatic and aromatic
hydrocarbons, halides, and monofunctional
oxygen compounds, with an emphasis on ionic
reaction mechanisms.
One laboratory period weekly.
Prerequisite: CHEM 010 or CHEM 010 HN.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Rablen.
CHEM 032. Organic Chemistry II
A continuation o f 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 2014. Paley.
CHEM 038. Biological Chemistry
An introduction to the chemistry of living systems:
protein conformation, principles of biochemical
preparation techniques, enzyme mechanisms and
kinetics, bioenergetics, intermediary metabolism,
and molecular genetics.
One laboratory period weekly.
Prerequisite: CHEM 032.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Miller.
CHEM 044. Physical Chemistry: Atoms,
Molecules and Spectroscopy
A quantitative approach to the description of
structure in chemical and biochemical systems.
Topics will include introductory quantum
mechanics, atomic/molecular structure, a range of
spectroscopic methods and statistical mechanics.
Systems o f interest will range from gas-phase
single molecules to condensed-phase
macromolecular assemblies.
One laboratory period weekly.
Prerequisites: CHEM 010/010 HN; CHEM 022;
MATH 25 (or equivalent); and PHYS 003 and 004
(or 003,004L, or 007,008). Prior enrollment in
MATH 034 (or equivalent) is recommended.
Natural sciences and engineering practicum.

p. 159

1 credit.
Fall 2014. Howard.
CHEM 055. Physical Chemistry: Energy
and Change
A quantitative approach to the role that energy and
entropy play in chemical and biochemical systems.
Topics include states o f matter, the laws of
thermodynamics, chemical equilibria,
electrochemistry, the thermodynamics o f solutions
and phases and chemical kinetics/dynamics.
Examples will be drawn from both real and ideal
systems in chemistry and biochemistry.
Prerequisites: CHEM 010/010 HN; PHYS 003,
004 (or 003,004L or 007,008) and MATH 034
(or equivalent).
1 credit.
Spring 2015. Sarver.
CHEM 056. Inorganic Chemistry
A study of the structure, bonding, and reactivity of
inorganic compounds with emphasis on the
transition metals. Included in die syllabus are
discussions of crystal and ligand field theories,
organometallic chemistry, and bioinorganic
chemistry.
Prerequisites: Four prior semesters o f college
chemistry.
1 credit.
Spring 2015. Welch.
CHEM 057. Advanced Integrated
Experimental Chemistry
Integrated experimental projects incorporating
analytical, inorganic, physical, and biochemistry
methods. In the absence o f extenuating
circumstances, it is strongly recommended that
this course be taken as a junior.
Prerequisites: CHEM 044; CHEM 056 must have
already been completed or taken as a co-requisite.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Howard, Welch.

Seminars
Students should note that completion o f CHEM
010/010 HN, 022, and one semester of a 40-level
or 50-level course constitute a minimum set of
prerequisites for enrollment in any Chemistry and
Biochemistry Department seminar. In unusual
circumstances, the department will consider
whether completion of work of comparable
sophistication in another department can substitute
for the requirement that a 40-level or 50-level
chemistry course be completed prior to enrollment
in a seminar. Individual seminars carry additional
prerequisites, as listed here.
CHEM 102. Topics in Organic Chemistry
This course will address selected advanced topics
of current interest in the field o f synthetic organic

Chemistry and Biochemistry
chemistry. Material will largely be drawn from the
current research literature and will likely include
such topics as the applications of stoichiometric
and catalytic organometallic chemistry, the control
of relative and absolute stereochemistry, the use of
“organocatalysts,” and carbohydrates. The total
synthesis of architecturally challenging natural
products will serve to highlight the application of
these technologies.
Additional prerequisites: CHEM 032 and CHEM
044,055 or 056.
1 credit.
Spring 2015. 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
molecular symmetry and group theory, will be
applied to the study of atomic and molecular
spectroscopy.
Additional prerequisites: CHEM 044, MATH 34
(or equivalent). Some familiarity with linear
algebra will be useful.
1 credit.
Not offered 2014-2015.
CHEM 106. Topics in Bioinorganic
Chemistry
This seminar will start with a brief review o f the
basic principles of inorganic and biological
chemistry as well as an overview of relevant
biophysical techniques. Materials will be drawn
largely from the primary literature. Students will
be challenged to read and evaluate scientific
papers critically. The main topics of this course
will have to do with the function and coordination
of metals in biological systems: important
cofactors and metal clusters that carry out catalysis
and electron transfer reactions, metal homeostasis,
metals in medicine, and the importance of
inorganic model compounds to understand the
function of biological systems.
Additional prerequisites: CHEM 038 and CHEM
056.
1 credit.
Not offered 2014-2015.
CHEM 108. Topics in Biochemistry
Physical methods used to study high-resolution
biomacromolecular structure will be discussed,
using examples from the primary literature.
Techniques used to measure the forces stabilizing
intramolecular and intermolecular interactions and
their application to proteins will be included.
Additional prerequisites: CHEM 038, CHEM 044
or 055.
1 credit
Fall 2014. Miller.

p. 160

CHEM 110. Topics in Biophysical
Chemistry
An introduction to the interdisciplinary field of
biophysical chemistry in which biological systems
are explored using the quantitative perspective of
the physical scientist.
Additional prerequisites: CHEM 038, CHEM 044
or 055.
1 credit.
Not offered 2014—2015.

Student Research
All students who enroll in one or more research
courses during the academic year are required to
participate in the department’s colloquium series
and present the results o f their work at a poster
session during the academic year.
CHEM 094. Research Project
This course provides the opportunity for qualified
students to participate in research with individual
faculty members. Students who propose to take
this course should consult with file faculty during
the preceding semester concerning areas under
study. This course may be elected more than once.
Students may enroll in this course for either a half
credit or a fiill credit. A half credit implies a time
commitment of 5-7 hours per week, while a full
credit implies a time commitment of 10-15 hours
per week.
0.5 or 1 credit
Each semester. Staff.
CHEM 096. Research Thesis
Chemistry and biochemistry majors will be
provided with an option of writing a senior
research thesis as part of their comprehensive
requirement. Thesis students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years. A
minimum of 2 credits of CHEM 096 must be taken
during the last three semesters o f the student’s
residence at Swarthmore.
1 credit.
Each semester. Staff.
CHEM 180. Honors Research Thesis
An opportunity for students in the External
Examination Program to participate in research
with individual faculty members. The thesis topic
must be chosen in consultation with a member of
the faculty and approved early in the semester
preceding the one in which the work is to be done.
A minimum of 2 credits of CHEM 180 must be
taken during the last three semesters of the
student’s residence at Swarthmore.
1 credit
Each semester. Staff.

Classics

p. 161

ROSARIA MUNSON, Professor
WILLIAM N. TURPIN, Professor
GRACE LEDBETTER, Associate Professor and Chair
JEREMY LEFKOWITZ, Assistant Professor
DEBORAH SLOMAN, Administrative Assistant
The field of Classics is devoted to the study o f the
cultures of the ancient Greeks and Romans. The
curriculum includes training in the Greek and
Latin languages at the Elementary, Intermediate,
and Seminar levels. In addition, the department
offers a range o f courses on the history, literature,
philosophy, religion, and cultural life of antiquity,
including classes that explore the reception o f the
Classical past in later periods up to the present
day. The rigorous training in Greek and Latin that
is the hallmark o f Swarthmore’s Classics program
has meant that the department enjoys remarkable
success in producing students who go on to
become leaders in the field. But because it is a
truly interdisciplinary field, Classics also appeals
to students with a wide variety o f interests and
career goals.

The Academic Program
Greek, Latin, classical studies, and ancient history
may be a major or minor subject in either the
Course or the Honors Program. Three o f these
majors (Greek, Latin, and ancient history) require
advanced work in one of the original languages,
while a major or minor in classical studies and a
minor in ancient history encourage but do not
require language study. Acceptance into one of the
majors is dependent on promising work in relevant
courses (normally indicated by A ’s and B’s).

Course Major
Greek: 8.5 credits required, including 0.5-credit
senior course study (see below). Two credits must
come from an honors seminar in Greek.
Latin: 8.5 credits required, including 0.5-credit
senior course study (see below). Two credits must
come from an honors seminar in Latin.
Classical Studies: 8.5 credits in Greek, Latin,
classical studies or ancient history including 0.5credit senior course study (see below). Two credits
must come from a Classical Studies Capstone
Seminar plus attachment. Other departments on
campus offer courses focused on aspects of
classical antiquity (e.g. art history, philosophy,
political science), and usually these will count
toward completion of the major; students are
advised to consult the chair for an accurate list of
such courses. For 2014-2015, these additional
courses are ARTH 018, PHIL 020, PHIL 102,
POLS O il, POLS 100, RELG 057, and 059.
Ancient History: A major in ancient history
consists of four ancient history courses (ANCH
031,032,042, 044, 056, or 066), four credits in
Greek or Latin, two o f which must be from an

honors seminar, and 0.5-credit senior course study.
A second seminar in Latin or Greek can be
substituted for two ancient history courses.

Course Minor
Greek: 5 credits in Greek.
Latin: 5 credits in Latin.
Classical Studies: 5 credits in Greek, Latin,
classical studies or ancient history
Ancient History: A course minor in ancient
history will consist of four courses in ancient
history, and an attachment to one o f them. That
attachment will be presented to members of the
department for evaluation and oral examination.

Culminating Exercise/Senior
Course Study
The culminating experience for course majors in
Greek, Latin, classical studies, and ancient history
is a 0.5-credit senior course study (GREK 098,
LATN 098, CLST 098, ANCH 098). This
independent study will be taken in the senior year
to prepare for a graded oral exam taken in the
spring with the Classics faculty. The oral exam
will be based on a 2-credit seminar the student has
completed. The students will submit their final
exams and a paper from the seminars, which may
be revised. The oral exams focus on the seminars
as a whole as well as on the papers and written
exams submitted. Enrollment in senior course
study will not prevent enrollment in a standard 4
credit course load.

Honors Program in Classics
Greek and Latin: For a major in Greek or Latin,
preparation for honors exams will normally consist
of three seminars; students may take a fourth
seminar in the major, but not for external
examination. A student minoring in Greek or Latin
will take one external examination based on one
seminar. Minors are, however, strongly
encouraged to take more than one seminar, in
order to be adequately prepared for the
examination.
Classical Studies: Honors majors will complete 8
credits in Greek, Latin, classical studies, or ancient
history. They must complete three 2-credit units of
study, o f which at least one must be a Classical
Studies Capstone Seminar (plus attachment).
Preparation for the honors exam will consist of the
three 2-credit units of study. Minors will complete
5 credits in Greek, Latin, classical studies, or
ancient history including a Classical Studies

Classics
Capstone Seminar plus attachment. The Classical
Studies Capstone Seminar plus attachment will
serve as the honors preparation for the minor.
Ancient History: For a major in ancient history,
one preparation will be a seminar in either Latin or
Greek. The other two preparations can be another
seminar in the same language and a course-plusattachment, or two courses-plus-attachments.
Students minoring in ancient history will take
three courses in ancient history and add an
attachment to one o f them. That course-plusattachment will be the preparation for the external
exam. No ancient language is required for this
minor.

Senior Honors Study
All honors majors and minors will select one paper
from each seminar to be sent to the external
examiner for that seminar. The student is free to
submit the paper with minor or major revisions or
no revisions at all. The department suggests a
word limit of 2,000-3,000 words as an appropriate
guideline (4,000 words is the senior honors limit
set by the College). Majors will, therefore, submit
three such papers, and minors will submit one.
Senior Honors Study is not required for students
whose Honors preparation is a course with an
attachment. The portfolio sent to external
examiners will contain the seminar papers,
together with syllabi and related materials, if any,
from the instructors. A combination of (threehour) written and (one-hour) oral exams will be
the mode o f external assessment for seminars. For
course-plus-attachment, examiners will receive the
course syllabus and the written product of the
attachment. The exam will be just an oral
assessment. However, the mode of external
assessment for Classical Studies honors minors
will be a three-hour written exam and oral exam
on the seminar and attachment.

Advanced Placement/international
Baccalaureate Credit
The department will grant one credit (only) for one
or more grades of 5 on the Latin AP, or the IB
equivalent. This credit may be counted toward the
major or minor in Latin or CLST.

Off-Campus Study
A semester of off-campus study is usually possible
for majors in classics. The department is a member
of the Intercollegiate Center for Classical Studies
in Rome, and encourages students in their junior
year to participate, preferably in the fall semester.
The ICCS program offers traditional courses in
Greek, Latin, Italian and renaissance and baroque
art history, and a required two-credit course based
on first-hand exposure to the archaeological and
artistic monuments of the ancient world to be
found in Rome, the Bay of Naples, and Sicily.

p. 162

Research and Summer Study
The department often sponsors students in
independent summer research, often in
cooperation with a faculty member. It regularly
supports the summer study of Latin and Greek at
other institutions, especially at the intermediate
and introductory levels. In particular our students
have had success with intensive summer courses in
elementary Latin and Greek at Berkeley, CUNY,
and University College, Cork, Ireland. The
department has also supported students
participating in archeological excavations of
classical sites, including in recent years the AngloAmerican Project at Pompeii and the SMU /
Franklin and Marshall field school at Poggio Colla
in Tuscany.

Life After Swarthmore
Many of our majors, and some minors, go on to
pursue careers as professional classicists, at both
the college and secondary levels. Swarthmore
students well prepared in both Latin and Greek are
competitive candidates for excellent graduate
programs in classics, and in related fields such as
medieval studies, English, history, and
archaeology. In recent years Classics majors have
been admitted to graduate programs at UNCChapel Hill, Penn, CUNY Graduate Center, Yale,
Harvard, Duke, Princeton, University o f Chicago,
and Stanford. Others have successfully obtained
teaching positions in secondary schools, both
public and private; it is worth mentioning that
there is a significant demand for teachers of Latin,
particularly at the secondary level, and some
states, including Pennsylvania, make it possible to
teach Latin in public schools before obtaining
professional certification. Most majors and minors
have successfully pursued careers only
tangentially related to classics, often after
attending professional school. There are
Swarthmore classicists in law, medicine, business,
art, and music, and many other walks of life.

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 provides a selection of
readings from the most important Greek authors,
including Herodotus, Thucydides, Sophocles,
Euripides, and Plato. The course meets four times
a week and carries 1.5 credits each semester.
Students who start in the GREK 001-002
sequence must pass GREK 002 to receive credit
for GREK 001.
Humanities. 1.5 credits.
Year-long course.
Fall 2014. Lefkowitz.

Spring 2015. Turpin.

Classics
GREK 011. Plato and Socratic Irony
This course will focus on one or more o f the
Socratic dialogues of Plato in Greek. Emphasis
will be placed on developing skills in reading and
composing Greek, and also on the analysis of
Plato’s characteristic literary techniques and
philosophical thought. The course will include a
systematic review o f grammar, syntax, and
vocabulary. GREK 011 is normally taken after
GREK 002.
Humanities. 1 credit.
Not offered 2014-2015.
GREK 012. Homer’s Ilia d
This course examines the literary, historical, and
linguistic significance o f Homer’s Iliad. Selections
from the poem are read in Greek and the entire
poem is read in translation.
Humanities. 1 credit.
Spring 2015. Munson.
GREK 013. Introduction to Plato’s
R e p u b lic

The main focus will be on reading Book I o f the
Republic in Greek, giving sustained attention
Greek grammar and vocabulary. We will also read
the rest o f the Republic in English, and consider
select problems o f interpretation, such as the role
of Plato’s “guardians,” the place o f poetry, and
Plato’s purpose in exploring an “ideal state.”
The course is intended for students who have
completed a first year of classical Greek, or the
equivalent in High School or summer courses.
Humanities. 1 credit.
Fall 2014. Turpin.
GREK 091. Attachment to a Classical
Studies Capstone Seminar
Students read texts in Greek that complement a
Classical Studies Capstone Seminar.
Humanities. 1 credit.
GREK 093. Directed Reading
Independent work for advanced students under the
supervision of an instructor. Interested students
should contact the chair as soon as possible
concerning possible authors and topics.
Humanities. 1 credit.
GREK 098. Senior Course Study
Independent study taken normally in the spring of
senior year by course majors. Students will
prepare for a graded oral exam held in the spring
with department faculty. The exam will be based
on any two-credit unit o f study within the major
(Honors seminar or course plus attachment), with
students submitting their final exam and a paper,
which can be revised.
0.5 credit.

p. 163

Latin
LATN 001-002. Intensive First-Year Latin
Students learn the basics o f the language, with
readings drawn from Plautus, Cicero, Sallus,
Martial, the emperor Augustus, and Catullus. The
course meets four times a week and carries 1.5
credits each semester. Year-long course.
Students must pass LATN 002 to receive credit for
LATN 001.
Humanities. 1.5 credits each semester.
Fall 2014. Munson.
Spring 2015. Lefkowitz.
LATN 013. Tradition and Transformation in
the Roman Empire
Selected readings by the poet Ovid. Topics will
include the range o f poetic genres in which Ovid
wrote, the characteristics o f his writing that remain
stable across these different genres, and Ovid’s
relationship to the history and culture o f the time
in which he lived.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Not offered 2014-2015.
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.
Not offered 2014-2015.
LATN 017. Latin Poetry and the Modernists
This course explores Latin poems influential in the
creation of the modernist verse of, in particular,
Ezra Pound and T.S. Eliot. The Latin texts are read
in the original, for their own sake and in their own
context. But we also explore the readings given
them by the modernists, in an attempt to assess the
uses and importance o f their common literary
tradition.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Not offered 2014—2015.
LATN 019. Roman Imperial Literature
This course will consider selected poetry or prose
from the Roman imperial period. Authors may
include Vergil, Ovid, Seneca, Juvenal, Tacitus, or
others. The course is appropriate for students who
have done at least one college Latin course at the
intermediate level and for some students who have
done college-level Latin in high school. Students
with no previous Latin courses at the college level
should consult the department chair before
enrolling.
Humanities. 1 credit.

Spring 2015. Lefkowitz.

Classics
LATN 023. The Roman Novel
This course focuses on Petronius’ Satyricon and/or
Apuleius’ Golden Ass. Besides reading extensively
from the works themselves, we will consider what
the genre “novel” means in Latin, what these
works have to tell us about Roman society and
language, and various other topics arising from the
novels and from contemporary scholarship about
them.
Humanities. 1 credit.
Not offered 2014-2015.
LATN 024. Latin Poetry and the Roman
Revolution
The transformation of the Roman Republic into
the monarchy of Augustus and the emperors was
accompanied by a similar transformation in
Roman poetry. In place o f the staunch
independence o f Lucretius and the outrageous
irreverence of Catullus, the new poets Propertius,
Horace, and Vergil wrote poetry that responded
directly or indirectly to the new political world.
This course will explore one or more of these
poets in depth, both within their political context
and within the broader literary tradition. Students
will read modem scholarly criticism, and develop
their own critical approaches to writing about
Latin poetry. They will also review basic Latin
morphology and syntax, and build a stronger Latin
vocabulary. The course is suitable for those with
3-4 years o f High School Latin, or 1-2 years of
Latin in college.
Writing course.
Humanities. 1 credit.
Fall 2014. Turpin.
LATN 050. The Age of Nero
This course will explore Latin texts from the circle
of Nero, such as Petronius' Satyrica and Seneca's
De Providentia. The Neronian texts will be
complemented by Tacitus' later account of the
period in his Annales. Selected Latin texts will be
supplemented by further reading in English
translation. The course will explore the events and
the ethos o f Nero's regime, including his dramatic
matricide, his interesting hobbies, his disastrous
marriages, the Great Fire of Rome, the
scapegoating o f Christians, the Pisonian
Conspiracy, and the "Stoic Opposition."
Students should have completed one or two
intermediate Latin courses at the college level, or
the equivalent in High School (e.g. successful
completion o f the AP or IB programs). The course
may be taken in conjunction with an attachment
(Latin 51 A) to create a two credit honors
preparation.
Humanities. 1 credit.
Fall 2014. Turpin.

p. 164

LATN 091. Attachment to a Classical
Studies Capstone Seminar
Students read texts in Latin that complement a
Classical Studies Capstone Seminar.
Humanities. 1 credit.
LATN 093. Directed Reading
Independent work for advanced students under the
supervision of an instructor. Interested students
should contact the chair as soon as possible
concerning possible authors and topics.
Humanities. 1 credit.
LATN 098. Senior Course Study
Independent study taken normally in the spring of
senior year by course majors. Students will
prepare for a graded oral exam held in the spring
with department faculty. The exam will be based
on any two-credit unit of study within the major
(Honors seminar or course plus attachment), with
students submitting their final exam and a paper,
which can be revised.
0.5 credit.

Ancient History
All of the courses in ancient history count for
distribution credit in social sciences. They also
count as prerequisites for advanced courses in the
History Department and as part of a major in
history.
ANCH 016. First-Year Seminar: Augustus
and Rome
The great-nephew and adopted son of Julius
Caesar rose to sole power in Rome after a series of
civil wars culminating in the defeat of Antony and
Cleopatra. He, along with his wife Livia,
transformed Rome by creating a monarchical
system that hid the real power behind the
traditional institutions of the Roman republic. The
process was supported and explained by a unique
program o f literary, artistic, and architectural
revival. Ancient authors to be read (in English)
may include Augustus himself, Livy, Vergil,
Horace, Propertius and Ovid; we will also study
the artistic and architectural projects that helped to
communicate the ideologies of the new regime.
Writing course.
Social sciences. 1 credit.
Not offered 2014-2015.
ANCH 023. Alexander and the Hellenistic
World
The conquests of Alexander the Great (332-323
BCE) as far as Afghanistan and the Hindu Kush
mark one o f the great turning points of ancient
history. In his wake, what it meant to be Greek
was radically changed, and a new world and
culture emerged. In this course, we start with the
life and campaigns of the Macedonian King,
before turning to the Hellenistic world o f his

Classics
successors, following events down to the rise of
Rome. Along with the political narrative, the
course will consider Hellenistic poetry and
historiography, archaeology and architecture, and
the documentary evidence for daily life.
Social sciences. 1 credit.
Not offered 2014-2015.
ANCH 031. The Greeks and the Persian
Empire
This course studies the political and social history
of Greece from the Trojan War to the Persian
Wars. We will examine the connections between
Greeks and non-Greeks and their perceptions of
mutual differences and similarities. Readings
include Homer, Hesiod, the lyric poets (including
Sappho), and Herodotus and Near Eastern
documents.
Writing course.
Social sciences. 1 credit.
Not offered 2014-2015.
ANCH 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.E.). Topics include the
legends of Rome’s foundation and of its
republican constitution; the conquest of the
Mediterranean world, with special attention to the
causes and pretexts for imperialism; the political
system of the Late Republic, and its collapse into
civil war.
Writing course.
Social sciences. 1 credit.
Not offered 2014-2015.
ANCH 042. Democratic Athens
Using diverse primary sources (Thucydides’
H istories, tragedy, comedy, and others), this
course explores several aspects o f classical
Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that affected
all o f these and shaped the Greek world in the fifth
and early fourth centuries B.C.E.
Writing course.
Social sciences. 1 credit.
Fall 2014. Munson.
ANCH 044. The Early Roman Empire
A detailed study o f the political, economic, social,
and cultural history o f the Roman world from the
fall of the Republic through the Antonine Age (50
B.C.E.-C.E. 192). Ancient authors read include
Petronius; Apuleius; Suetonius; and, above all,
Tacitus.
Writing course.
Social sciences. 1 credit.

Spring 2015. Turpin.

p. 165
ANCH 056. Pagans and Christians in the
Roman Empire
This course considers the rise o f Christianity and
its encounters with the religious and political
institutions of the Roman Empire. It examines
Christianity in the second and third centuries of
the Common Era and its relationship with
Judaism, Hellenistic philosophies, state cults, and
mystery religions and concentrates on the various
pagan responses to Christianity from conversion to
persecution. Ancient texts may include Apuleius,
Lucian, Marcus Aurelius, Porphyry, Justin,
Origen, Lactantius, Tertullian, and the Acts o f the
Christian Martyrs.
No prerequisite exists, though CLAS 044 (Early
Roman Empire) and RELG 004 (New Testament
and Early Christianity) provide useful background.
Writing course.
Social sciences. 1 credit.
Not offered 2014—2015.
ANCH 066. Rome and Late Antiquity
This course will consider the history o f the Roman
Empire from its near collapse in the third century
C.E. through the “conversion” o f Constantine and
the foundation of Constantinople to the sack of
Rome by Alaric the Visigoth in 410 C.E. Topics
will include the social, political, and military
aspects of this struggle for survival as well as the
religious and cultural conflicts between pagans
and the Christian church and within the Church
itself. Principal authors will include Eusebius,
Athanasius, Julian the Apostate, Ammianus
Marcellinus, Ambrose, and Augustine.
Writing course.
Social sciences. 1 credit.
Not offered 2014-2015.
ANCH 093. Directed Reading
Independent work for advanced students under the
supervision of an instructor.
Social sciences. 1 credit.
ANCH 098. Senior Course Study
Independent study taken normally in the spring of
senior year by course majors. Students will
prepare for a graded oral exam held in the spring
with department faculty. The exam will be based
on any two-credit unit of study within the major
(Honors seminar or course plus attachment), with
students submitting their final exam and a paper,
which can be revised.
0.5 credit.

Classical Studies
CLST 013. First-Year Seminar: Mythology
This course examines selected myths in such
major works of Greek and Latin literature as
Homer’s Ilia d and Odyssey, the tragedies of
Aeschylus, Sophocles, and Euripides, Virgil’s
Aeneid, and Ovid’s Metamorphoses. Specific texts

Classics
and images are treated both as individual stories
and in relation to other texts and images that tell
the same mythological tale. Primary texts are
supplemented by modem theoretical readings in
gender, psychology, and literary theory.
Writing course.
Humanities. 1 credit.
Not offered 2014-2015.
CLST 014. First-Year Seminar: Mystery
Religions and the Greek Philosophers
What do ancient mystery religions teach us about
spiritual transformation and contact with the
divine? What were the secret rites of these
religions? How do their mythological themes have
universal value? Why are the language and themes
of mystery traditions so central to the
philosophical thought of Parmenides, Empedocles,
and Plato? This seminar will study texts associated
with Orphism, Pythagoreanism, the Eleusinian and
Dionysian mystery cults, Isis and Osiris, and
Presocratic and Platonic philosophy. Readings
may include The Homeric Hymn to Demeter,
Euripides’ Bacchae; fragments of Parmenides and
Empedocles; the Derveni Papyrus; Plato’s Phaedo,
Symposium, and Phaedrus', and Apuleius’ Golden
Ass. Topics discussed will include cosmology,
mystical knowledge/ascent; philosophical method;
allegorical interpretation; immortality of the soul;
archetypal figures of mother/daughter and rebirth.
Writing course.
Humanities. 1 credit.
Not offered 2014-2015.
CLST 015. First-Year Seminar: Dante
With Virgil, Beatrice, and Dante-poet as guides,
we shall follow the Pilgrim on a journey of
despair, hope, and redemption. We shall read the
Divine Comedy in its entirety, teasing out the
poem’s different levels o f meaning and
reconstructing Dante’s world view in the context
of Medieval culture: his thought on life, death,
love, art, politics, history and God.
Writing course.
Humanities. 1 credit.
Not offered 2014-2015.
CLST 019. First-Year Seminar: The Birth of
Comedy
This course investigates the origins of comedy and
satire in classical antiquity. In addition to plays by
Aristophanes, Plautus, and Terence, and satirical
poetry by Archilochus, Hipponax, Horace, and
Juvenal, we will also explore the very idea of the
"origins of comedy" from diverse perspectives.
Questions about what motivates satirists to attack
the behavior o f their contemporaries and
speculation about the quasi-religious roots of
mockery have been fertile and contested areas of
inquiry for centuries. We will read numerous
thinkers (ancient and modem) who have proposed

p. 166
theories o f the origins of comedy, including
Aristotle, Freud, Bakhtin, Bergson, and Francis
Comford. And we will also encounter more recent
comedians' reflections on their own birth and
origins, including performers such as Richard
Pryor, Howard Stem, Tina Fey, Louis CK, Sarah
Silverman, Jon Stewart, and Lenny Brace.
Writing course.
Humanities. 1 credit.
Fall 2014. Lefkowitz.
CLST 020. Plato and His Modern Readers
(Cross-listed as PHIL 020)
Plato’s dialogues are complex works that require
literary as well as philosophical analysis. While
our primary aim will be to develop interpretations
o f the dialogues themselves, we will also view
Plato through the lens of various modem and
postmodern interpretations (e.g., Nietzsche,
Heidegger, Derrida, Jung, Foucault, Irigaray,
Rorty, Lacan, Nussbaum, Vlastos).
Writing course.
Humanities. 1 credit.
Spring 2015. Ledbetter.
CLST 025. Greek Myth in Opera and Ballet
Greek myths have provided the subject matter for
some o f the most important and pivotal works in
the history o f opera and ballet. Just as Greek myth
informs these arts, so too, opera and ballet
transform these myths and the way they are
viewed by modem audiences. New and daring
productions o f classical operas continue to
transform both Greek mythology and its operatic
incarnations. George Balanchine’s Neoclassicism
modernized ballet radically in the 20th century by
drawing largely on Greek myth and classical
aesthetic structures. In this course, we will study
the relevant primary classical sources for operas
and ballets such as Handel’s Xerxes, Gluck’s
Orfeo edEuridice, Berlioz’s Les Troyens,
Strauss’s Electro, Stravinsky’s Oedipus Rex,
Balanchine’s Apollo, Agon, and Orpheus. At the
same time, we will study the operas and ballets
themselves in their cultural context, and in the
course o f their performance history, paying special
attention to recent productions.
Humanities. 1 credit.
Not offered 2014-2015.
CLST 036. Classical Mythology
What is a myth? How is myth different from fairy
tale or fable? What is its connection to ritual and
religion? What sets myth apart from history? In
this survey of the mythology of Greco-Roman
antiquity, we will investigate the diverse meanings
o f ‘myth’, its social ftmctions, its origins, its
history, and its contemporary relevance, Students
will get a broad overview o f Classical mythology
through direct and close readings o f primary
sources (all in English translation), including such

Classics
texts as Homer’s Odyssey, plays by all three o f the
major Greek tragedians (Aeschylus, Sophocles,
and Euripides), and Ovid’s Metamorphoses. Our
readings o f ancient texts will be supplemented by
study of ancient art and frequent investigations o f
modem responses to and theorizing of myth in
diverse fields and media, including sociological,
psychological, and philosophical treatises; modem
poetry; visual arts; and film.
Writing course.
Humanities. 1 credit.
Fall 2014. Lefkowitz.
CLST 040. Visions of Rome
This course provides an overview o f cinematic
responses to the idea o f Rome, ancient and
modem, city and empire, place and idea, from the
silent era to the present day. We will spend some
time comparing films set in Rome to ancient and
modem representations o f the eternal city in
literary and other visual media. But our primary
focus will be on the ways in which cinematic
visions of Rome reflect evolving cultural, political,
and social conditions on both sides of the Atlantic.
Specific topics to be explored include the
popularity of classical themes in early silent films;
Rome on screen during the rise and fall o f fascism;
neorealism and the shifting landscape o f the city;
the politics o f Hollywood epics; and the dialectic
between conceptions o f antiquity and modernity as
reflected in cinema. Screenings of films by major
Italian and Anglophone filmmakers, including
Pastrone, DeMille, Rossellini, Visconti, Wyler,
Pasolini, Fellini, Virzi, and other major directors.
Readings o f texts by Petronius, Juvenal, Byron,
Hawthorne, Dickens, Freud, Yourcenar, Rohmer,
Calvino, and Barthes.
Writing course.
Humanities. 1 credit.
Not offered 2014-2015.
CLST 060. Dante’s Divine Comedy
We shall study the entire work and journey with
the Pilgrim through the three realms of the world
beyond. Special attention will be devoted to
Dante’s re-reading o f previous texts, from the
Latin classics to the burgeoning vernacular
literatures of his own time. We shall also attempt
to reconstruct Dante’s world view in the context of
Medieval culture: his thoughts on life, death, love,
art, politics, history, his personal story, and God.
Humanities. 1 credit.
Not offered 2014-2015.
CLST 093. Directed Reading
Independent work for advanced students under the
supervision o f an instructor.
Humanities. 1 credit.
CLST 098. Senior Course Study
Independent study taken normally in the spring of
senior year by course majors. Students will

p. 167
prepare for a graded oral exam held in the spring
with department faculty. The exam will be based
on any two-credit unit o f study within the major
(Honors seminar or course plus attachment), with
students submitting their final exam and a paper,
which can be revised.
0.5 credit.

Honors Seminars and Capstone
Seminars
CLST 094. Ancient Drama in Performance
What does it mean to study the performance of
plays that were composed and staged more than
two thousand years ago? How is this approach
different from simply reading the texts? Focusing
on Greek and Roman tragedy, comedy, and satyr
plays (all o f which we will read in English
translation), we will examine approaches to
ancient drama that emphasize its performance,
including historical and cultural conditions; the
physical realities o f ancient theaters; staging
conventions; acting and actors; and the various
ways in which Greek and Roman plays are
continually rediscovered and reinvented through
modem performances on stage and screen.
Humanities. 1 credit.
Not offered 2014-2015.
CLST 104. Classical Studies Seminar;
Ancient Storytelling and Fiction
This course will explore the origins, uses and
genres of ancient Greek and Latin narratives in
prose. We will be reading (in English translation)
different types of fables, specimens o f anecdotes,
novelle, and myths embedded in the works of
Herodotus, Xenophon, Plato, Plutarch and others,
as well as the first representatives of the Westsem
genre o f the novel, such as the works of Petronius,
Apuleius, Chariton, and Longus. With the help of
narratological theory and parallels with modem
narratives, we will especially pay attention to the
voice of the narrator, the character of the narratee
as inscribed in the text, and the different discourse
techniques used for creating a narrative. We will
also explore the ways in which a narrative
advertises itself as a fiction, a piece o f history, or a
parable, and learn to recognize a narrative’s
rhetorical purpose and the more or less covert
message it intends to convey.
Humanities. 2 credits.
Spring 2015. Munson.
GREK 111. Greek Philosophers
This seminar usually focuses on selected literary
and philosophical topics in the Presocratics and
Plato.
Humanities. 2 credits.
Not offered 2014-2015.

Classics
GREK 112. Greek Epic
This seminar studies either the entirety of Homer’s
Odyssey in Greek or most of the Iliad.
Humanities. 2 credits.
Not offered 2014-2015.
GREK 113. Greek Historians
This seminar is devoted to a study of Herodotus
and Thucydides, both as examples of Greek
historiography and as sources for Greek history.
Writing course.
Humanities. 2 credits.
Fall 2014. Munson.
GREK 114. Greek Drama
This seminar usually focuses on one play by each
of the major tragedians—Aeschylus, Sophocles,
and Euripides. Other plays are read in translation.
The works are placed in their cultural setting and
are discussed as both drama and poetry.
Humanities. 2 credits.
Spring 2015. Ledbetter.
GREK 115. Greek Lyric Poetry
This seminar will focus on the development of
archaic Greek elegy (Archilochus, Tyrtaeus,
Solon, Xenophanes, Semonides, Theognis)
monodic lyric (Sappho, Alcaeus, Anacreaon, and
Simonides) and choral lyric (Pindar and
Bacchylides), paying particular attention to lyric’s
dialogue with the epic tradition, the so-called rise
of the individual, political and performative
contexts, and modem interpretive approaches.
Humanities. 2 credits.
Not offered 2014-2015.
LATN 102. The Roman Emperors
This seminar explores Latin authors of the first
and second centuries, with particular attention to
their responses to the social and political structures
of the period. Expressed attitudes toward the
emperors range from adulation to spite, but the
seminar concentrates on authors who fall
somewhere in between, writing skeptically or
subversively. Both prose writers (e.g., Tacitus,
Suetonius, and Pliny) and poets (e.g., Lucan,
Seneca, and Juvenal) may be included.
Humanities. 2 credits.
Not offered 2014-2015.
LATN 103. Latin Epic
This seminar usually focuses on Vergil’s Aeneid,
although it may include other major Latin epics.
Humanities. 2 credits.
Not offered 2014-2015.
LATN 104. Ovid’s Metamorphoses
This seminar is devoted to the Metamorphoses,
which is read against the background o f Ovid’s
Roman and Greek literary predecessors.
Writing course.

p. 168
Humanities. 2 credits.
Not offered 2014-2015.
LATN 105. The Fall of the Roman Republic
This seminar examines Latin texts from the
traumatic period o f the Late Republic (70-40
B.C.E.). It focuses on the social and political crisis
of the period as well as its connections with the
artistic and philosophical achievements o f the first
great period of Latin literature. Authors may
include Lucretius, Catullus, Caesar, Cicero, and
Sallust.
Humanities. 2 credits.
Not offered 2014-2015.
LATN 106. Tacitus
The seminar will read extensive excerpts from the
Annals of Tacitus, usually including at least one
complete book. Additional readings from the
H istories and the Agricola may also be included.
The principal questions addressed will include:
Tacitus’ accuracy and objectivity as a historian,
the importance of rhetorical techniques on Tacitus’
language and narrative, and the question o f his
attitude to particular emperors (Augustus,
Tiberius, Claudius, Nero, Vespasian, and
Domitian). Above all we will consider the
question o f Tacitus’ ideas about the imperial
system of government: to what extent did he think
Romans should resist monarchy or tyranny, and to
what extent should they adjust their morality to
accommodate it?
Humanities. 2 credits.
Not offered 2014—2015.
LATN 107. Horace
The seminar emphasizes the Odes and Epodes and
their place in the tradition o f Greek and Roman
lyric poetry. Attention is also given to the Satires
and Epistles, including the Ars Poetica, and to
their importance for the history o f satire and
literary criticism. An effort is made to grasp the
totality o f Horace’s achievement in the context of
the Augustan Age.
Writing course.
Humanities. 2 credits.
Not offered 2014-2015.
LATN 108. Roman Comedy
This seminar is devoted to Plautus and Terence,
whose adaptations of Greek plays are among the
oldest surviving works of Latin literature. The
primary focus will be on close study o f the
language and structure of the plays, but students
will also become familiar with a range of critical
and theoretical approaches to comedy. Specific
topics to be explored include the production and
performance of ancient drama; the Roman
appropriation o f Greek literary genres;
representations of slaves, prostitutes, and other
marginal figures on the comic stage; and the

Classics
influence of Roman Comedy on post-classical
European drama.
Humanities. 2 credits.
Not offered 2014-2015.
LATN 110. Roman Rhetoric
This seminar will focus on Roman rhetoric. We
will read speeches delivered in the Roman Senate,
before the popular assembly, or before juries. The
principal author will be Cicero, but we will also
read discussions of rhetorical theory and practice,
both ancient and modem. In addition, students will
have the opportunity to explore a number of topics
related to ancient oratory and rhetoric, including
(among others) public performance; theories of
persuasion; the relationship between rhetoric and
Roman law; Roman (and Greek) education
practices; and the enduring influence of ancient
rhetoric and oratory in the contemporary world.
Humanities. 2 credits.
Not offered 2014-2015.

p. 169

Cognitive Science

p. 170

Coordinator:

K. DAVID HARRISON (Linguistics)
Anna Everetts (Administrative Assistant)

Committee:

Alan Baker (Philosophy)3
Peter Baumann (Philosophy)
Stella Christie (Psychology)
Daniel Grodner (Psychology)3
Lisa Meeden (Computer Science)

3Absent on leave, 2014-2015

The Cognitive Science Program has been
developed to guide students who are interested in
the interdisciplinary study of the mind, brain, and
language, with emphases on formal structure,
biological information processing, and
computation. The program is designed to
emphasize guided breadth across various
disciplines that contribute to cognitive science as
well as depth within a chosen discipline.

in which they have substantial depth of
preparation. Such depth can be documented by
completion o f at least 4 courses from within a
cognitive science discipline (even if some o f those
courses are not directly related to cognitive
science). Alternative curricular and extracurricular
ways of fulfilling the depth requirement may be
discussed with the coordinator.

The Academic Program

To complete an honors minor in cognitive science,
students must complete all requirements listed
above. The honors preparation for the minor will
normally be a 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 honors major.
Students are encouraged to develop an appropriate
preparation in consultation with the coordinator.

Honors Minor
We conceive o f cognitive science as a loose
federation o f six specific disciplines. The
disciplines included are neuroscience, computer
science (including computer engineering),
linguistics, mathematics and statistics, philosophy,
and cognitive psychology. To demonstrate
breadth, students majoring or minoring in
cognitive science are required to complete credits
in at least three o f these six disciplines.

Special Major
Course Minor
Six credits are required for the minor. One of these
is a required introductory course, COGS 001. The
remaining 5 credits are to be distributed across
three different disciplines o f cognitive science.
That is, 2 credits o f listed courses, from 3 of the 6
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. Students who wish
to use 2 credits in mathematics and statistics as
one of their disciplines for a cognitive science
minor must choose 2 credits from a single sub-area
of mathematics and indicate its relevance to at
least one o f the two other disciplines chosen for
the minor.
The list of courses currently approved as cognitive
science courses is rather selective because it is
intended to focus students on the most essential
cores o f cognitive science within each discipline.
For disciplines where there are courses designated
as focus courses, at least one focus course must be
taken to include that discipline in the minor. Many
more courses, taught on campus, are closely
relevant to cognitive science. This list is subject to
periodic re-evaluation.
In addition to fulfilling the breadth requirements,
students must indicate one cognitive science field

Typically, the program for a special major in
cognitive science involves fulfilling all
requirements for the minor and then adding 4 or
more cognitive science related courses, bringing
the total number of credits up to 10-12. Note that
these additional credits may include courses not
listed as eligible for the minor, subject to the
approval of the program coordinator. Students who
special major in cognitive science are normally
required to do a 1-credit senior thesis (COGS 090).

Honors Special Major
An honors special major in cognitive science is
possible. Students must fulfill all requirements for
the minor and take four 2-credit honors
preparations. One of these preparations is a Senior
Honors Thesis (COGS 180). The other three
preparations must be distributed across at least two
disciplines within cognitive science. The nature of
these honors preparations will be determined by
the standard practices o f the relevant department.

Thesis / Culminating Exercise
Minors who wish to get formal research
experience may choose to complete a 1-credit
thesis or a 2-credit honors thesis in cognitive
science during their senior year. Non-honors

Cognitive Science
theses in cognitive science will normally be
examined by Cognitive Science Committee
members from within at least two different
departments.

Courses
COGS 001. Introduction to Cognitive
Science
An introduction to the science o f the mind from
the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and artificial
intelligence. The course introduces students to the
scientific investigation o f such questions as the
following: What does it mean to think or to have
consciousness? Can a computer have a mind?
What does it mean to have a concept? What is
language? What kinds of explanations are
necessary to explain cognition?
1 credit.
Fall 2014. Durgin, Sikos.
COGS 090. Senior Thesis
The one-credit thesis project can be supervised by
any o f a number of faculty members associated
with the departments in the program but should be
approved in advance by the program coordinator.
A thesis may be used to establish depth in an area
and is normally a required component o f a special
major in cognitive science.
1 credit.
Each semester. Staff.
COGS 092. Independent Study
1 credit.
Each semester. Staff.
COGS 180. Senior Honors Thesis
2 credits.
Each semester. Staff.
Computer Science
CPSC 063. Artificial Intelligence (focus course)
CPSC 065. Natural Language Processing
CPSC 068. Bioinformatics
CPSC 072. Computer Vision
CPSC 081. Adaptive Robotics (focus course)
CPSC 082. Mobile Robotics
Linguistics
LING 020. Natural Language Processing
LING 040.Semantics (focus course)
LING 043. Morphology and the Lexicon
LING 045. Phonology (focus course)
LING 050. Syntax (focus course)
LING 105. Phonology (focus course)
LING 106. Morphology and the Lexicon
LING 108. Semantics (focus course)
LING 109. Syntax (focus course)

p. 171
Mathematics
The sub-areas of mathematics and their eligible
seminars and courses are the following:
Algebra
MATH 057. Topics in Algebra
MATH 058. Number Theory
MATH 067. Introduction to Modem Algebra
MATH 077. Advanced Topics in Algebra
MATH 102. Modem Algebra II
Analysis
MATH 034. Several-Variable Calculus
MATH 044. Differential Equations
MATH 053. Topics in Analysis
MATH 054. Partial Differential Equations
MATH 063. Introduction to Real Analysis
MATH 073. Advanced Topics in Analysis
MATH 101. Real Analysis II
MATH 103. Complex Analysis
Discrete M athematics
MATH 029. Discrete Mathematics
MATH 046. Theory of Computation
MATH 059. Topics in Discrete Mathematics
MATH 069. Combinatorics
MATH 079. Advanced Topics in Discrete
Mathematics
Geometry
MATH 055. Topics in Geometry
MATH 075. Advanced Topics in Geometry
MATH 106. Advanced Topics in Geometry
Statistics
STAT O il. Statistical Methods
STAT 031. Data Analysis and Visualization
STAT 061. Probability and Mathematical
Statistics
MATH 105. Probability
STAT 111. Mathematical Statistics II
Topology
MATH 104. Topology
Neuroscience
BIOL 022. Neurobiology (focus course)
BIOL 123. Learning and Memory
PSYC 030. Physiological Psychology
PSYC 031. Cognitive Neuroscience (focus course)
PSYC 091. Advanced Topics in Behavioral
Neuroscience
PSYC 130. Physiological Psychology
PSYC 131 A. Psychology and Neuroscience
Philosophy
PHIL 012. Logic (focus course)
PHIL 024.Theory o f Knowledge
PHIL 026. Language and Meaning

Cognitive Science
PHIL 031. Advanced Logic (focus course)
PHIL 059. Humans, Animals and Robots
PHIL 086. Philosophy of Mind (focus course)
PHIL 113. Topics in Epistemology
PHIL 116. Language and Meaning
PHIL 118. Philosophy of Mind
Psychology
PSYC 032. Perception (focus course)
PSYC 033. Cognitive Psychology (focus course)
PSYC 034. Psychology of
Language/Psycholinguistics (focus course)
PSYC 039. Developmental Psychology
PSYC 132. Perception, Cognition, and the
Embodied Mind
PSYC 134. Psycholinguistics (focus course)

p. 172

Comparative Literature

p. 173

Coordinator:

Jean-Vincent Blanchard (Modem Languages and Literatures, French)

Committee:

Alan Berkowitz (Modem Languages and Literatures, Chinese)
Elizabeth Bolton (English Literature)
Rachel Buurma (English Literature)
Sibelan Forrester (Modem Languages and Literatures, Russian)
William O. Gardner (Modem Languages and Literatures, Japanese)
Maria Luisa Guardiola (Modem Languages and Literatures, Spanish)
Alexandra Gueydan-Turek (Modem Languages and Literatures, French)
Haili Kong (Modem Languages and Literatures, Chinese)
Allen Kuharski (Theater)
Rosaria V. Munson (Classics)
Philip M. Weinstein (English Literature)3
Hansjakob Werlen (Modem Languages and Literatures, German)3

3Absent on leave, 2014-2015.

The Comparative Literature Committee, made up
o f the coordinator and faculty representing the
departments o f classics, English literature, modem
languages and literatures, and theater, administers
the comparative literature major. 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. This major assumes a fair degree
o f discipline, independence, and self-motivation
on the part of the student, especially in the
development and writing of the thesis.

The Academic Program
In planning a comparative literature major,
students should look at course listings in the
classics, English literature, and modem languages
and literatures departments. In the classics and
modem languages and literatures, only courses in
the original language numbered 011 or above are
counted as constituents o f the comparative
literature major. O f English courses numbered
ENGL 008A-Z and 009A-Z, only one may be
counted toward the major.

Course Major
Ten credits in two or more literatures in the
original languages, including a substantial
concentration of work—normally four or five
courses—in each of the literatures. The Senior
thesis (described in the “Thesis/Culminating
Exercise” section, below) does not count toward
these 10 credits.
Students working in French, German, Russian, or
Spanish may propose one course in translation (or
LITR course) as part o f their program. Because of
the special demands of Arabic, Chinese, and
Japanese language and literature, students working
in any of those three languages may propose a
program based on attachments (in Arabic,

Chinese, and Japanese) to literature courses taught
in translation.
A 1- or 2-credit thesis o f 35 to 40 pages for one
credit, 50-60 pages for two credits, covering work
in at least two languages (see “Thesis/Culminating
Exercise”).
An oral comprehensive examination o f 1 hour
during the final exam period o f the senior year,
based on the thesis and courses and seminars that
the major comprises.

Honors Major
Four 2-credit preparations—3 seminars and a 2credit thesis—in at least two literatures in the
original language, one o f which is a thesis. One of
the preparations may be used as an independent
minor (in Russian or German studies, for instance)
if the minor’s departmental requirements have
been met. Minors requiring unrelated preparations
such as biology or psychology are not allowed. All
four honors preparations are necessary
components of the comparative literature honors
major.
A 3-hour written examination fo r each
preparation, prepared by the external examiner
and a 30-minute oral based on the contents o f the
written examination.

Honors Minor
Five credits in two literatures in the original
language, with a minimum o f 2 courses in each of
the literatures.
A 2-credit thesis o f 50 to 60 pages, integrating
preparations that have been done in two literatures
in the original language.

Thesis / Culminating Exercise
All majors and minors will meet with members of
the Comparative Literature Committee before the
end o f the junior year to review and assess the
student’s program.

Comparative Literature
At this time, the student will submit a thesis
outline to the committee, and will propose faculty
advisers from appropriate departments. In some
cases, the committee may ask that the thesis be
written in whole or in part in the language o f a
literature studied other than English.
The thesis will be submitted no later than April 30
of the senior year.

Application Process for the Major
ana the Minor
Successful completion of an advanced literature
course in each of the literatures of the student’s
program o f study is a prerequisite for admission
into the Honors Program. A minimum grade of B
is required.
Students applying for the (Honors) major will
submit to the comparative literature coordinator a
proposal o f 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
10-page writing sample from a previously
completed course. The committee, will then review
the proposal and the essay to advise the student.
In lieu of a traditional course, the Comparative
Literature Committee will consider proposals for
one or more research papers written as course
attachments.

Sample: Comparative Literature
Course Major
The courses and seminars that compose the
comparative literature major’s formal field of
study will naturally differ With each major. To
give some sense of the range of possibilities
available, a series o f sample programs is offered.
Focus: The Black Atlantic
Courses
ENGL 009S. First-Year Seminar: Black Liberty,
Black Literature
ENGL 061. Core Course: Fictions o f Black
America
ENGL 060. Early African American Print
Cultures, or
ENGL 062. Classic Black Autobiography, or
ENGL 063. Contemporary Black Autobiography.
FREN 015. Advanced French 2: La France et le
monde francophone.
FREN 045. Le Monde francophone
LITR 059FG. Diasporas in cinema
FREN 093. Directed Reading French Cultural and
Critical Theory
FREN 111. Représentations post-coloniales
2-credit thesis.

p. 174

Sample: Comparative Literature
Honors Major
Focus: Modernism
Courses
ENGL 035. Core Course: The Rise o f the Novel
ENGL 053, Core Course: Modem American
Poetry
GMST 020. Introduction to German Studies:
Topics in German Literature and Culture
GMST 091. Special Topics in German Studies
Sem inars
ENGL 117. Theories and Literatures of
Globalization
ENGL 118. Modem Poetry
GMST 111.Medienkultur
2-credit thesis: Kant’s influence on Hölderlin and
Borges

Sample: Comparative Literature
Honors Minor
Background Courses
GMST 020. Introduction to German Studies:
Topics in German Literature and Culture
GMST 091. Special Topics in German Studies
(plus attachment in German)
SPAN 022. Introducción a la literature española
SPAN 108. Jorge Louis Borges
2-credit thesis: Kant’s influence on Hölderlin and
Borges

Computer Science

p. 175

LISA MEEDEN, Professor and Chair
TIA NEWHALL, Professor
ANDREW DANNER, Associate Professor
RICHARD WICENTOWSKI, Associate Professor and Associate Provost
JOSHUA BRODY, Assistant Professor
AMEET SONI, Assistant Professor
KEVIN WEBB, Assistant Professor
ADAM LAMMERT, Visiting Assistant Professor
JASON WATERMAN, Visiting Assistant Professor
JEFFREY KNERR, System Administrator and Visiting Instructor
BRIDGET M. ROTHERA, Administrative Assistant
Computer science is the study o f algorithms and
their implementation. This includes the study of
computer systems; methods to specify algorithms
(for people and computer systems); and the
formulation of theories and models to aid in the
understanding and analysis o f the properties of
algorithms, computing systems, and their
interrelationship.
The computer science curriculum is designed to
provide students with a flexible set o f computing
choices that can be tailored to satisfy various
interests and depths of study. All courses
emphasize the fundamental concepts of computer
science, treating today’s languages and systems as
current examples o f the underlying concepts. The
computer science laboratory provides up-to-date
software and hardware facilities.

The Academic Program
The Computer Science Department offers course
majors and minors and honors majors and minors.
Students interested in any o f these options are
encouraged to meet with the chair of the Computer
Science Department as early as possible in their
college career. Students who are interested in a
computer science major or minor are encouraged
to take CPSC 021, CPSC 031 and CPSC 035
sometime in their first four semesters at
Swarthmore. The minor in computer science is
designed for students who desire a coherent
introduction to the core topics in the field.
Students completing the minor will possess
intellectual skills that are useful in many
disciplines.
First course recommendations
CPSC 021: Introduction to Computer Science
presents fundamental ideas in computer science
while building skill in software development. No
previous experience with computers is necessary.
This course is appropriate for all students who
want to write programs. It is the usual first course
for computer science majors and minors. Students
with Advanced Placement credit or extensive
programming experience may be able to place out
o f this course.
CPSC 031: Introduction to Computer Systems
assumes that the student has completed CPSC 021
or its equivalent. It is the best entity point for

students intending to be Computer Science majors
or minors who already have extensive computing
experience.
CPSC 035: Data Structures and Algorithms
assumes that the student has completed CPSC 021
or its equivalent. It is an appropriate entry point
for students with extensive computing experience.
Students who think they may qualify for CPSC
031 or CPSC 035 and have not taken CPSC 021
should see the instructor or department chair.
Students or advisers who want more advice on
placement in computer science courses should feel
free to contact any computer science faculty
member by phone or in person.
Interdisciplinary recommendations
The department recommends that students with an
interest in computer science should consider using
MATH 027 (Linear Algebra) and/or MATH 029
(Discrete Math) to satisfy the math requirement for
the major and minor. Statistics courses at the level
o f STAT 031 (Data Analysis and Visualization) or
above can also be used to satisfy the math
requirement.
The Computer Science department offers three
courses approved as cognitive science courses:
CPSC 063 (Artificial Intelligence), CPSC 065
(Natural Language Processing) and CPSC 081
(Adaptive Robotics). Students with an interest in
Cognitive Science are encouraged to consider
COGS 001 (Introduction to Cognitive Science).
In addition to courses offered by computer science
faculty, the department recommends that students
with an interest in computer engineering consider
courses offered by the Engineering department,
including three courses that are cross-listed by the
Computer Science department: CPSC 052
(Computer Architecture), CPSC 072 (Computer
Vision) and CPSC 082 (Mobile Robotics).

Course Major
The following are the requirements for a major in
computer science:
1. Nine courses in computer science:
a. CPSC 021. (If exempted from CPSC 021
without AP credit, substitute one course from any
Group listed below.)
b. CPSC 031, CPSC 035 and CPSC 097.

Computer Science
c. One course from each o f the following three
groups:
i. Group 1: CPSC 041 or CPSC 046.
ii. Group 2: CPSC 043, CPSC 044, CPSC
045, or CPSC 087.
in. Group 3:CPSC 040, CPSC 063, CPSC
065, CPSC 068, CPSC 071 or CPSC 081
d. Two CPSC courses numbered above CPSC
035 (must be different than the choices in part c).
2. Two MATH/STAT courses at the level of
Linear Algebra or above (Discrete Math and
Linear Algebra are recommended).
To be eligible for a computer science major, a
student must have at least a B- average in the
introductory courses (CPSC 021, CPSC 31 and
CPSC 035). In addition, students must have at
least a C in CPSC 031 and CPSC 035 to be
eligible to take upper-level computer science
courses. Students who have not met this criterion
may re-take CPSC 031 or CPSC 035 to obtain the
necessary foundation for success in upper-level
courses. Students who are deferred have one year
from the date of their application to satisfy these
requirements.

Course Minor
The minor in computer science provides students
with a well-rounded background in computer
science sufficient to develop significant, creative
applications and to keep up with the rapid changes
in the field.
The following are the requirements for a minor in
computer science:
1. Six courses in computer science.
a. CPSC 021. (If exempted from CPSC 021
without AP credit, substitute one course from any
Group listed below.)
b. CPSC 031.
c. CPSC 035.
d. Two upper-level courses drawn from
different groups:
i. Group 1: CPSC 041 or CPSC 046.
ii. Group 2: CPSC 043, CPSC 044, CPSC
045, or CPSC 087.
iii. Group 3: CPSC 040, CPSC 063, CPSC
065, CPSC 068, CPSC 071 or CPSC 081
e. One CPSC course numbered above CPSC
035 (must be different than the choices in part c).
2. One MATH/STAT course at the level of Linear
Algebra or above (Discrete Math recommended).
The requirements for acceptance into the minor are
the same as for acceptance into the major.

Honors Major
An honors major in computer science will consist
of completion of the course major, two 2-credit
preparations, one 2-credit research report or thesis.

p. 176
The following will be submitted to external
examiners for evaluation:
Two 2-credit preparations to be selected from
the combinations of courses listed under
Approved Preparations. Each o f these 2-credit
preparations will be examined by a 3-hour
written examination and an oral examination.
The two 2-credit preparations must include four
distinct courses. In certain circumstances, the
Computer Science Department may be willing to
consider other groupings of courses, seminars, or
courses with attachments. If the required courses
and preparations would not satisfy a course major,
additional computer science courses must be taken
to meet course major requirements. In all cases,
the Computer Science Department must approve
the student’s plan of study.
One research report or thesis to be read by an
external examiner and examined in an oral
examination.
At a minimum, this will involve a review of
scholarly papers from the primary literature of
computer science and the writing o f a scholarly,
scientific paper. The paper will report on a
research experience involving the student and
faculty (here or elsewhere). It is expected that
most of the research or scholarly groundwork will
be completed before the fall semester of the senior
year, either by 1 credit o f work in the spring
semester of the junior year or full-time summer
work. Students will register for at least 1 credit of
thesis work to complete the work and write the
paper in the fall of the senior year. It is
recommended that the paper be completed by the
end of the fall semester.
Acceptance Criteria
To be eligible for an honors major in computer
science, students must complete the following:
1. Have a B+ average in all computer science
courses completed by the end of junior year. These
must include CPSC 021, CPSC 031 and CPSC
035, and at least one of, CPSC 041 or CPSC 046.
2. Have demonstrated proficiency in mathematical
argument and reasoning by the end of the junior
year. Ordinarily, this proficiency will be assumed
if the student has done one o f the following:
a. Completed Discrete Mathematics and Linear
Algebra with a grade of B+ or better
b. Completed Linear Algebra Honors with a
grade of B or better
c. Completed Introduction to Real Analysis or
Introduction to Modem Algebra with a grade o f Bor better
3. Completed 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).

Computer Science
Honors Minor
An honors minor in computer science will consist
of completion of the course minor and one 2-credit
preparation.
The following will be submitted to external
examiners for evaluation:
One 2-credit preparation to be selected from the
combinations o f courses listed under Approved
Preparations. This 2-credit preparation will be
examined by a 3-hour written examination and
an oral examination.
The 2-credit preparation must include two distinct
courses. In certain circumstances, the Computer
Science Department may be willing to consider
other groupings of courses, seminars, or courses
with attachments. If the required courses and
preparations would not satisfy a course minor,

p. 177
additional computer science courses must be taken
to meet course minor requirements. In all cases,
the Computer Science Department must approve
the student’s plan of study.
Acceptance Criteria
To be eligible for an honors minor in computer
science, a student must satisfy course requirements
for a regular minor in computer science and in
addition:
1. Have a B+ average in all computer science
courses completed by the end o f the junior year.
2. Take one 2-credit preparation to be selected
from the combinations o f courses listed under
Approved Preparations. An examiner will set both
a 3-hour written examination and an oral
examination for the preparation.

Approved Preparations for the Honors Major and Minor
The following are the approved preparations. These may not all be available to all students because o f the
faculty’s schedules.
Preparation
Course Combinations
Algorithms and Theory
CPSC 041. Algorithms
CPSC 046. Theory o f Computation
Bioinformatics
CPSC 063. Artificial Intelligence
CPSC 068. Bioinformatics
Data Systems
CPSC 044. Database Systems
CPSC 045. Operating Systems
Distributed Computing
CPSC 043. Computer Networks
CPSC 087. Parallel and Distributed Computing
High-performance Computing
CPSC 040. Computer Graphics
CPSC 087. Parallel and Distributed Computing
Intelligent Systems
CPSC 063. Artificial Intelligence
CPSC 081. Adaptive Robotics
Parallel and Distributed Systems
CPSC 045. Operating Systems
CPSC 087. Parallel and Distributed Computing
Natural Language Models
CPSC 063. Artificial Intelligence
CPSC 065. Natural Language Processing
Network Systems
CPSC 043. Computer Networks
CPSC 045. Operating Systems
Parallel Systems and Algorithms
CPSC 041. Algorithms
CPSC 087. Parallel and Distributed Computing
Statistical Machine Learning
CPSC 065. Natural Language Processing
CPSC 068. Bioinformatics

Thesis / Culminating Exercise
Senior Conference is the comprehensive
requirement for computer science course and
honors majors. It provides an opportunity to delve
more deeply into a particular topic in computer
science, synthesizing material from previous
courses.

Application Process and
Acceptance Criteria for
Majors/Minors
In addition to the process described by the Dean’s
Office and the Registrar’s Office for how to apply
for a major, we also ask that students complete a
departmental form outlining how they intend to
fulfill the requirements for their intended major,
minor, honors major or honors minor. Successful
completion o f at least two computer science

Computer Science
courses including CPSC 031 or CPSC 035 is
ordinarily required to be admitted as a computer
science major or minor. If after applying a student
is deferred, he or she will be re-evaluated upon
completion o f additional computer science
courses.

Advanced Placement
Students who receive a 4 or 5 on the computer
science Advanced Placement exam will be
awarded one credit upon successful completion of
one computer science course taken at Swarthmore.
Students must notify the department after
completion o f one computer science course in
order to receive AP credit. Students should consult
with any computer science faculty member about
placement. Students who are placed out of CPSC
021 with AP credit need to take only 8 additional
courses in computer science to complete the
major, and 5 additional courses in computer
science to complete the minor.

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

Life After Swarthmore
Graduate School
Students interested in graduate study in computer
science will be well prepared with a computer
science major. Some graduate programs will also
accept students who have majored in mathematics
or engineering and completed a sufficient number
and selection o f computer science courses. The
choice of the appropriate major and computing
courses will depend on the student’s interests and
should be made in consultation with the chair of
the Computer Science Department. Other majors
are also reasonable for students with special
interests. For example, a major in linguistics or
psychology might be appropriate for a student
interested in artificial intelligence or cognitive
science; In such cases, students should consult
with the chair of the department as early as
possible to ensure that they take the necessary
mathematics and computing courses for graduate
work in computer science.

p. 178

Courses
CPSC 021. Introduction to Computer
Science
This course presents fundamental ideas in
computer science while building skills in software
development. Students implement algorithms as
programs in a high-level programming language.
Introducing object-oriented programming and data
structures allows students to construct correct,
understandable, and efficient algorithms. CPSC
031 and CPSC 035 present a deeper coverage of
these topics. CPSC 021 is appropriate for all
students who want to be able to write programs. It
is the usual first course for computer science
majors and minors. Students with Advanced
Placement credit or extensive programming
experience may be able to place out o f this course.
Students who think that they may fall into this
latter category should consult with any computer
science faculty member.
Lab work required, programming intensive. No
prerequisites.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 031. Introduction to Computer
Systems
This course is a broad introduction to computer
science that focuses on how a computer works and
how programs run on computers. We examine the
hardware and software components required to go
from a program expressed in a high-level
programming language like C or Python to the
computer actually running the program. This
course takes a bottom-up approach to discovering
how a computer works. Topics include theoretical
models of computation, data representation,
machine organization, assembly and machine
code, memory, I/O, the stack, the operating
system, compilers and interpreters, processes and
threads, and synchronization. This course also
introduces parallel and distributed computing with
a specific focus on shared memory parallelism for
multicore and SMP systems.
Prerequisites: CPSC 021 or equivalent.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 035. Data Structures and Algorithms
This course completes the broad introduction to
computer science begun in CPSC 021. It provides
a general background for further study in the field.
Topics to be covered include object-oriented
programming in C++, advanced data structures
(trees, priority queues, hash tables, graphs, etc.)
and algorithms, and software design and
verification. Students will be expected to complete

Computer Science
several programming projects illustrating the
concepts presented.
Prerequisite: CPSC 021 or equivalent. Discrete
Mathematics is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 040. Computer Graphics
(Cross-listed as ENGR 026)
Computer graphics focuses on the creation and
manipulation o f digital imagery. We cover the
modeling, rendering, and animating o f geometric
object in two (2D) and three (3D) dimensions.
Topics include drawing algorithms for 2D
geometric primitives (points, lines, polygons),
geometric matrix transformations, projective
geometry, geometric object representations,
hidden surface removal, hierarchical modeling,
shading, lighting, shadows, ray-tracing, procedural
(non-geometric) modeling, texture mapping, and
animation. Labs will explore various tools for
rendering graphics, including pixel buffers,
OpenGL, shading languages, and general purpose
GPU computing.
Prerequisites: CPSC 031, CPSC 035 and Linear
Algebra required or permission o f the instructor.
(Linear Algebra may be taken concurrently.)
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Danner.
CPSC 041. Algorithms
The study of algorithms is useful in many diverse
areas. As algorithms are studied, considerable
attention is devoted to analyzing formally their
time and space requirements and proving their
correctness. Topics covered include abstract data
types, trees (including balanced trees), graphs,
searching, sorting, NP complete optimization
problems, and the impact o f several models of
parallel computation on the design of algorithms
and data structures.
Prerequisites: CPSC 035 required. Mathematics
background at the level of Linear Algebra or
higher is required (may be taken concurrently).
Lab work required.
1 credit.
Spring 2015. Brody.
CPSC 043. Computer Networks
This course covers the design, implementation and
applications of computer networks, primarily
focused on the protocols that enable the Internet
and network applications. Additionally, this course
will cover network security, such as viruses,
worms, and botnets. Topics will include: data
communication theory; packet-switched routing;

p. 179
the Internet and its protocols; socket and network
application programming; overlays and P2P
networks; and network security.
Prerequisites: CPSC 031 and CPSC 035 required.
Lab work required.
1 credit.
Fall 2015. Webb.
CPSC 044. Database Systems
This course provides an introduction to relational
database management systems. Topics covered
include data models (ER and relational model);
data storage and access methods (files, indices);
query languages (SQL, relational algebra,
relational calculus, QBE); query evaluation; query
optimization; transaction management;
concurrency control; crash recovery; and some
advanced topics (distributed databases, objectrelational databases). A project that involves
implementing and testing components o f a
relational database management system is a large
component o f the course.
Prerequisites: CPSC 031 and CPSC 035 required.
Lab work required.
1 credit.
Spring 2015. Soni.
CPSC 045. Operating Systems
(Cross-listed as ENGR 022)
This course is an introduction to the theory,
design, and implementation of operating systems.
An operating system is the software layer between
user programs and the computer hardware. It
provides abstractions o f the underlying hardware
that are easier to program, and it manages the
machine’s resources. The following topics will be
covered: processes (including synchronization,
communication, and scheduling); memory (main
memory allocation strategies, virtual memory, and
page replacement policies); file systems (including
naming and implementation issues); I/O (including
devices, drivers, disks, and disk scheduling); and
security.
Prerequisites: CPSC 031 and CPSC 035 required.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
CPSC 046. Theory of Computation
(Cross-listed as MATH 046)
This study of various models o f computation leads
to a characterization o f the kinds o f 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 o f computation,
computability, and complexity.

Computer Science
Prerequisite: CPSC 035 required. Mathematics
background at the level of Linear Algebra or
higher is required (may be taken concurrently).
Lab work required.
1 credit.
Fall 2015. Staff.
CPSC 052. Principles of Computer
Architecture
(See ENGR 025)
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
CPSC 063. Artificial Intelligence
Artificial intelligence (AI) can be defined as the
branch o f computer science that is concerned with
the automation of intelligent behavior. Intelligent
behavior encompasses a wide range of abilities; as
a result, AI has become a very broad field that
includes game playing, automated reasoning,
expert systems, natural language processing,
modeling human performance (cognitive science),
planning, and robotics. This course will focus on a
subset of these topics and specifically on machine
learning, which is concerned with the problem of
how to create programs that automatically improve
with experience. Machine learning approaches
studied typically include neural networks, decision
trees, genetic algorithms, and reinforcement
techniques.
Prerequisites: CPSC 035 required.
Lab work required.
Natural sciences and engineering practicum.
Eligible for COGS credit.
1 credit.
Spring 2015. Meeden.
CPSC 065. Natural Language Processing
(Cross-listed as LING 020)
This course is an introduction to the fundamental
concepts in natural language processing, the study
of human language from a computational
perspective. The focus will be on creating
statistical algorithms used in the analysis and
production of language. Topics to be covered
include parsing, morphological analysis, text
classification, speech recognition, and machine
translation. No prior linguistics experience is
necessary.
Prerequisite: CPSC 035 required.
Lab work required.
Eligible for COGS credit.
1 credit.
Next offered when staffing permits.

p. 180
CPSC 068. Bioinformatics
(Cross-listed as BIOL 068)
This course is an introduction to the fields of
bioinformatics and computational biology, with a
central focus on algorithms and their application to
a diverse set of computational problems in
molecular biology. Computational themes will
include dynamic programming, greedy algorithms,
supervised learning and classification, data
clustering, trees, graphical models, data
management, and structured data representation.
Applications will include genetic sequence
analysis, pairwise-sequence alignment,
phylogenetic trees, motif finding, gene-expression
analysis, and protein-structure prediction. No prior
biology experience is necessary.
Prerequisite: CPSC 035 required.
Lab work required.
1 credit.
Fall 2014. Soni.
CPSC 071. Software Engineering: iOS
Development
This course is an introduction to software
engineering, with a focus on iOS development.
iOS is the name o f the operating system that runs
on many of Apple’s products including the iPhone,
iPod Touch, and iPad. In this course, students will
learn how to write iOS apps in Objective C using
Apple’s Xcode IDE (integrated development
environment). Topics will also include readings on
user interface design, project implementation and
unit testing. Students do not need to own an iOS
device to take the course.
Prerequisite: CPSC 035 required.
Lab work required.
1 credit.
Next offered when staffing permits.
CPSC 072. Computer Vision
(See ENGR 027)
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Zucker.
CPSC 081. Adaptive Robotics
This seminar addresses the problem o f controlling
robots that will operate in dynamic, unpredictable
environments. In laboratory sessions, students will
work in groups to program robots to perform a
variety o f tasks such as navigation to a goal,
obstacle avoidance, and vision-based tracking. In
discussion sessions, students will examine the
major paradigms o f robot control through readings
from the primary literature with an emphasis on
adaptive approaches.
Prerequisite: CPSC 035 required. CPSC 063 is
recommended.
Lab work required.
Natural sciences and engineering practicum.

Computer Science
Eligible for COGS credit.
1 credit.
Next offered when staffing permits.
CPSC 082. Mobile Robotics
(See ENGR 028)
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Zucker.
CPSC 087. Parallel and Distributed
Computing
This course covers a broad range o f topics related
to parallel and distributed computing, including
parallel and distributed architectures and systems,
parallel and distributed programming paradigms,
parallel algorithms, and scientific and other
applications o f parallel and distributed computing.
In lecture/discussion sections, students examine
both classic results as well as recent research in the
field. The lab portion o f the course includes
programming projects using different
programming paradigms, and students will have
the opportunity to examine one course topic in
depth through an open-ended project of their own
choosing. Course topics may include: multi-core,
SMP, MPP, client-server, clusters, clouds, grids,
peer-to-peer systems, GPU computing, scheduling,
scalability, resource discovery and allocation, fault
tolerance, security, parallel I/O, sockets, threads,
message passing, MPI, RPC, distributed shared
memory, data parallel languages, MapReduce,
parallel debugging, and parallel and distributed
applications
Prerequisites: CPSC 031 and CPSC 035 required.
CPSC 045 is recommended.
Lab work required.
1 credit.
Spring 2016. Newhall.
CPSC 091. Special Topics in Computer
Science
Subject matter for CPSC 091 is generally
dependent on group need or individual interest.
The course is normally restricted to upper-level
students and offered only when interest and staff
availability make it practicable to do so.
Lab work required.
1 credit.
Staff.
CPSC 093. Directed Reading and/or
Research Project
A qualified student may undertake a program of
extra reading and/or a project in an area of
computer science with the permission o f a staff
member who is willing to supervise.
CPSC 097. Senior Conference
This course provides honors and course majors an
opportunity to delve more deeply into a particular

p. 181
topic in computer science, synthesizing material
from previous courses. Topics have included
dynamic analysis (2013, sensing for healthcare
(2012), data management systems (2010,2011),
computer perception (2008,2009), computational
geometry and geographic information systems
(2006, 2007), computer security (2005), natural
language processing (2004); advanced algorithms
(2003); networking (2001,2002); distributed
computing (2000); evolutionary computation
(1998 and 1999); complexity, encryption, and
compression (1996); and parallel processing
(1995). CPSC 097 is the usual method used to
satisfy the comprehensive requirement for a
computer science major and the senior honors
study requirement for a computer science honors
major.
Lab work required.
Writing course.
1 credit.
Fall 2014. Waterman.
CPSC 180. Thesis
CPSC 199. Senior Honors Study

Economics

p. 182

AMANDA BAYER, Professor
JOHN P. CASKEY, Professor
STEPHEN S. GOLUB, Professor1
ROBINSON G. HOLLISTER, Professor**6
PHILIP N. JEFFERSON, Professor
MARK KUPERBERG, Professor
ELLEN B. MAGENHEIM, Professor and Chair
STEPHEN A. O ’CONNELL, Professor 1
ERIN TODD BRONCHETTI, Assistant Professor3
JENNIFER PECK, Assistant Professor
TAO WANG, Assistant Professor
EDWARD STEINBERG, Visiting Assistant Professor
JOSEPH HARGADON, Visiting Professor (part time)
NANCY CARROLL, Administrative Assistant
1Absent on leave, fall 2014.
3 Absent on leave, 2014-2015.
6 Spring 2015.

The Academic Program
The economics curriculum is structured so that
students achieve the following goals:
1. Learn and apply models and tools for analyzing
economic processes, decisions, and institutions;
2. Analyze and evaluate public policy; and
3. Think critically about the outcomes o f public
and private economic institutions and systems
domestically and globally.
The Economics Department offers a course major,
honors major, and honors minor. A course minor
is not offered.

Course Major
Requirements
ECON 001 or its equivalent is a prerequisite for all
other work in the department. In addition, all
majors in economics must satisfy a theory
requirement by taking ECON 011 (Intermediate
Microeconomics) and ECON 021 (Intermediate
Macroeconomics). They must also satisfy a
statistics requirement. The statistics requirement is
typically satisfied by taking ECON 031. It can
alternatively be satisfied, however, by taking
ECON 035 (which requires either ECON 031 or
STAT 061 as prerequisite), by taking STAT 111
(which requires STAT 061), or by taking STAT
061 in combination with either STAT 011 or
STAT 031. STAT 011 and STAT 031 alone are
not sufficient.
In order to read the literature in economics
critically, a knowledge of elementary calculus is
extremely useful. Students need to take MATH
015 (or receive MATH 015 credit or placement
out of MATH 015 from the Mathematics
Department) prior to taking ECON 011 or ECON
021. Since ECON 011 and ECON 021 are required
for the economics major, MATH 015 is a
requirement for the major. Students can take

ECON 001, ECON 031, and other courses that do
not have ECON 011 or ECON 021 as a
prerequisite before they meet the MATH 015
requirement. Students can find further information
regarding math placement and credit at:
www.swarthmore.edu/NatSci/math_stat/ap_pi.
html.
In addition, the department very strongly
recommends that students take either MATH 025
or 026 (Basic Calculus). MATH 027 (Linear
Algebra), MATH 034 (Several Variable Calculus),
and MATH 044 (Differential Equations) are
valuable for those intending to focus on the more
technical aspects o f economics. Students planning
to attend graduate school in economics should give
serious thought to taking additional mathematics
courses, including MATH 063 (Introduction to
Real Analysis).
To graduate as a course major, a student must:
1. Have at least eight credits in economics.
2. Meet the theory and statistics requirements.
Note: Course students should take these courses
before the second semester of their senior year to
be prepared for the comprehensive examination.
Note also that some seminars and courses have
ECON 011,021, and/or 031 as prerequisites.
3. In the senior year, pass the comprehensive
examination given early in the spring semester.
Comprehensive Examination
Course majors must pass the Comprehensive
Examination which is given in January or
February o f each year and covers the theory and
statistics requirements. The exam is given only
once a year and students must take it at
Swarthmore College. All students will take the
examination in their senior year. The only
exception is for students who are graduating early;
those students can take the comprehensive exam in
the spring semester prior to their final semester at
Swarthmore.

Economics
Acceptance Criteria: The Course Program
Except for students who have been granted
advanced standing, applicants should have:
1. Completed at least two economics courses at
Swarthmore.
2. Have an overall grade average of C or better.
3. Have a grade o f B or better in at least one
economics course taken at Swarthmore.
4. Should not have any D’s or NC’s in any
economics course. These conditions include the
grade equivalents) for any course(s) taken
Credit/No Credit. [Note: Regarding the “grade of
B or better” requirement, a B in a course taken
elsewhere may not suffice. Students who expect to
satisfy the requirement with course work done at
other schools should consult the chair about grade
equivalencies ahead o f time. For example, an A- is
typically required in the case o f a course taken in
summer school.]
Students have one year from the date of their
application to satisfy these requirements. Failure to
do so within one year will mean rejection.
Students who wish to apply for a double major
must submit a copy o f their Sophomore Plan to
both departments.

Honors Major
Typically, a student who wants to major in the
Honors Program first applies for the program
through the Sophomore Plan. In the Sophomore
Plan, the student should indicate the intention to
apply for the Honors Program and should list all
preparations that the student plans to take as part
o f that program. The student would usually take at
least one preparation in the junior year. Approval
of a student’s Honors Program must be granted by
the department. Changes o f major and/or honors
status can be made at any time by picking up
forms and instructions in the Registrar’s Office.
The Honors Exam for Majors and
Preparations
Honors majors in economics must complete 3
preparations. All preparations in economics
consist of 2 credits. Most preparations involve
taking a 2 credit seminar, but some preparations
may combine a course and a 1 credit seminar. A
complete list o f preparations, with their
prerequisites, appears below.
Culminating Exercise
External examiners will determine a student’s
Honors performance in an individual preparation
based on a 3 hour written exam, an oral exam, and
if applicable, a seminar paper. (Honors majors do
not take the comprehensive exam given to course
majors.)

p. 183
Acceptance Criteria: The Honors Program
Applicants for an honors major should have
satisfied all of the requirements for acceptance as
an economics course major and, in addition,
should have a straight B or better grade average in
economics courses. This condition includes the
grade equivalents) for any course(s) taken
credit/no credit

Honors Minor
Requirements
Applicants for an honors minor should have
satisfied all o f the requirements for acceptance as
an economics course major and, in addition,
should have a straight B or better grade average in
economics courses. This condition includes the
grade equivalents) for any course(s) taken
Credit/No Credit. While minors are not required to
complete a specific number o f economics courses,
they must satisfy all the prerequisites for their
honors preparation.
Culminating Exercise
External examiners will determine a student’s
honors performance in an individual preparation
based on a 3 hour written exam, an oral exam, and
if applicable, a seminar paper. (Honors minors do
not take the comprehensive exam given to course
majors.)
Acceptance Criteria: The Honors Minor
Applicants for an honors minor should have
satisfied all of the requirements for acceptance as
an economics course major and, in addition,
should have a straight B or better grade average in
economics courses. This condition includes the
grade equivalents) for any course(s) taken
credit/no credit.

Application Process Notes for the
Major
Normally, any student planning to major in
economics, whether in the Course or Honors
Program, applies for the major by submitting a
Sophomore Plan in the spring of the Sophomore
year. (Except for students who have been granted
advanced standing, applicants should have
completed at least two economics courses at
Swarthmore.) A student who will be away that
semester should submit the paper before leaving at
the end o f the fall semester. In the Sophomore
Plan, students should state their reasons for
wanting to major in economics along with any
associated considerations, and they should indicate
the courses and seminars essential to their plan of
study. Through the paper, students are
preregistered for seminars offered over the
following two years; thus, students are strongly
urged to select their seminars carefully. Moreover,
if a student decides to change seminars, the
department’s administrative assistant should be

Economics
informed as soon as possible, since entry into
oversubscribed seminars is first-come, first-served,
with seniors in the Honors Program having
absolute priority.

Honors Preparations
ECON 101: Advanced Microeconomics (2 credits)
Prerequisites: ECON O il and multivariable
calculus (MATH 033,034, or 035).
Enrollment is restricted to juniors and seniors.
ECON 102: Advanced Macroeconomics (2
credits)
Prerequisites: ECON 011 and ECON 021, and
multivariable calculus: MATH 033,034, or 035
(or MATH 025 or 026 with permission of the
instructor).
Recommended: MATH 043 or 044.
ECON 122: Financial Economics (2 credits)
Prerequisites: ECON 011, ECON 031 or ECON
035, and MATH 025 or higher calculus.
ECON 135: Advanced Econometrics (1 credit) and
ECON 035: Econometrics (1 credit)
Prerequisites: ECON 035 and linear algebra
(Math 027,028, or 028S).
ECON 141: Public Economics (2 credits)
Prerequisite: ECON 011 and ECON 031 (or its
equivalent).
ECON 151: International Economics (2 credits)
Prerequisites: ECON O il and ECON 021.
ECON 171: Labor and Social Economics (2
credits)
Recommended: ECON O il.
ECON 181: Economic Development (2 credits)
Prerequisites: ECON O il, ECON 021, and
either ECON 031, STAT 011, or STAT 031.

Interdisciplinary Majors and
Minors including Economics
Certain economics courses can be counted toward
programs in black studies, Asian studies,
environmental studies, Latin American studies,
peace and conflict studies, public policy, and
gender and sexuality studies.

Advanced Placement/lnternational
Baccalaureate Credit
Economics before Swarthmore: The Economics
Department offers a one-semester Introduction to
Economics course (ECON 001) that is the
prerequisite for all Anther study in economics.
The department does not give credit for work done
in economics in secondary schools and it does not
give credit for Advanced Placement exams. All
students planning to study economics are required
to begin with ECON 001 unless granted a waiver
by the department. To receive a waiver, students
must have a score o f 5 on both the

p. 184
Microeconomics and Macroeconomics AP exams
(or a 6 or 7 on the Economics Higher Level Exam
o f the International Baccalaureate, or an A on the
British A Levels). This waiver does not count as a
course credit. Students who receive the waiver
cannot enroll in ECON 011 or 021 before taking at
least one other economics course.
Work done at a college or university while
attending secondary school is eligible for credit
subject to the chairperson’s normal discretion in
giving credit for such work, but only if the work is
credited on an official college or university
transcript. With respect to satisfying the
prerequisite requirements for other economics
courses: either semester of a two-semester
introductory course alone counts as the equivalent
of ECON 001 but if only one o f two introductory
semesters is taken, the material covered in the
other half must be accessed by auditing (subject to
the instructor’s approval) the relevant parts of
ECON 001 or by taking the appropriate
intermediate theory course (ECON 011 or ECON

021).

Transfer Credit
Transferring economics credits: Students must
consult the department chair before taking a nonSwarthmore course for credit. In turn, when
formally requesting a credit transfer, students
should always bring evidence— syllabus, papers,
and examinations— concerning the content o f the
course. Problems transferring credit typically arise
in connection with courses offered in programs
abroad that are labeled as economics though they
are in fact courses in law, history, or political
science; the department does not accept such
credits as being within the domain o f economics. It
is usually sufficient for partial credit transfer if the
course is taught by a qualified economist and is
largely analytical in content, as are nearly all
courses in economics departments in American
colleges and universities.
Transferring credit for introductory economics:
Subject to the department’s approval, students may
transfer credit for introductory economics taken at
other colleges or universities, whether taken in the
context o f a one or a two semester introductory
course.
Transferring credits for business courses:
Students can only apply one course in Accounting
toward their 8 course requirement in economics.
Business courses taken at the University of
Pennsylvania or other universities beyond this
cannot be counted toward the eight courses
required for an economics major. They can be
included as part of the 32 courses required for
graduation. Students, however, can receive credit
for no more than two such courses. The only
exception to this rule is for students who take the
equivalent of ECON 033 (Financial Accounting)
at another school; the course is not counted against

Economies

p. 185

the two allowed business credits, and can be
counted as part of the 8 credits needed for the
economics major. No credit is given for night
school classes at Wharton.

design o f public policy. Prerequisite for all further
work in economics.
1 credit.
Each semester. Staff.

Teacher Certification

ECON 002. First-Year Seminar: Greed
In 1776, Adam Smith wrote in The Wealth o f
Nations, “It is not from the benevolence of the
butcher, the brewer, or the baker, that we expect
our dinner, but from their regard to their own
interest.. .The individual intends only his own
gain, and he is in this, as in many other cases, led
by an invisible hand to promote an end which was
no part o f his intention. Nor is it always worse for
society that it was no part of it. By pursuing his
own interest he frequently promotes that of the
society more effectually than when he really
intends to promote it.” This seminar investigates
the degree to which self-interest should be the
organizing principle o f economic and social
organization.
This course counts as 1 o f the 8 economics credits
needed to fulfill an economics major, but it does
not take the place o f ECON 001. It, therefore,
cannot be used to fulfill the ECON 001
prerequisite for further work in the Economics
Department.
Writing course.
1 credit.
Not offered 2014—2015

For economics majors, the College offers teacher
certification in social studies or citizenship
through a program approved by the state of
Pennsylvania. For further information about
specific requirements for Economics students,
please refer to the Educational Studies section of
the Bulletin.

Additional Matters
Recommended course sequence: Take ECON
001 in the first year. Take ECON 011,021, and
031 in the sophomore and junior years and
certainly before the beginning of the senior year.
For students contemplating graduate study in
economics, take one or more of: ECON 101,
ECON 102, and ECON 135, as well as the
Mathematics and Statistics courses discussed at
the beginning o f this document.
Ranking for entry into seminars: Entry into
oversubscribed seminars is first-come, first-served
for students in the Honors Program, with priority
given to seniors, then to juniors. Any places
remaining are allocated on the basis o f first-come,
first-served for students in the Course Program.
Double major in Economics and Engineering:
Double majors may count Operations Research
(cross-listed as ECON 032 and ENGR 057) for
both majors. It will appear as ENGR 057 on the
student’s transcript if it is taken to satisfy
engineering or both requirements.
Semester or year away: The Economics
Department will facilitate study abroad or
elsewhere in the United States. Correspondingly, it
has designed a major that can, without difficulty,
be completed in no more than four semesters.
Moreover, the department is quite liberal in
approving transfer credits for courses offered by
economics departments elsewhere. Students
should, however, be aware of the following
considerations: to graduate with an economics
major from Swarthmore, a student must have
taken at least two economics courses at
Swarthmore and must pass the department’s
comprehensive exam.

Courses
ECON 001. Introduction to Economics
Covers the fundamentals o f microeconomics and
macroeconomics: supply and demand, market
structures, income distribution, fiscal and
monetary policy in relation to unemployment and
inflation, economic growth, and international
economic relations. Focuses on the functioning of
markets as well as on the rationale for and the

ECON 002A. First-Year Seminar: Emerging
Market Economies: The BRICS 1900-2020
Will Brazil, Russia, India, and China be the most
dominant economies in the world by 2050? Why is
South Africa (S) in the group? We study the
economic trajectories o f these countries from
roughly 1900, emphasizing the roles o f domestic
reforms and global markets in spurring human
capital accumulation, industrial development, and
economic growth. We ask how international
organizations like the International Monetary Fund
(IMF) and World Trade Organization (WTO) are
accommodating the emergence o f these countries,
and what influence the BRICS are likely to exert
on the global governance o f trade, aid, finance,
and the environment.
This course counts as 1 of the 8 economics credits
needed to fulfill an economics major, but it does
not take the place o f ECON 001. It, therefore,
cannot be used to fulfill the ECON 001
prerequisite for further work in the Economics
Department.
1 credit.
Not offered 2014-2015.
ECON 003A. Environmental Policy and
Economics
This course examines the role o f government in
the regulation o f the environment from an
economics perspective. The course will introduce

Economics
the basic tools used to compare the costs and
benefits of improving environmental quality and
the methods used in the valuation o f
environmental goods. The last part o f the course
will focus on how government policies can be
used to improve environmental outcomes.
This course counts as 1 of the 8 economics credits
needed to fulfill an economics major, but it does
not take the place of ECON 001. It, therefore,
cannot be used to fulfill the ECON 001
prerequisite for further work in the Economics
Department.
Eligible for ENVS credit.
1 credit.
Spring 2015. Peck.
ECON 005. Savage Inaccuracies: The
Facts and Economics of Education in
America
(Cross-listed as EDUC 069)
This course investigates the relationship between
issues of resource allocation and educational
attainment. It examines the facts about student
achievement, educational expenditure in the
United States, and the relationship between them.
It studies such questions as: Does reducing class
size improve student achievement? Does paying
teachers more improve teacher quality and student
outcomes? The course also investigates the
relationship between educational attainment and
wages in the labor market. Finally, it analyzes the
effects o f various market-oriented education
reforms such as vouchers and charter schools.
Prerequisites: ECON 001 and any statistics course
(or the consent o f the instructor). EDUC 014 is
strongly recommended.
Eligible for PPOL credit.
1 credit.
Fall 2014. Kuperberg.
ECON 011. Intermediate Microeconomics
Provides a thorough grounding in intermediatelevel microeconomics. The standard topics are
covered: behavior o f consumers and firms,
structure and performance o f markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solving
both to facilitate learning microeconomic theory
and its applications.
Prerequisites: ECON 001 and MATH 015.
1 credit.
Fall 2014. Magenheim.
ECON 012. Game Theory and Strategic
Behavior
How should one bargain for a used car or mediate
a contentious dispute? This course is an
introduction to the study o f strategic behavior and
the field o f game theory. We analyze situations of
interactive decision making in which the
participants attempt to predict and to influence the

p. 186
actions of others. We use examples from
economics, business, biology, politics, sports, and
everyday life.
Prerequisite: ECON 001.
Eligible for PEAC credit.
1 credit
Spring 2015. Bayer.
ECON 015. Economic Poverty and
Inequality
This course examines the causes and consequences
o f poverty and (income and wealth) inequality.
Topics covered include measurement, mobility,
and the impact of globalization, technical change,
taxation, and aid. Micro interventions and macro
initiatives are contrasted. Public policies and
programs aimed at prevention, alleviation, and
redistribution are analyzed and evaluated. The
developed and developing country contexts are
considered.
Prerequisite: ECON 001.
1 credit.
Spring 2015. Jefferson.
ECON 021. Intermediate Macroeconomics
The goal o f 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
developed o f the determination of output, interest
rates, prices, inflation, and other aggregate
variables such as fiscal and trade surpluses and
deficits. Students analyze conflicting views of
business cycles, stabilization policy, and
inflation/unemployment trade-offs.
Prerequisites: ECON 001 and MATH 015.
Freshmen need the consent of the professor.
1 credit.
Spring 2015. Kuperberg.
ECON 022. Financial Economics
This course analyzes the ways that firms finance
their operations. It discusses the organization and
regulation of financial markets and institutions. It
examines theories explaining asset prices and
returns, and it discusses the function and pricing of
options and futures contracts.
Prerequisite: ECON 001 and ECON 031, STAT
031, or STAT 061.
1 credit.
Fall 2014. Caskey.
ECON 031. Introduction to Econometrics
This course provides an introduction to the theory
and practice of applied quantitative analysis in
economics. Following a brief discussion o f
probability, statistics, and hypothesis testing, this
course emphasizes using regression analysis to
understand economic relationships and to test their
statistical significance. Computer exercises

Economics
provide practical experience in using these
quantitative methods.
Prerequisite: ECON 001.
1 credit.
Each semester. Wang.
ECON 032. Operations Research
(See ENGR 057)
1 credit.
Fall 2014. McGarity.
ECON 033. Financial Accounting
This course is designed to provide students with an
intermediate level study o f corporate accounting
theory and practice as it falls within the framework
of United States generally accepted accounting
principles (GAAP). A major focus o f the course is
how accounting provides information to various
user groups so that they can make more informed
decisions. In particular, students will learn the
steps in the accounting cycle leading up to the
preparation and analysis o f corporate financial
statements. Students are also exposed to some of
the fundamental differences between federal tax
rules and external financial reporting requirements
and are made aware o f the organizations that
influence and contribute to the body o f knowledge
in financial accounting. Finally, ethical issues that
may be confronted by the accountant are also
discussed throughout the course.
Prerequisite: ECON 001.
1 credit.
Each semester. Hargadon.
ECON 035. Econometrics
Quantitative methods used in estimating economic
models and testing economic theories are studied.
Students learn to use statistical packages to apply
these methods to problems in business, economics,
and public policy.
Prerequisite: ECON 001 and ECON 031 or STAT
061.
1 credit.
Fall 2014. Jefferson.
ECON 041. Public Economics
This course focuses on government expenditure,
tax, and debt policy. A major part of the course is
devoted to an analysis o f current policy issues in
their institutional and theoretical contexts. The
course will be o f most interest to students having a
concern for economic policy and its interaction
with politics.
Prerequisite: ECON 001.
Recommended: ECON 011.
Eligible for PPOL credit.
1 credit.
Not offered 2014-2015.

p. 187

ECON 042. Law and Economics
The purpose o f this course is to explore the
premises behind the use o f utilitarian constructs in
the analysis of public policy issues. In particular,
the appropriateness of the growing use of
economic methodology will be examined through
an intensive study o f issues in property, tort,
contract, and criminal law.
Prerequisite: ECON 001.
Recommended: ECON O il.
Eligible for PPOL credit.
1 credit.
Not offered 2014-2015.
ECON 044. Urban Economics
The topics covered in this course include the
economic decline of central cities, transportation
policies, local taxation, theories o f urban growth
patterns, local economic development initiatives,
and the economics of land use and housing.
Prerequisite: ECON 001 and ECON 031, STAT
031, or STAT 061.
1 credit.
Spring 2015. Caskey.
ECON 050. Tracking the U.S. Economy
The course focuses on the meanings, strengths,
and weaknesses o f the major macroeconomic
statistics. For example, why is the unemployment
rate an imperfect labor-market indicator? Why do
different employment and price measures
sometimes provide differing pictures o f the labor
market and inflation? Does indexing someone's
income to the Consumer Price Index raise the
person's standard o f living? How does the
Government's jobs report affect the value o f the
U.S. dollar? What are lagging indicators?
Prerequisite: ECON 001.
1 credit.
Spring 2015. Steinberg.
ECON 051. International Trade and
Finance
This course surveys the theory o f trade
(microeconomics) and of the balance o f payments
and exchange rates (macroeconomics). The
theories are used to analyze topics such as trade
patterns, trade barriers, flows o f labor and capital,
exchange-rate fluctuations, the international
monetary system, and macroeconomic
interdependence.
Prerequisites: ECON O il and ECON 021.
Eligible for ASIA, PEAC, or PPOL credit.
1 credit.
Not offered 2014-2015.
ECON 054. Global Capitalism Since 1920
This course will study global capitalism over the
last century, focusing on the interplay between
events, economic theories and policies. The issues

Economies
to be examined include: financial market booms
and busts; business cycles; inequality; the social
welfare state; technological change and economic
growth; and international trade and financial
arrangements. The time period covers: the Roaring
Twenties; the Great Depression, the post war
Golden Age (1945-1973); the stagflation of the
1970s; the Thatcher-Reagan-Greenspan-Bush era
of market liberalization (1980-2007); and the
financial crisis and Great Recession o f 2007—2010.
Economic theories include: the classical laissezfaire view; Schumpeter’s theory of “creative
destruction”; Keynes and the “neo-classical
synthesis” advocating a mixed economy; Minsky’s
theory o f financial instability; Friedman, the
efficient-markets hypothesis, and the “new
classical” critiques of government interventions;
and emerging ideas in response to the present
crisis. The course will chronicle and compare
economic policy and performance o f the United
States, Europe, Japan, and the developing world
(Asia, Latin America, Africa).
Prerequisite: ECON 001.
1 credit.
Spring 2015. Golub.
ECON 063. Public Policies in Practice:
Establishing What Works and for Whom
Participants in this course will examine research
on specific policy interventions designed to
change outcomes for individuals, corporations, and
communities. Particular focus will be on attempts
to establish whether such policy interventions can
cause changes in outcomes for individuals,
corporations, or communities. In recent decades,
random assignment/experimental designs have
increasingly been applied to estimate the impact of
changes in policies on employment, welfare,
housing, education, policing, public health, and
community development. Social policy
experiments and alternative methods to examine
cause and effect will be covered, with emphasis on
actual examples from the previously mentioned
fields. Specific issues in design, implementation of
such studies, the analysis o f results, and translation
to the policy context will be reviewed. Students
will meet with selected analysts who carry out
these types of studies. Students will do some
analysis of data generated from quantitative
studies o f what works and for whom.
Prerequisite: ECON 001.
1 credit.
Spring 2015. Hollister.
ECON 073. Race, Ethnicity, and Gender in
Economics
This course focuses on the role o f difference in
economic systems. In this course, we learn how to
apply the theoretical and empirical tools of
economics to analyze the economic status of
women and o f various racial and ethnic groups in
the United States, and we explore the various

p. 188
sources of, and solutions to, persistent economic
inequality. We also examine the roles o f race,
ethnicity, and gender in the development of
economic theory and policy.
Prerequisite: ECON 001.
Eligible for BLST, GSST, or PPOL credit.
1 credit.
Fall 2014. Bayer.
ECON 075. Health Economics
This course applies the tools o f microeconomic
analysis to the health care industry. We will
analyze the determinants of demand for and supply
of health care, including the relationship between
demographic variables, health status, and health
care consumption. The structure and behavior of
the major components of the supply side will be
studied, including physicians, hospitals, and
insurance companies. The variety of ways in
which the government intervenes in the health care
sector—regulation, antitrust, social insurance, and
direct provision—will be considered. Finally, we
will study some more specialized topics, including
the intersection o f bioethics and economics,
mental health economics, and international health
system comparisons. Students will write a series of
short papers, examining medical, economic, and
policy considerations related to a health problem
or issue.
Prerequisite: ECON 001.
1 credit.
Not offered 2014-2015.
ECON 076. Environmental Economics
Introduction to the microeconomics of
environmental issues with applications to the
design of environmental policy. The course will
cover the concepts and methods used in the
valuation o f environmental goods as well as the
design of policy instruments and regulations to
improve environmental quality. Specific topics
include pollution and environmental degradation,
the use of renewable and non-renewable resources,
and climate change. Prerequisite: ECON 001.
Recommended: ECON Oil.
Eligible for ENVS or PPOL credit.
1 credit.
Fall 2014. Peck.
ECON 081. Economic Development
A survey covering the principal theories of
economic development and the dominant issues o f
public policy in low-income countries. Topics
include the determinants of economic growth and
income distribution, the role o f the agricultural
sector, the acquisition of technological capability,
the design of poverty-targeting programs, the
choice o f exchange rate regime, and the impacts of
international trade and capital flows (including
foreign aid).
Prerequisite: ECON 001.

Economics
Eligible for ASIA, BLST, PEAC, or PPOL credit
1 credit.
Not offered 2014—2015.
ECON 082. Political Economy of Africa
A survey o f the post-independence development
experience of Sub-Saharan Africa. We study
policy choices in their political and institutional
context, using case-study evidence and the
analytical tools o f positive political economy.
Topics include development from a natural
resource base, conflict and nation building, risk
management by firms and households, povertyreduction policies, globalization and trade, and the
effectiveness of foreign aid.
Prerequisite: ECON 001.
Eligible for BLST, PEAC, or PPOL credit.
1 credit.
Not offered 2014-2015.
ECON 099. Directed Reading
With consent o f a supervising instructor,
individual, or group study in fields o f interest not
covered by regular course offerings.
Fall or spring semester. Staff.

Seminars
ECON 101. Advanced Microeconomics
Subjects covered include consumer and producer
theory, optimization and duality, general
equilibrium, risk and uncertainty, asymmetric
information, and game theory.
Prerequisites: ECON 011 and multivariable
calculus (MATH 033, 034, or 035). Enrollment is
restricted to juniors and seniors.
2 credits.
Spring 2015. Bayer.
ECON 102. Advanced Macroeconomics
Subjects covered include microfoundations of
macroeconomics, growth theory, rational
expectations, and New Classical and New
Keynesian macroeconomics. Extensive problem
solving, with an emphasis on the qualitative
analysis of dynamic systems.
Prerequisites: ECON O il, ECON 021, and
multivariable calculus (MATH 033,034 or 035, or
MATH 025 or 026 with permission o f the
instructor).
Recommended: MATH 043 or 044.
2 credits.
Not offered 2014-2015.
ECON 122. Financial Economics
This seminar analyzes the ways that firms finance
their operations. It discusses die organization and
regulation o f financial markets and institutions. It
examines theories explaining asset prices and
returns, and it discusses the function and pricing of
options and futures contracts.

p. 189
Prerequisites: ECON O il, ECON 031 or ECON
035, and MATH 025 or higher calculus.
2 credits.
Fall 2014. Caskey.
ECON 135. Advanced Econometrics
Quantitative methods used in estimating economic
models and testing economic theories are studied.
Students learn to use statistical packages to apply
these methods to problems in business, economics,
and public policy. Students will also evaluate
studies applying econometric methods to major
economic issues. An individual empirical research
project is required.
Prerequisites: ECON 035 and linear algebra
(MATH 027,028 or 028S).
1 credit.
Spring 2015. Jefferson.
ECON 141. Public Economics
This seminar focuses on the analysis of
government expenditure, tax, and debt policy. A
major part o f the seminar is devoted to an analysis
o f current policy issues in their institutional and
theoretical contexts. The seminar will be o f most
interest to students having a concern for economic
policy and its interaction with politics.
Prerequisite: ECON 011 and ECON 031 (or its
equivalent)
Eligible for PPOL credit.
2 credits.
Not offered 2014-2015.
ECON 151. 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, macroeconomic
interdependence, the roles of organizations such as
the World Trade Organization and International
Monetary Fund, and case studies of selected
industrialized, developing, and transition
countries.
Prerequisites: ECON 011 and ECON 021.
Eligible for PPOL, ASIA, or PEAC credit.
2 credits.
Spring 2015. Wang.
ECON 171. Labor and Social Economics
Students discuss such topics as the organization of
work within firms, labor market operations, unions
and labor relations, unemployment and
macroconditions, economic analysis education,
health care, housing, and discrimination,
determinants of income inequality, and
government policies with respect to health,
education, and welfare.
Prerequisite: ECON 001.

Economics
Recommended: ECON O il.
Eligible for BLST or PPOL credit.
2 credits.
Spring 2015. Hollister.
ECON 181. Economic Development
The economics o f long-run development in Africa,
Asia, and Latin America. We cover the leading
theories of growth, structural change, income
distribution, and poverty, with particular attention
to development strategies and experience since
World War II. Topics include land tenure and
agricultural development, rural-urban migration,
industrialization, human resource development,
poverty targeting, trade and technology policy, aid
and capital flows, macroeconomic management,
and the role o f the state. Students write several
short papers examining the literature and a longer
paper analyzing a particular country’s experience.
Prerequisites: ECON O il, ECON 021, and either
ECON 031, STAT 011, or STAT 031.
Eligible for ASIA, BLST, or PPOL credit.
2 credits.
Not offered 2014-2015.
ECON 198. Thesis
With consent of a supervising instructor, honors
majors may undertake a senior thesis for double
credit.
Each semester. Staff.

p. 190

Educational Studies

p. 191

K. ANN RENNINGER, Professor*3
LISA SMULYAN, Professor and Chair
DIANE DOWNER ANDERSON, Associate Professor
CHERYL JONES-WALKER, Assistant Professor1
EDWIN MAYORGA, Assistant Professor
ELAINE ALLARD, Visiting Assistant Professor
JENNIFER BRADLEY, Visiting Assistant Professor (part time)
ELAINE BRENNEMAN, Visiting Assistant Professor (part time)
MARGARET INMAN LINN, Visiting Assistant Professor (part time)
KAE KALWAIC, Administrative Assistant
CATHERINE DUNN, Placement and Clearance Coordinator
1Absent on leave, fall 2014.
3 Absent on leave, 2014-2015.

The Educational Studies Department at
Swarthmore engages students in the investigation
o f educational theory, policy, research and practice
from a variety of disciplinary perspectives. We
prepare students to work in educational research or
policy, to enter the teaching profession, and/or to
pursue graduate study in educational studies or a
related field. The department encourages
undergraduates to think critically and creatively
about the processes of teaching and learning and
about the place o f education in society. The
department is also committed to preparing students
to address education-related needs in an era of
rapidly increasing racial, ethnic and linguistic
diversity and technological change to develop
students’ abilities to participate fully in civic,
cultural and economic arenas. Both introductory
and upper level courses in the department draw on
theory and research in anthropology, economics,
history, political science, psychology and
sociology.

The Academic Program
Students interested in educational studies at
Swarthmore may design an honors or course
special major in educational studies and another
discipline or an honors or course minor in
educational studies. Students also have the option
to pursue teacher certification.

Course Special Major
In special majors involving educational studies the
student combines work in educational studies with
work in another academic department or
interdisciplinary program. Pre-established
programs have been created with the following
disciplines: biology, chemistry, English literature,
French, German, history, linguistics,
mathematics/statistics, music, physics, political
science, psychology, Russian,
sociology/anthropology, and Spanish. Special
majors with other disciplines can be pursued with
the approval o f both the Educational Studies
Department and the second department. In the case
of all special majors involving educational studies,

both departments collaborate in advising the
student.
The special major usually requires 10 to 12 credits,
at least 5 o f which must be in educational studies.
All special majors are required to complete a
thesis or a comprehensive examination integrating
work in their two fields o f study. Special majors
are encouraged to take EDUC 065 Educational
Research for Social Change in the spring of their
sophomore or junior year. This course, which can
be taken for 0.5 or 1 credit, prepares students to
write a special major thesis in their senior year.
Each partnering department or program provides
specific course requirements for the completion of
a special major and for the thesis/comprehensive
exam, details o f which may be found on the
departmental website.
If special majors pursue teaching certification,
EDUC 092: Curriculum and Methods Seminar and
EDUC 093: Practice Teaching are not counted as
part o f a special major requirements. The
prerequisite for acceptance to the special major
program is successful completion of EDUC 014:
Introduction to Education and one other course in
the department.

Course Minor
The educational studies minor provides students
with the opportunity to choose from a variety of
educational studies courses and prompts students
to reflect on the overarching theme o f their
experience in the department. The educational
studies minor requires at least 5 credits in
educational studies. Students identify a focus when
they apply for the minor and then explain how
their coursework supports this focus. Possible foci
include but are not limited to Teaching and
Practice, Educational Policy, Educational
Psychology, School and Society, Urban Education,
Environmental Education, and Literacy. The
prerequisite for acceptance to the educational
studies minor program is EDUC 014: Introduction
to Education. Minors may also pursue teacher
certification.

Educational Studies
Honors Program
The department supports the Honors Program for
special majors and minors.
Honors Special Majors
Students may opt to pursue an Honors Special
major in educational studies and another
department or interdisciplinary program. Preestablished special majors have been created with
the following disciplines: English, linguistics,
political science, psychology and
sociology/anthropology. Honors special majors
with other disciplines can be pursued with the
approval of both educational studies and the
partnering department. The Honors special major,
like the Course special major, requires a total o f 10
to 12 credits, at least 5 of which must be in
educational studies. However, Honors special
majors must also include 4 Honors preparations in
their program. These must be distributed as
follows:
• 3 (2 credit) Honors preparations, normally
completed by taking Honors seminars, at least 1
or 2 of which must be in educational studies.
o
It is possible to complete a onecredit educational studies course
with another one-credit
educational studies attachment as
1 Honors preparation.
Availability o f this option is
limited and designed with a
supervising educational studies
faculty member.
• 1 Honors preparation through the completion of
a double-credit thesis. This thesis normally
serves to integrate the fields o f the special
major and is supervised by faculty members in
both departments of the special major. Honors
special majors are encouraged to take EDUC
065 Educational Research for Social Change in
the spring of their sophomore or junior year.
This course, which can be taken for 0.5 or 1
credit, prepares students to write the special
major diesis in their senior year.
Each partnering department also provides specific
course requirements for the completion of a
Honors special major, Which may be found on the
departmental website. Students are expected to
have a B+ average in their educational studies
courses to complete an Honors special major.
Additionally, students must complete external
examinations upon completion o f the program.
The prerequisite for acceptance to the Honors
Educational Studies Major Program is EDUC 014:
Introduction to Education, 2 additional educational
studies courses of the student’s choice, and an
average grade of B+ in all educational studies
courses at the time of application. Honors majors
may also pursue teacher certification.

p. 192

Honors Minors
Students may opt to pursue an Honors minor in
educational studies. The Honors minor requires
five credits in educational studies, including
EDUC 014: Introduction to Education (1 credit),
one Honors seminar (2 credits), and two additional
credits o f the student’s choice. Students are
expected to have a B+ average in their educational
studies courses and to complete the external
Honors examination. The prerequisite for
acceptance to the Honors educational studies
minor program is EDUC 014: Introduction to
Education. Honors minors may also pursue teacher
certification.
Additional Honors Program Details
External Examinations
As part o f the Honors Program, students complete
an examination for each completed preparation.
The thesis preparation for Honors special major
students involves a 45-60-minute individual oral
exam on their work with an outside examiner.
Examination for Honors preparations other than
the thesis includes a written and an oral
component. The written portion o f the exam is set
by an external examiner who writes exam
questions based on seminar syllabi. The exam may
include a problem set, a case and/or additional
readings relevant to the work students have
undertaken in that preparation. These materials
may be sent to the student in advance o f the
written exam. All educational studies honors
exams are written in the Educational Materials
Center. A maximum of 5 hours is allowed for
completion of each exam.
Intellectual Autobiography
All Honors students (special majors and minors) in
educational studies write a short intellectual
autobiography that is sent to the Honors examiner.
Students may also choose to send to the examiner
a paper from an Honors seminar. The
autobiography and the paper are not formally
evaluated by the examiner; they are intended to
familiarize the examiner with the student’s
experience and background in educational studies,
since each student in each seminar brings different
disciplinary content to his/her understanding o f the
material. The autobiography is written in the
spring of the senior year under the supervision of
the department chair in educational studies.

Sophomore Plan Application
Process
Students interested in pursuing a special major or
minor through the department are encouraged to
discuss their interests and plans with faculty
members. The department’s website may also be
helpful. Faculty will advise and assist students as
they explore the multiple options available to
them.

Educational Studies

p. 193

In order to complete the Sophomore Plan, students
will:
• Arrange a meeting with the chair of the
department to discuss their educational studies
interests and how they might complete the
necessary requirements during the remainder of
their Swarthmore career.
• Write a Sophomore Plan and submit it to the
department in conjunction with specifications
provided by the Dean’s Office at
www.swarthmore.edu/student-life/academicadvising-and-support/sophomore-plan-ofstudy.xml.

As a culminating activity in the department, most
special majors write a thesis. Students select the
focus of their thesis work; theses typically build on
students’ course work and methods training in
educational studies and the other department
comprising their special major.
Some students conduct independent research or
serve as research assistants on faculty members’
projects. Students may begin working as research
assistants as early as the summer following their
first year. Many such collaborations have led to
student-faculty co-authored conference
presentations, articles, and chapters.

Pathways to Teaching

Fieldwork and Service-Learning
Opportunities

Swarthmore students come to an interest in
teaching at many points during their own
educational careers—some before they enter
college, others during their four undergraduate
years, and some as they investigate possible
careers after Swarthmore. Students are encouraged
to explore the many opportunities available to
them in the field o f education. Pathways to
Teaching, on the department’s website, offers
students more information on the options available
to them:
• Mentoring and tutoring opportunities offered
through Swarthmore.
• Summer opportunities to work in classrooms or
enrichment programs or complete an educationrelated internship.
• Teacher certification at Swarthmore.
• Graduate study in education, including teaching
programs and other programs in educational
studies.
• Post-graduation teaching/education job
opportunities and resources (for all students—
with or without certification)

Research Opportunities and
Experiences
Engaging in research is integral to students’ work
in educational studies. Participation in research
supports students to understand the importance of
research to theory, policy-making, and practice.
In each course and seminar in the department,
students are introduced to qualitative and/or
quantitative methods o f research, which they use
to work directly with questions addressed in
coursework. Students not only read original
research, but they also collect and analyze data
using appropriate methods in each course.
Students are strongly encouraged to take EDUC
065: Educational Research for Social Change in
the spring of their sophomore or junior year. This
course, which can be taken for 0.5 or 1 credit,
prepares students to write a special major thesis in
their senior year.

Bridging research and practice is a goal for
courses and seminars in the department. Many
courses and seminars have a distinctive field work
component. Course descriptions indicate if a
course involves a field placement.
Depending on transportation options, students can
request fieldwork placements in urban, suburban,
or rural communities and choose from public,
charter, or private school settings. Students are
encouraged to use the field placements as an
opportunity to explore a range o f school and
population types. A list of school sites may be
found on the department’s website. In addition,
EDUC 070: Community Outreach Practicum is a
course designed for students working in out-of­
school educational and community-based settings.

Study Abroad
Students requesting credit in educational studies
for course or field work done abroad (or at another
institution in the U.S.) must take EDUC 014:
Introduction to Education. This course may be
taken before or after the study abroad credit is
completed, but the credit will only be accepted
after Introduction to Education has been
completed.
Two study abroad programs with developed
educational studies components include:
The Cloud Forest School Program, Costa
Rica
Through this program, students complete a schoolbased internship and receive an intercultural credit
for Spanish language learning. See
http://www.swarthmore.edu/academics/educationa
l-studies/academic-program/off-campusstudy/cloud-forest-program.xmlfor more
information.
Globalization and the Environment,
University of Capetown, South Africa
This program focuses on both environmental and
educational issues such as literacy, equity,
intersections between schools, communities, and
the environment in South Africa. See

Educational Studies
http://www.swarthmore.edu/academics/educationa
1-studies/academic-program/off-campusstudy/globalization-and-the-environmentprogram.xml for more information.

Transfer Credit
Transfer credit is accepted once a student has
completed EDUC 014: Introduction to Education.
To request transfer credit, the student must present
a syllabus and all course work for the department
to review. Some additional work may be required.

Teacher Certification
Swarthmore offers a competency-based teacher
preparation program for both special majors and
minors (Honors or Course). Certification for
elementary, middle and/or high school teaching is
transferable to all 50 states; after PA certification,
some states may require additional exams or
content. A guide to certification reciprocity is

p. 194
available through Certification Map at
http://certificationmap.com/states/reciprocitydisclaimer/.
Swarthmore’s programs for secondary certification
are designed with guidance from faculty members
in the discipline in which the student is being
certified as well as members of the Educational
Studies Department. Students preparing for
elementary certification design their course of
study with advisement from the Swarthmore
Educational Studies Department and Eastern
University.
Formal admission to the teacher certification
program occurs at the start of EDUC 092:
Curriculum and Methods and EDUC 093: Practice
Teaching after students have successfully
completed their core educational studies and
discipline major requirements. Students must have
completed 12 Swarthmore College credits (48
credit hours) to enroll in the program.

State Requirements for Certification

In order to be certified, students must attain either an overall grade point average of 3.0 or an overall
grade point average o f 2.8 GPA and a qualifying score on the appropriate PRAXIS exams. More
information about the exams required for certification can be found on the Educational Studies
Department website under “Teacher Certification > Student Teaching > Exam Information.
Students seeking certification must meet all Swarthmore’s general requirements for graduation with a
Bachelor’s degree, educational studies requirements for certification, and state teaching certification
distribution requirements in mathematics, English literature, and English composition. The following
outline presents the ways in which students might meet these state distribution requirements:
Mathematics: 6 credit hours. This may be fulfilled by any sufficient combination of the following
options:
Credit Hour Value
Activity
4
Swarthmore 1-credit Math/Statistics or Natural Science course
4
Score of 4 or 5 on AP Calculus AB
4
Score of 4 or 5 on AP Calculus AB/BC
4
Score of 4 or 5 on AP Statistics
4
Score of 6 or 7 on the Higher Level IB Exam
3
Scores o f 560 or higher on the SAT level 1 or II math level IC or IIC
4
CLEP math test (http://clep.collegeboard.org/exam)
6
Combination should total
English Literature: 3 credit hours. This may be fulfilled by any sufficient combination of the following
options:
Credit Hour Value
Activity
4
Swarthmore 1-credit English Department course
4
Score o f 4 or 5 on AP English Literature
4
Score o f 6 or 7 on the Higher Level IB Exam
4
CLEP literature test (http://clep.collegeboard.org/exam)
3
Combination should total
English Cnmnosition: 3 credit hours, met by the College’s general distribution requirement o f Writing
courses.

p. 195

Educational Studies
Certification Options
Swarthmore offers a wide variety of teacher
certification options for students who are
interested in receiving this credential.
Elementary Certification (Grades Pre-K-4
and 4-8)
Certification in elementary education is granted to
Swarthmore students through Eastern University.
Students complete the majority of their
coursework at Swarthmore, including student
teaching, but must also complete 2 summer
courses at Eastern University in order to receive
elementary certification. The department
recommends that students pursue two
certifications from the state of Pennsylvania: one
that allows students to teach in grades pre-K
through 4 and one for grades 4 through 8.
Students must fulfill all o f the state general
distribution requirements. Additionally, required
Swarthmore coursework includes:
• EDUC 014: Introduction to Education
• EDUC/PSYC 021: Educational Psychology
• EDUC 042: Teaching Diverse Young Learners
• EDUC/PSYC 026: Special Education
• EDUC 053: Language Minority Education
• Recommended—EDUC 023: Adolescence
The Eastern University summer school program
consists of two elementary methods courses in
Language Arts and Reading. The hybrid online
and face-to-face course work begins in mid-May
and ends in early June for a total cost of
approximately $3,530 (cost as of spring 2014;
students on financial aid can apply for support).
Students receive 1 Swarthmore College credit for
these courses.
Students must consult with the chair of
Swarthmore *s Educational Studies Department
regarding their program o f study to ensure that it
includes a representative distribution of English,
social studies, math, and science coursework
required for 4-8 certification.
Elementary Certification candidates complete one
semester of student teaching through Swarthmore,
which consists of EDUC 092: Curriculum and
Methods (2 credits) and EDUC 093: Practice
Teaching (2 credits).
Secondary Certification (Grades 7-12)
The department offers secondary (7—12) teacher
certification in biology, chemistry, citizenship,
English, mathematics, physics, and social studies.
The department also offers a K-12 certification in
French, German, Russian, or Spanish. Students
must complete a major or special major in thenarea of certification. Majors/special majors in
history, economics, or political science receive
secondary certification in either citizenship or
social studies, and majors/special majors in

psychology or sociology/anthropology receive
secondary certification in social studies.
In order to be certified, students should fulfill all
of the state general distribution requirements.
Additionally, students must complete a major or a
special major in their area of certification and take
a total o f five and a half core courses in
educational studies:
• EDUC 014. Introduction to Education
• EDUC/PSYC 021. Educational Psychology
• EDUC/PSYC 023. Adolescence
• EDUC 023A. Adolescents and Special
Education (0.5 credit)
• EDUC/PSYC 026. Special Education
• EDUC 053. Language Minority Education
Students must complete subject-specific
requirements that may or may not differ from the
special major or major requirements already
established. Students should refer to the subjectspecific requirements charts on the Educational
Studies Department website for the special major
discipline’s course obligations with teacher
certification.
Students must complete one semester of student
teaching, which consists o f EDUC 092:
Curriculum and Methods (2 credits) and EDUC
093: Practice Teaching (2 credits).
World Language Teaching Certification
(Grades K through 12)
Students who wish to teach a world language
(Spanish, French, German or Russian) will receive
K-12 teaching certification in their specific
language area upon completion of the program.
This will allow them to teach elementary, middle,
and high school. All world language certification
students should follow the pathway for secondary
teacher certification to attain the K-12
certification. Refer to the Secondary Certification
section for details.

Student Teaching
EDUC 092: Curriculum and Methods (2 credits)
and EDUC 093: Practice Teaching (2 credits) ¡ue
completed during the first semester of the senior
year or in a ninth semester after graduation.
Placement for practice teaching is available in a
range o f public and private schools.

Ninth Semester
Students who have completed all of the
requirements for certification (in their discipline
and in educational studies) except for student
teaching may return following graduation to
complete the teacher certification program during
a ninth semester. During this semester, students
can only take EDUC 092: Curriculum and
Methods (2 credits) and EDUC 093: Practice
Teaching (2 credits). This option is only offered in
the fall, and the cost is $5,893.00 (as of spring

Educational Studies
2014). Students in the ninth semester program
have full access to computing and other campus
facilities but are not eligible for campus housing.

Courses
EDUC 001C. The Writing Process:
Pedagogy and Practice
(See ENGL 001C)
Fall 2014. Gladstein.
EDUC 014. Introduction to Education
This course provides a survey of issues in
education within an interdisciplinary framework.
In addition to considering the theories of
individuals such as Dewey, Skinner, and Bruner,
the course explores some major economic,
historical, psychological, and sociological
questions in American education and discusses
alternative policies and programs. Topics are
examined through readings, writing, discussion,
and hands-on activity, including a school
fieldwork placement. The course provides an
opportunity for students to explore their interests
in educational policy, student learning, and
teaching. This course, or the first-year seminar
EDUC 014F, is required for students pursuing
teacher certification.
Writing course.
1 credit.
Each semester. Staff.
EDUC 014F. First-Year Seminar:
Introduction to Education
This seminar will draw on materials from the
disciplines o f psychology, sociology, philosophy,
history, and political science to address questions
about American education. Topics are examined
through readings, writing, discussion, and handson activity, including a school fieldwork
placement. This course fulfills the prerequisite for
further coursework in educational studies and
provides an opportunity for students to explore
their interests in educational policy, student
learning, and teaching. This seminar, or EDUC
014, is required for students pursuing teacher
certification.
Writing course.
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
motivation provide the core readings for the
course. In addition, students participate in a
laboratory section that involves consideration of
learning and motivation in an integrated,
interdisciplinary public school classroom and

p. 196
provides an introduction to research methods.
Required for students pursuing teacher
certification.
1 credit.
Fall 2014. Renninger.
EDUC 023. Adolescence
(Cross-listed as PSYC 023)
In this course, students examine adolescent
development from psychological, sociological, and
life-span perspectives, reading both traditional
theory and challenges to that theory that consider
issues of race, class, gender, ethnicity, and sexual
orientation. During the first part of the term,
students explore various aspects of individual
development (e.g., cognitive, affective,
physiological, etc.). The second part focuses on
the adolescent’s experience in a range of social
contexts (e.g., family, peer group, school, etc.).
Required for students pursuing secondary teacher
certification.
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Fall 2014. Brenneman.
EDUC 023A. Adolescents and Special
Education
In this half credit attachment to EDUC 23,
Adolescence, students will focus on meeting the
needs o f diverse adolescent learners. In particular,
students will examine the unique psycho-social
interactions between adolescents receiving special
education services, their parents and the educators
who work with them. Students will also explore
strategies for addressing specific cognitive and
academic needs of these adolescents in literacy,
content area learning, and transitions out o f school.
Course includes a field placement. Required for
students pursuing secondary teacher certification.
Prerequisite: EDUC 026/PSYC 026 (can be taken
concurrently) or permission of the instructor.
EDUC 023 can be taken concuirently with EDUC
023A.
Available as credit/no credit only.
0.5 credit.
Spring 2015. Linn.
EDUC 026. Special Education: Issues and
Practice
(Cross-listed as PSYC 026)
This course is designed to provide students with a
critical overview o f special education, including its
history, the classification and description of
exceptionalities, and its legal regulation. Major
issues related to identification, assessment,
educational and therapeutic interventions,
psychosocial aspects, and inclusion are examined.
Course includes a field placement. Required for
students pursuing teacher certification.

Educational Studies

p. 197

1 credit.
Spring 2015. Linn.

1 credit.
Fall 2014. Mayorga,

EDUC 041. Educational Policy
This course examines K-12 education policy
formation, implementation, and effects in the
United States. Students will develop a working
knowledge of the policy landscape on the federal,
state, and local levels and use this knowledge to
examine the relationship between policy, power,
and practice. The course will examine a range of
current policy topics, potentially including school
finance, issues o f adequacy and equity, standardsbased reform, assessment and accountability,
bilingual education, school choice, early childhood
education, special education, desegregation, and
teacher quality and compensation. Drawing on a
critical policy studies framework, students will
examine education policies and develop strategies
and projects that would support, critique and
transform extant policies.
1 credit.
Fall 2015. Mayorga.

EDUC 045. Literacies and Social Identities
This course explores the intersections o f literacy
practices and identities of gender, race, class,
religion, ethnicity, and sexual orientation within
communities of practice. It includes but is not
limited to school settings. Students will work with
diverse theory and analytical tools that draw on
educational, anthropological, historical,
sociological, linguistic, fictional, visual, popular
readings and “scenes o f literacy” from everyday
practice. Fieldwork includes a Learning for Life
partnership, tutoring, or community service in a
literacy program.
Writing course.
1 credit.
Not offered 2014-2015.

EDUC 042. Teaching Diverse Young
Learners
This course explores the ways children learn in
classrooms and construct meaning in their
personal, community, and academic lives. The
course is framed by theories o f learning as
transmissionist, constructivist, and participatory.
Students will draw on ethnographies, research,
their own learning histories, classroom
observations, and positioning as novice learners to
create optimal learning environments for diverse
learners including but not limited to Englishlanguage learners, socioeconomically
disadvantaged populations, culturally non­
mainstream students, students with learning
differences and disabilities, and students with
socioemotional classifications. Course includes
fieldwork. Required for elementary certification.
Writing course.
1 credit.
Not offered 2014-2015.
EDUC 043. Teacher Narratives, Policy and
Power
This course is an exploration of the lives of
teachers: how they are framed within popular
culture and policy, and how they frame themselves
within the politics o f the classroom, schools and
broader society. Students will work with various
critical social theories and analytical tools to think
through teacher narratives, historical and
sociological texts, film, policy debates, guest
presentations, and other sources. Assignments will
include conducting interviews with educators and
producing mixed media projects that reframe
educator identities.

EDUC 053. Language Minority Education
(Cross-listed as LING 053)
This course examines the multifaceted issues
facing English learners in U.S. schools. Course
topics include theories of second language
acquisition and bilingualism, the history of
bilingual education in the United States,
educational language policies and the impact of
the English-only movement, and practical
approaches to teaching linguistic minority
students. Course readings draw from relevant
literature in sociolinguistics, language policy,
language acquisition, educational anthropology,
and language pedagogy. Through fieldwork and
small group projects, students have the opportunity
to explore issues particular to a language minority
population of their choice. Required for students
pursuing teacher certification.
1 credit.
Spring 2015. Allard.
EDUC 054. Oral and Written Language
(See LING 054)
Prerequisite: LING 001,040,045, or 050.
1 credit.
Not offered 2014—2015. Napoli.
EDUC 064. Comparative Education
This course examines key issues and themes in
education as they play out in schools and nations
around the world. We will explore the roles of
local, national, and international actors and
organizations in the construction o f educational
goals and practice, using case studies and country
studies to look for the interplay between local
context and globalized movements in education.
Topics will include immigration and schooling,
equity, literacy and curriculum goals and
constructs.
Prerequisite: EDUC 014 or permission o f the
instructor.

Educational Studies
1 credit.
Fall 2014. Smulyan.
EDUC 065. Educational Research for
Social Change
In this course, students explore the potential for
classroom, school, and educational change through
research. Students will learn how to design a
qualitative study in education, engaging in the
processes o f defining a research question,
examining relevant literature, choosing appropriate
methods for data collection, and analyzing data.
Strongly recommended (.05) for special majors in
educational studies who will complete a 1 or 2
credit thesis.
Prerequisite: EDUC 014 or permission o f the
instructor.
.05 or 1 credit.
Spring 2015. Allard.

p. 198
EDUC 071. Introduction to Performing Arts
Education: Music
(See DANC 091 and MUSI 091)
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Not offered 2014—2015. Whitman.
EDUC 072. Foreign Language Teaching
and Pedagogy
(See Modem Languages and Literatures)
0.5 credit.
Not offered 2014—2015. Staff.
EDUC 073. Creative Writing Outreach
Course
(See ENGL 070L)
1 credit.
Spring 2015. Brown.

EDUC 068. Urban Education
(Cross-listed as SOAN 020B)
This course examines issues o f practice and
policy, including financing, integration,
compensatory education, curricular innovation,
parent involvement, bilingual education, highstakes testing, comprehensive school reform,
governance, and multiculturalism. The special
challenges faced by urban schools in meeting the
needs of individuals and groups in a pluralistic
society will be examined using the approaches of
education, psychology, sociology, anthropology,
political science, and economics. Current issues
will also be viewed in historical perspective. This
course includes fieldwork.
1 credit.
Spring 2015. Mayorga.

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

EDUC 069. Savage Inaccuracies: The Facts
and Economics of Education in America
(See ECON 005)
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Fall 2014. Kuperberg.

EDUC 091C. Special Topics (Music
Education)
(See MUSI 091C)
Available as a credit/no credit course only.
0.5 credit.
Not offered 2014-2015. Whitman.

EDUC 070. Outreach Practicum
This course is offered in conjunction with the
Lang Center for Civic and Social Responsibility. It
is designed to support students involved in
educational and community-based outreach in
urban settings. Students’ volunteer experiences
will provide text and case material for course
work. Historical grounding in the construction of
cities in general, and Chester, PA, in particular,
will be provided. Criteria for effective practices
will be identified for the range o f volunteer roles
in community service projects.
0.5 or 1 credit.
Spring 2015. Jones-Walker.

EDUC 092. Curriculum and Methods
This seminar is taken concurrently with EDUC
093 by students pursuing teacher certification.
Readings and discussion focus on the applications
of educational research and theory to classroom
practice. Course content covers: lesson planning;
classroom management; inquiry-oriented teaching
strategies; questioning and discussion methods;
literacy; the integration o f technology and media;
classroom-based and standardized assessments;
instruction o f special needs populations; topics in
multicultural, nonracist, and nonsexist education;
and legislation regarding the rights o f students and
teachers. As part of the seminar, students take a
series of special methods workshops in their

EDUC 091B. Special Topics
With permission of the instructor, students may
choose to pursue a topic o f special interest by
designing an independent reading or project that
usually requires a comprehensive literature review,
laboratory work, and/or field-based research.
0.5 or 1 credit.
Each semester. Staff.

Educational Studies
content area. Required for students pursuing
teacher certification.
2 credits.
Fall 2014. Smulyan.
EDUC 093. Practice Teaching
This course involves supervised full-time teaching
in either secondary or elementary schools for
students pursuing teacher certification. Students
pursuing certification must take EDUC 092
concurrently. (Single-credit practice teaching may
be arranged for individuals not seeking
certification.)
2 credits.
Fall 2014. Staff.
EDUC 096-097. Thesis
1 or 2 credits, normally in conjunction with a
special major.
Each semester. Staff.
EDUC 098. Psychology and Educational
Studies Thesis
1 or 2 credits, normally in conjunction with a
special major.
Each semester. Renninger.

Seminars
Honors seminars are open to all students. Priority
is given to honors majors and minors.
EDUC 121. Psychology and Practice
This seminar focuses on general developmental
principles revealed in and applicable to contexts of
practice as well as practical applications of
research and theory in developmental psychology.
Seminar foci include: (1) use of the literatures in
developmental, educational, and social psychology
and learning and cognitive science to identify key
indicators for assessing changed understanding
and motivation; (2) preparation o f literature
reviews on a topic of each student’s choice; and
(3) collaborative work on an evaluation research
project addressing a “live” issue or problem
identified by a local teacher, school, or community
organization.
Prerequisites: EDUC 021.
Writing course.
2 credits (or 1 credit with permission of the
instructor).
Not offered 2014—2015.
EDUC 131. Social and Cultural
Perspectives on Education
In this seminar, students examine schools as
institutions that both reflect and challenge existing
social and cultural patterns o f thought, behavior,
and knowledge production. Seminar participants
study and use qualitative methods of research and
examine topics including the aims of schooling,
parent/school/community interaction, schooling

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and identity development, and classroom and
school restructuring.
Prerequisites: EDUC 014 and an additional course
in the 060s.
Writing course.
2 credits.
Spring 2015. Smulyan.
EDUC 151. Literacy Research
This seminar explores theories and methods in the
design and implementation of qualitative studies
of literacy, evaluation o f literacy programs and
pedagogy, and study o f literacy policies. Students
review relevant literature and participate in a fieldbased collaborative research project or program
evaluation.
Prerequisites: EDUC 014 and an additional course
in the 040-060s. Either EDUC 042 or 045 is
highly recommended.
Writing course.
2 credits.
Fall 2014. Anderson.
EDUC 153. Latinos and Education
This seminar explores the schooling experiences
o f Latinos in the U.S. from interdisciplinary
perspectives, including sociology, history,
anthropology, and linguistics. Course participants
engage with questions around educational quality
and access, language and culture, immigration and
demographic change, curriculum and pedagogy,
and community activism in relation to the
education o f Latinos. Students will study assetbased approaches to research and teaching and will
use one or more of these research methodologies
in a collaborative, community-based research
project in and for a local Latino-serving school.
Prerequisites: EDUC 053 or EDUC 068
2 credits.
Not offered 2014-2015.
EDUC 167. Identities and Education
This course explores intersections between
identities o f race, class, gender, sexual orientation
and public education in the United States.
Readings will draw on the fields of anthropology,
legal studies, and cultural studies. Two central
frameworks, Cultural Production and Critical Race
Theory, will guide consideration o f how social
structures inform the realities o f schooling and
how racial, class-based, gendered and sexual
identities are formed within the context of schools.
Prerequisites: EDUC 014 and EDUC 068.
2 credits.
Fall 2015. Jones-Walker.
EDUC 180. Honors Thesis
A 2-credit thesis is required for students
completing special honors majors including
educational studies. The thesis may be counted for
2 credits in educational studies or for 1 credit in

Educational Studies
educational studies and 1 credit in the other
discipline in the student’s Honors Program.
2 credits.
Each semester. Staff.

p. 200

Engineering

p. 201

ERIK CHEEVER, Professor1
CHEN-HUAN CHIANG, Visiting Assistant Professor
ERICH CARR EVERBACH, Professor and Chair
NELSON A. MACKEN, Professor
ARTHUR E. McGARITY, Professor
LYNNE ANN MOLTER, Professor
FARUQ M.A. SIDDIQUI, Professor
MATTHEW A. ZUCKER, Assistant Professor
MICHAEL PIOVOSO, Visiting Professor
ANN RUETHER, Academic Support Coordinator
EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist
GRANT SMITH, Mechanician
CASSY BURNETT, Administrative Coordinator
1Absent on leave, fell 2014.

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

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

• Be flexible and resourceful, learn and apply
new knowledge, and adapt successfully to novel
circumstances and challenges.
• Communicate and work effectively with people
with a broad variety o f backgrounds at both a
technical and nontechnical level.
• Apply engineering principles and methodology
to the design and analysis of systems and to the
solution o f a wide variety of problems.
• Consider scientific, technologic, ethical,
societal, economic, political and/or environmental
issues in a local or global context.

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
departmental 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.
Math and Science Requirement
To fulfill the math and science requirement for the
engineering major, students must receive at least
eight credits in math and science (for this purpose
science is defined as biological, chemical, and
physical sciences). All of the courses used to fulfill
the requirement must be acceptable for the
minimal major in the offering department. The
science courses must include two credits of college
level physics, and one credit o f either biology or
chemistry. All but one of the science courses must
include a substantial laboratory component.
Students must have either placement or credit for:
Elementary Single Variable Calculus (MATH
015); Further Topics in Single Variable Calculus
or Advanced Topics in Single Variable Calculus
(MATH 025 [025S] or 026); Several-Variable
Calculus (MATH 033, 034, or 035); and
Differential Equations (MATH 043 or 044). The
minimal requirement is three credits in

Engineering
Mathematics, excluding Statistics. Students are
recommended to take Linear Algebra (MATH 027
or 028).
Engineering Requirement
Students majoring in engineering are required to
take seven engineering core courses; Mechanics
(ENGR 006), Electric Circuit Analysis (ENGR
011) , Linear Physical Systems Analysis (ENGR
012) , Experimentation for Engineering Design
(ENGR 014), Fundamentals o f Digital Systems
(ENGR 015), Thermofluid Mechanics (ENGR
041) and Engineering Design (ENGR 090).
Mechanics is usually taken in the spring of the first
year. Electric Circuit Analysis is usually taken in
the fall o f the sophomore year. Linear Physical
Systems Analysis and Experimentation for
Engineering Design are usually taken in the spring
of the sophomore year. Fundamentals o f Digital
Systems can be taken in the fall of the sophomore,
junior or senior year. Thermofluid Mechanics can
be taken in the fall o f the junior or senior year.
Engineering Design (ENGR 090) is the
culminating experience for engineering majors and
must be taken by all majors in spring of senior
year. Submission and oral presentation o f the final
project report in Engineering Design constitutes
the comprehensive examination for engineering
majors.
Elective Program for Course Majors
Each student devises a program o f advanced work
in the department in consultation with his or her
adviser. These programs normally include five
electives. The choice o f electives is submitted for
departmental approval as part of the formal
application for a major in engineering during the
spring semester o f the sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional area
of engineering specialization (e.g., computer,
electrical, mechanical, or civil). The department
therefore requires each plan o f advanced work to
have a coherent, well-justified program that meets
the student’s stated educational objectives.
At most one Swarthmore course taught by a
faculty member outside the Engineering
Department can count as one o f the 12 engineering
credits required for the major.
Normally a maximum o f 2.5 transfer credits that
are preapproved by the Engineering Department
will be accepted as partial fulfillment o f the 12
engineering credits required for the major.
Exceptions to this rule include students who
transfer to Swarthmore and others with special
circumstances; the amount o f credit accepted in
their cases will be determined on a case-by-case
basis by the department chair.
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 wish to receive credit for courses

p. 202
taken at other institutions, including those taken
abroad, as partial fulfillment of the requirements
for the major should consult their academic
advisers and the chair o f the Engineering
Department as early as possible to ensure that all
requirements are met.
The courses available for traditional elective
programs include the following:
• Electrical engineering group. Electronic
Circuit Applications, Physical Electronics,
Electromagnetism, Communication Systems,
Digital Signal Processing, VLSI Design, and
Control Theory and Design. Students having an
interest in digital systems might replace one or
more of these courses with Principles of Computer
Architecture, Mobile Robotics or Computer
Vision.
• Computer engineering group. Principles of
Computer Architecture, VLSI Design, Computer
Graphics, Computer Vision, Introduction to
Computer Networks, Mobile Robotics, Operating
Systems, and Principles o f Compiler Design and
Construction. Students with an interest in
computer hardware may include Electronic Circuit
Applications, Physical Electronics, Digital Signal
Processing, and Control Theory and Design.
• M echanical engineering group. Mechanics of
Solids, Fluid Mechanics, Heat Transfer, Thermal
Energy Conversion, Solar Energy Systems, and
Control Theory and Design.
• Civil and environmental engineering group.
Basic preparation includes Mechanics o f Solids,
Structural Analysis, Soil and Rock Mechanics, and
Water Quality and Pollution Control. Additional
courses include Operations Research and
Environmental Systems for those interested in the
environment or urban planning; or Structural
Design for those interested in architecture and
construction. Other recommended courses include
Solar Energy Systems, and Fluid Mechanics.

Course Minor
Academic Advising
Students interested in pursuing a minor must find a
faculty member within the Engineering
Department to advise them. If possible, this faculty
member should have interests that overlap the area
of the minor. Students who encounter difficulties
in identifying an adviser should seek the assistance
of the chair of the Engineering Department.
Students who plan to minor in engineering should
regularly consult their engineering advisers. The
sophomore papers o f engineering minors should
indicate the plan to minor and the courses chosen
to fulfill the minor.
Requirements
A minimum o f 5 credits in engineering is required,
o f 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

Engineering
selected from elective course offerings within the
department. Only those electives that count toward
an engineering major can be counted toward a
minor. No courses taken at Swarthmore and
intended to satisfy these departmental
requirements, except those taken fall semester in
the first year, may be taken credit/no credit.
At most one Swarthmore course taught by a
faculty member outside the Engineering
Department can count as one of the 5 engineering
credits required for the 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 o f the 5
credits for the minor.
A maximum of 1 transfer credit that is
preapproved by the Engineering Department will
be accepted as partial fulfillment o f the minor
requirements. Transfer credits will not count for
one o f the two courses used to fulfill the core
course requirement of the minor. Students should
be aware that most lecture courses at other
institutions carry only 0.75 Swarthmore credits,
unless they include a full lab sequence. Students
who wish to receive credit for courses taken at
other institutions, including those taken abroad, as
partial fulfillment o f the requirements for the
minor should consult their academic advisers and
the chair of the Engineering Department as early
as possible to ensure that all requirements are met.
No culminating experience will be required. Only
students pursuing die major in engineering may
enroll in ENGR 090.
Areas of Study
Although packaged selections of courses will be
suggested as options for those interested in an
engineering minor, students may tailor their
programs to meet individual needs and interests in
consultation with their advisers.

Honors Major
Students with a B+ average among courses in the
Division of Natural Sciences and Engineering may
apply for an honors major in engineering. This B+
average must be maintained through the end of the
junior year to remain in the Honors Program. A
listing o f preparations supported by existing
engineering courses is appended. Credits from
approved attachments or special topics courses
may substitute for not more than 1 credit within
any preparation.
Honors majors must complete the same
requirements as course majors in engineering.
The honors major in engineering is a fourexamination program that includes three
preparations in engineering (the major) and one
minor preparation. Each area comprises 2 credits

p. 203
of work. The preparations may include ENGR 090
and/or one other core course.
The minor preparation must comprise at least 2
credits o f work approved by any department or
program outside engineering.
Each major candidate must accumulate 12 credits
in engineering, including ENGR 090, and the same
number of science and math credits as required of
course majors.
If one of the major preparations includes ENGR
090, it must be paired with an appropriately related
upper-level engineering elective or a 1-credit
honors thesis to be completed in the fall semester
of senior year. Honors thesis credit may not
substitute for any o f the 12 engineering credits
required for the bachelor o f science. Candidates
who choose an honors thesis will complete at least
13 credits in engineering and 33 across the
College. The two additional major preparations
must each comprise two related, upper-level
engineering electives. A précis of not more than 12
pages (including tables and figures) o f each
candidate’s ENGR 090 project must be submitted
by the end o f the 10th week of the spring semester
for mailing to the relevant honors examiner. The
final ENGR 090 report will not be mailed to any
examiner but may be brought to the oral
examinations.
Senior honors study by engineering majors is not
required.

Honors Minor
Senior honors study is required for all engineering
honors minors, except those who are also
engineering course majors. For those not majoring
in engineering, the senior honors study is the
culminating experience. Course majors will not
take senior honors study because ENGR 090
serves as the culminating experience.
Every engineering honors minor preparation must
include two related upper-level engineering
electives for which all prerequisites must be
satisfied. If the student is not also an engineering
course major, then senior honors study is also
required. Credits from official attachments or
special topics courses in engineering may
substitute for not more than one of the two upperlevel courses within an engineering minor
preparation.
Prerequisites to upper-level engineering electives
may be waived by the department, depending on
the student’s documentation o f equivalent work in
another department at the time of application.
Prospective engineering majors and minors receive
more specific information about Course and
Honors Programs from the department each
December. Additional information is also
available on the Engineering Department website.

Engineering
Application Process Notes for the
Major or the Minor
A form to aid in planning a proposed program of
study is available on the department website. This
form must be completed and submitted as part of
the Sophomore Plan. All engineering courses are
to be listed on this form in the appropriate
semesters. Check prerequisites carefijlly when
completing the program planning form. Courses,
prerequisites and their availability are listed in the
College Catalog. Note that many courses are
offered yearly, others in alternate years, and some
only when demand and staffing permit. An
updated prospective two-year schedule is also
available on the website.

Courses Readily Available to
Students Not Majoring or
Minoring in Engineering
Problems in Technology (003), Art and
Engineering of Structures (007), and How Do
Computers Work? (008) are designed for students
contemplating only an introduction to engineering.
Mechanics (006) is primarily for prospective
majors, but other interested students, particularly
those preparing for careers in architecture or
biomechanics, are encouraged to enroll.
Environmental Protection (004A), Operations
Research (057), Solar Energy Systems (035),
Water Quality and Pollution Control (063),
Swarthmore and the Biosphere (004B),
Environmental Systems (066), and Environmental
Policy and Politics (004C) appeal to many students
majoring in other departments, particularly those
pursuing an environmental studies minor. Students
interested in computers, including computer
science majors or minors, may wish to consider
Fundamentals o f Digital Systems (015), Principles
of Computer Architecture (025), Computer
Graphics (026), Computer Vision (027), and
Mobile Robotics (028). Students majoring in the
physical sciences or mathematics may enroll
routinely in advanced engineering courses.
Note that Engineering Methodology, Problems in
Technology, Environmental Protection,
Swarthmore and the Biosphere, Art and Science of
Structures and How Do Computers Work? are not
admissible as technical electives within an
engineering major or minor but may be taken as
free electives subject to the 20-course rule.

Off-Campus Study
Swarthmore's Central European Program
in Krakow Poland
A program of study is available, normally in the
spring of the junior year, at the Technical
University o f Krakow, Poland, for students
interested in an engineering study abroad
experience in a non-English-speaking country.
Students take courses taught in English consisting
of two engineering electives and a survey course

p. 204
Environmental Science and Policy in Central and
Eastern Europe, plus an intensive orientation
course on Polish language and culture provided by
the Jagiellonian University. Coordinator: Professor
McGarity.

Courses
ENGR 003. Problems in Technology
For students not majoring in science or
engineering, this course will concentrate on the
automobile and its impact on society. Class time
will cover the principles of operation of vehicles
and student lead discussions on related technical,
political, social, and economic issues. Possible
laboratory topics include evaluating alternative
power systems (e.g., solar, hydrogen, and electric);
investigating alternative fuels; and understanding
existing automotive components. Enrollment is
limited. Usually offered in alternate years.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Not offered 2014—2015.

004: Environmental Courses for
Nonmajors
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 fo r minors in
environmental studies or public policy and special
majors in environmental science or environmental
policy and technology. Sim ilar courses are
available through the College's off-campus study
programs in Poland and Cape Town, South Africa.
These courses may not be used to satisfy
requirements fo r the major or minor in
engineering.
ENGR 004A. Environmental Protection
This course covers fundamentals of analysis for
environmental problems in the areas o f water
pollution, air pollution, solid and hazardous
wastes, water and energy supply, and resource
depletion, with an emphasis on technological
solutions. Topics include scientific concepts
necessary to understand local and global pollution
problems, pollution control and renewable energy
technologies, public policy developments related
to regulation o f pollutants, and methods of
computer-based systems analysis for developing
economically effective environmental protection
policies.
Eligible for ENVS credit.
1 credit.
Not offered 2014-2015.

Engineering
ENGR 004B. Swarthmore and the
Biosphere
An interdisciplinary seminar-style investigation of
the role o f Swarthmore College and its community
within the biosphere, including an intensive fieldbased analysis of one major aspect of
Swarthmore’s interaction with its environment
such as food procurement, waste disposal, or
energy use. Student project groups explore the
selected topic from various perspectives, and the
class proposes and attempts to implement
solutions. Faculty from various departments
provide background lectures, lead discussions of
approaches outlined in the literature, and
coordinate project groups. This course is crosslisted in the instructors’ departments and does not
count toward distribution requirements.
1 credit.
Offered when demand and staffing permit.
ENGR 005. Engineering Methodology
A course for those interested in engineering,
presenting techniques and tools that engineers use
to define, analyze, solve, and report on technical
problems, and an introduction to department
facilities. Designed for students who are potential
majors as well as those interested only in an
introduction to engineering. Although ENGR 005
is not required of prospective engineering majors,
it is strongly recommended. This course cannot be
used to fulfill the requirements for the engineering
major or minor.
0.5 credit.
Fall 2014. Molter.
ENGR 006. Mechanics
This course covers fundamental areas o f statics
and dynamics. Elementary concepts o f deformable
bodies are explored, including stress-strain
relations, flexure, torsion, and internal pressure.
Laboratory work includes a MATLAB workshop,
experiments on deformable bodies, and a trassbridge team design competition.
Prerequisite: MATH 015 and PHYS 3 strongly
recommended.
1 credit.
Spring 2015. Siddiqui, Everbach.
ENGR 007. Art and Engineering of
Structures
This introduction to the basic principles of
structural analysis and design includes an
emphasis on the historical development o f 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. Usually
offered in alternate years.
1 credit.
Spring 2015. Siddiqui.

p. 205
ENGR 008. How Do Computers Work?
This course combines technical basics o f digital
systems and computer organization with a less
technical overview of a range o f topics related to
computers. Class time will include a combination
o f lectures, student presentations and discussions,
and hands-on design. Some o f the topics covered
include clusters and networks such as the Internet,
file sharing programs such as iTunes and
YouTube, and the history and future of computers.
For students not majoring in engineering, no
prerequisites.
1 credit.
Not offered 2014-2015.
ENGR 009. Engineering and Scientific
Applications of Calculus
This half-credit course will focus on mathematical
applications of single variable calculus, mainly
from engineering and physics; it may also include
some examples from other sciences if there is
student interest. In addition, ENGR 009 will
include a review o f relevant pre-calculus topics. It
is designed to give capable and hard-working
students the best chance to excel in calculus, and is
recommended for students who are interested in
real-world contexts where calculus is used,
including (but not limited to) potential science and
engineering majors.
The course will meet twice weekly for a total o f
2.5 hours, and have little outside work associated
with it. Most of the time in class will be spent
solving problems and doing group work.
ENGR 009 may not be used to fulfill the
requirements for the engineering major or minor,
and is available only to students taking MATH
015 concurrently.
0.5 credit.
Not offered 2014-2015.
ENGR 010. Fundamentals of Food
Engineering
In this course, we will study the scientific
principles that will enable students to understand
why a variety of ingredients, recipes, and cooking
processes function the way they do, and why (hey
sometimes don’t work as well as expected. The
course will include lectures, demonstrations, and
laboratory exercises. There are no prerequisites for
this course, and it is open to all students, but it
cannot be used to fulfill the requirements for a
major or a minor in engineering.
1 credit.
Spring 2015. Molter.
ENGR 011. Electrical Circuit Analysis
The analysis of electrical circuits is introduced,
including resistors, capacitors, inductors, op-amps,
and diodes. The student will learn to develop
equations describing electrical networks.
Techniques are taught to solve differential
equations resulting from linear circuits. Solutions

Engineering
will be formulated both in the time domain and in
the frequency domain. There is a brief introduction
to digital circuits and a laboratory.
Prerequisite: MATH 025/026 or its equivalent, or
permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Molter, Piovoso.
ENGR 012. Linear Physical Systems
Analysis
Engineering phenomena that may be represented
by linear, lumped-parameter models are studied.
This course builds on the mathematical techniques
learned in ENGR 011 and applies them to a broad
range of linear systems, such as 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 laboratory.
Prerequisite: ENGR 011 or the equivalent or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Cheever.
ENGR 014. Experimentation for
Engineering Design
Students are introduced to measurement systems,
instruments, probability, statistical analysis,
measurement errors, and their use in experimental
design, planning, execution, data reduction, and
analysis. Techniques of hypothesis testing,
confidence intervals, and single and multivariable
linear and nonlinear regression are covered. This
course includes a laboratory.
Prerequisite: Math 033 or equivalent or consent of
instructor.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Spring 2015. McGarity, Macken.
ENGR 015. Fundamentals of Digital
Systems
The course will introduce students to digital
system theory and design techniques, including
Boolean algebra, binary arithmetic, digital
representation o f data, gates, and truth tables.
Digital systems include both combinational and
sequential logic—consisting of flip-flops, finite
state machines, memory, and timing issues.
Students will gain experience with several levels
of digital systems, from simple logic circuits to a
hardware description language and interface
programming in C. This course includes a
laboratory.

p. 206
Prerequisite: At least 1 credit in engineering or
computer science or permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Zucker, Chiang.
ENGR 019. Numerical Methods for
Engineering Applications
(Cross-listed as MATH 024)
This course is geared towards students who want
to know how to transform a set of equations on a
page into a working computer program. Topics
will include root finding, discrete and continuous
optimization, gradient descent, solution of linear
systems, finite element methods, and basic
methods in computational geometry. We will also
discuss how real numbers are represented by
computers, especially insofar as they affect
precision and accuracy o f calculations. Techniques
will be applied in a series of projects focused on
engineering applications.
Prerequisite: MATH 025/026 or its equivalent, or
permission o f the instructor.
1 credit.
Spring 2015. Zucker.
ENGR 020. Introduction to Computer
Networks
This course introduces the principles and practice
of computer networking. Topics include the
structure and components of computer networks,
packet switching, layered architectures, physical
layer, window flow control, network layer, local
area networks (Ethernet, Token Ring, FDDI),
TCP/IP, error control, congestion control, quality
of service, multicast, network security, wireless
LANs and cellular wireless networks.
Prerequisite: ENGR 015 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit,
Not offered 2014—2015.
ENGR 022. Operating Systems
(See CPSC 045)
Prerequisite: CPSC 035 required. One o f ENGR
025 or CPSC 031 is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
ENGR 024. VLSI Design
This course is an introduction to the design,
analysis, and modeling of digital integrated
circuits, with an emphasis on hands-on chip design
using CAD tools. The course will focus on CMOS
technology and will cover both full custom and
synthesis VLSI design. A laboratory is included.

Engineering
Prerequisite^): ENGR 015 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
ENGR 025. Principles of Computer
Architecture
(Cross-listed as CPSC 052)
This course covers the physical and logical design
of a computer. Topics include current
microprocessors, CPU design, RISC and CISC,
pipelining, superscalar processing, caching, virtual
memory, assembly and machine language, and
multiprocessors. Labs cover performance analysis
via simulation and microprocessor design using
CAD tools.
Prerequisite: One of ENGR 015, CPSC 031, CPSC
035.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Chiang.
ENGR 026. Computer Graphics
(See CPSC 040)
Prerequisites: CPSC 035 and MATH 027 required
or permission o f the instructor. (MATH 027:
Linear Algebra may be taken concurrently.)
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Danner.
ENGR 027. Computer Vision
(Cross-listed as CPSC 072)
Computer vision studies how computers can
analyze and perceive the world using input from
imaging devices. Topics include line and region
extraction, stereo vision, motion analysis, color
and reflection models, and object representation
and recognition. The course will focus on object
recognition and detection, introducing the tools of
computer vision in support of building an
automatic object recognition and classification
system. Labs will involve implementing both off­
line and real-time object recognition and
classification systems.
Prerequisites: ENGR 015 or CPSC 035. MATH
027 or 028(S) is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Zucker.
ENGR 028. Mobile Robotics
(Cross-listed as CPSC 082)
This course addresses the problems o f controlling
and motivating robots to act intelligently in
dynamic, unpredictable environments. Major
topics will include mechanical design, robot
perception, kinematics and inverse kinematics,
navigation and control, optimization and learning,

p. 207
and robot simulation techniques. To demonstrate
these concepts, we will be looking at mobile
robots, robot arms and positioning devices, and
virtual agents. Labs will focus on programming
robots to execute tasks and to explore and interact
with their environment.
Prerequisite: ENGR 015 or CPSC 035. MATH
027 or 028(S) is strongly recommended.
Natural sciences and engineering practicum.
Eligible for COGS credit.
1 credit.
Fall 2014. Zucker.
ENGR 035. Solar Energy Systems
Fundamental physical concepts and system design
techniques of solar energy systems are covered.
Topics include solar geometry, components of
solar radiation, analysis of thermal and
photovoltaic solar collectors, energy storage,
computer simulation of system performance,
computer-aided design optimization, and
economic feasibility assessment. This course
includes a laboratory. Offered in the fall semester
of alternate years.
Prerequisites: PHYS 004, MATH 015, or the
equivalent or the permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
ENGR 041. Thermofluid Mechanics
This course introduces macroscopic
thermodynamics: first and second laws, properties
of pure substances, and applications using system
and control volume formulation. Also introduced
is fluid mechanics: development of conservation
theorems, hydrostatics, and the dynamics of one­
dimensional fluid motion with and without
friction. A laboratory and problem session is
included.
Prerequisites: ENGR 006,011,012 and 014, or the
equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Macken, Everbach.
ENGR 057. Operations Research
(Cross-listed as ECON 032)
This course introduces students to mathematical
modeling and optimization to solve complex,
multivariable problems such as those relating to
efficient business and government operations,
environmental pollution control, urban planning,
and water, energy, and food resources.
Introduction to the AMPL computer modeling
language is included. A base study project is
required for students taking the course as a natural
sciences and engineering practicum (ENGR 057).
The project is optional for students taking the
course as ECON 032.

Engineering
Prerequisite: familiarity with matrix methods,
especially solution o f simultaneous linear
equations, i.e., elementary linear algebra; but a full
course in linear algebra is not required.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. McGarity.
ENGR 058. Control Theory and Design
This introduction to the control of engineering
systems includes analysis and design of linear
control systems using root locus, frequency
response, and state space techniques. It also
provides an introduction to digital control
techniques, including analysis o f A/D and D/A
converters, digital controllers, and numerical
control algorithms. A laboratory is included.
Prerequisite: ENGR 012 or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Piovoso.
ENGR 059. Mechanics of Solids
Internal stresses and changes of form that occur
when forces act on solid bodies or when internal
temperature varies are covered as well as state of
stress and strain, strength theories, stability,
deflections, photoelasticity, and elastic and plastic
theories. A laboratory is included.
Prerequisite: ENGR 006 or the equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Siddiqui.
ENGR 060. Structural Analysis
This course covers fundamental principles of
structural mechanics including statically
determinate analysis o f frames and trusses,
approximate analysis of indeterminate structures,
virtual work principles, and elements of matrix
methods of analysis and digital computer
applications. A laboratory is included. Offered in
the fall semester of alternate years.
Prerequisite: ENGR 006, or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
ENGR 061. Geotechnical Engineering:
Theory and Design
Soil and rock mechanics are explored, including
soil and rock formation, soil mineralogy, soil
types, compaction, soil hydraulics, consolidation,
stresses in soil masses, slope stability, and bearing
capacity as well as their application to engineering
design problems. A laboratory is included. Offered
in the fall semester of alternate years.

p. 208
Prerequisite: Grade of B or better in ENGR 006 or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Siddiqui.
ENGR 062. Structural Design
This course covers the behavior and design o f steel
and concrete structural members. Topics will
include a discussion of the applicable design codes
and their applications to structural design. A
laboratory is included. Normally offered in the
spring semester of alternate years.
Prerequisite: ENGR 006, or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
ENGR 063. Water Quality and Pollution
Control
Students will study elements o f water quality
management and treatment o f wastewaters through
laboratory and field measurements o f water quality
indicators, analysis of wastewater treatment
processes, sewage treatment plant design,
computer modeling of the effects of waste
discharge, stormwater, and nonpoint pollution on
natural waters, and environmental impact
assessment. Offered in the fall semester of
alternate years.
Prerequisites: CHEM 010, MATH 025 or 026, or
the equivalent or permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. McGarity.
ENGR 066. Environmental Systems
Students will explore mathematical modeling and
systems analysis o f problems in the fields of water
resources, water quality, air pollution, urban
planning, and public health. Techniques of
optimization including linear and integer
programming are used as frameworks for
modeling such problems. Dynamic systems
simulation methods and a laboratory are included.
Offered in the spring semester o f alternate years.
Recommended: ENGR 057 or the equivalent, or
the permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. McGarity.
ENGR 071. Digital Signal Processing
Students will be introduced to difference equations
and discrete-time transform theory, the Ztransform and Fourier representation o f sequences,
and fast Fourier transform algorithms. Discrete­
time transfer functions and filter design techniques
are also introduced. This course introduces the

Engineering
architecture and programming o f digital signal
processors. A laboratory is included.
Prerequisites: ENGR 012 and ENGR 015 or
permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
ENGR 072. Electronic Circuit Applications
The student will learn the fundamentals of
practical electronic circuit design and construction
for purposes o f instrumentation and control. This
includes diode applications, op-amps for
amplification and filtering o f electronic signals,
and power MOSFET transistors as switching
devices for actuators such as motors. Mixed signal
devices (A/D and D/A converters) are introduced
and used throughout the course. Students learn to
program microcontrollers, including on-chip
peripherals and the processing of interrupts.
Throughout the course, practical considerations of
circuit design and construction are covered. This
course includes a laboratory.
ENGR 012 is a prerequisite and ENGR 015 is a
corequisite; either or both may be waived at the
discretion of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
ENGR 073. Physical Electronics
Topics include the physical properties of
semiconductor materials and semiconductor
devices; the physics o f electron/hole dynamics;
band and transport theory; and electrical,
mechanical, and optical properties of
semiconductor crystals. Devices examined include
diodes, transistors, FETs, LEDs, lasers, and pin
photo-detectors. Modeling and fabrication
processes are covered. A laboratory is included.
Offered in the spring semester of alternate years.
Prerequisite: ENGR 011 or PHYS 008 or
permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
ENGR 074. Semiconductor Devices and
Circuits
This course explores the operation and application
o f semiconductor devices, including diodes,
transistors (bipolar and field effect) and other
devices. This includes terminal characteristics of
semiconductor devices and circuits, including
small signal models o f single and multi-transistor
amplifiers, and transistor-level modeling of
operational amplifiers. The course also examines
the speed and input-output characteristics o f logic
devices, the design o f power circuits and problems
of stability and oscillation in electronic circuits.

p. 209
Prerequisite: ENGR 011 or permission of the
instructor.
1 credit.
Not offered 2014-2015.
ENGR 075, 076. Electromagnetic Theory I
and II
The static and dynamic treatment of engineering
applications of Maxwell’s equations will be
explored. Topics include macroscopic field
treatment o f interactions with dielectric,
conducting, and magnetic materials; analysis o f
forces and energy storage as the basis of circuit
theory; electromagnetic waves in free space and
guidance within media; plane waves and modal
propagation; and polarization, reflection,
refraction, diffraction, and interference. Offered in
the fall semester of alternate years.
ENGR 076 will include advanced topics in optics
and microwaves, such as laser operation,
resonators, Gaussian beams, interferometry,
anisotropy, nonlinear optics, modulation and
detection. Laboratories for both courses will be
oriented toward optical applications using lasers,
fiber and integrated optical devices, modulators,
nonlinear materials, and solid-state detectors.
ENGR 075.
Prerequisites: ENGR 012, or PHYS 008, or
permission o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Molter.
ENGR 076.
Prerequisite: ENGR 075 or a physics equivalent.
Natural sciences and engineering practicum.
1 credit.
Offered when demand and staffing permit.
ENGR 078. Communication Systems
Theory and design principles of analog and digital
communication systems are explored. Topics
include frequency domain analysis of signals;
signal transmission and filtering; random signals
and noise; AM, PM, and FM signals; sampling and
pulse modulation; digital signal transmission;
PCM; coding; and information theory.
Applications to practical systems such as
television and data communications are covered. A
laboratory is included. Offered in the spring
semester of alternate years.
Prerequisite: ENGR 012 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Molter.
ENGR 081. Thermal Energy Conversion
This course covers the development and
application o f the principles of thermal energy

Engineering
analysis to energy conversion systems. The
concepts of availability, ideal and real mixtures,
and chemical and nuclear reactions are explored.
A laboratory is included. Offered in the spring
semester of alternate years.
Prerequisite: ENGR 041 or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
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 o f inviscid and viscous, incompressible, and
compressible fluids. A laboratory is included.
Offered in the spring semester of alternate years.
Prerequisite: ENGR 041 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Macken.
ENGR 084. Heat Transfer
Students are introduced to the physical phenomena
involved in heat transfer. Analytical techniques are
presented together with empirical results to
develop tools for solving problems in heat transfer
by conduction, forced and free convection, and
radiation. Numerical techniques are discussed for
the solution of conduction problems. A laboratory
is included. Offered in the fall semester of
alternate years.
Prerequisite: ENGR 041 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Macken.
ENGR 086. Dynamics of Mechanical
Systems
Rigid-body kinematics and kinetics in plane and
three-dimensional motion; dynamics using energy,
momentum, and variational methods of analysis.
Application to electrodynamic systems and
transducers. Matlab is used as a modeling tool for
describing the linear and nonlinear behavior of the
systems considered. A laboratory is included.
Prerequisites: ENGR 006,011, and 012; MATH
034/035 and 043/044; or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014—2015.
ENGR 090. Engineering Design
Students work on a design project that is the
culminating exercise for all senior engineering

p. 210
majors. Students investigate a problem o f their
choice in an area of interest to them under the
guidance of a faculty member. A comprehensive
written report and an oral presentation are
required. This class is available only to
engineering majors.
Writing course.
1 credit.
Spring 2015. Staff.
ENGR 093. Directed Reading or Project
Qualified students may do special work with
theoretical, experimental, or design emphasis in an
area not covered by regular courses with the
permission of the department and a willing faculty
supervisor.
1 credit.
Offered only with departmental approval and
faculty supervision.
ENGR 096. Honors Thesis
In addition to ENGR 090, an honors major may
undertake an honors thesis in the fall semester of
the senior year with approval o f the department
and a faculty adviser. A prospectus of the thesis
problem must be submitted and approved not later
than the end of junior year.
1 credit.
Offered only with departmental approval and
faculty supervision.
ENGR 199. Senior Honors Study
Senior honors study is available only for
engineering minors and must include at least 0.5
credit as an attachment to one of the courses in the
engineering preparation. This course may be taken
only in the spring of the senior year.
0.5 or 1 credit.
Offered only with departmental approval and
faculty supervision.

Preparation for Honors
Examinations
The department will arrange honors examinations
in the following areas to be prepared for by the
combinations of courses indicated. Other
preparations are possible by mutual agreement.
Communications and Electromagnetic
Fields
Communication Systems
Electromagnetic Theory
Communications and Signal Processing
Communication Systems
Digital Signal Processing
Computer Architecture
Fundamentals of Digital Systems
Principles o f Computer Architecture

Engineering
Electromagnetic Theory
Electromagnetic Theory I
Electromagnetic Theory II
Electronics
Electronic Circuit Applications
Physical Electronics
Environmental Systems
Operations Research
Environmental Systems
Heat Transfer and Fluid Mechanics
Heat Transfer
Fluid Mechanics
Integrated Electronics
Electronic Circuit Applications
VLSI Design
Mobile Robotics and Machine Vision
Computer Vision
Mobile Robotics
Signals and Systems
Control Theory and Design
Digital Signal Processing
Solar Thermal Systems
Solar Energy Systems
Thermal Energy Conversion or Heat Transfer
Structural Analysis and Design
Structural Analysis
Structural Design
Structural Mechanics
Mechanics o f Solids
Structural Analysis
Structures and Soil
Structural Analysis
Geotechnical Engineering: Theory and Design
Thermal Energy Conversion and Heat
Transfer
Thermal Energy Conversion
Heat Transfer
Visual Information Systems
Computer Graphics
Computer Vision
Water Quality and Fluid Mechanics
Water Quality and Pollution Control
Fluid Mechanics
Water Quality and Supply Systems
Water Quality and Pollution Control
Environmental Systems

p. 211

English Literature

p. 212

NATHALIE ANDERSON, Professor2
ELIZABETH BOLTON, Professor
NORA JOHNSON, Professor and Chair
PETER J. SCHMIDT, Professor
PHILIP M. WEINSTEIN, Professor3*
CRAIG WILLIAMSON, Professor
RACHEL BTJURMA, Associate Professor
ANTHONY FOY, Associate Professor
JILL GLADSTEIN, Associate Professor and Director of Writing Associates Program
BAKIRATHI MANI, Associate Professor
LARA COHEN, Assistant Professor
ERIC SONG, Assistant Professor
SANGINA PATNAIK, Instructor
ELAYNE BROWNE, Visiting Instructor (part time)5
DALE MEZZACAPPA, Visiting Instructor (part time)s
2Absent on leave, spring 2015.
3 Absent on leave, 2014—2015.
5 Fall 2014.

This department offers courses in English
literature, American literature, Native American
literature, Anglophone literature, Asian and Asian
American literatures, gay and lesbian literatures,
drama, film, creative writing, critical theory, and
journalism. The departmental curriculum includes
the intensive study o f works o f major writers,
major periods of literary history, and the
development of literary types; it also provides
experience in a variety of critical approaches to
literature and dramatic art and explores certain
theoretical considerations implicit in literary study,
such as the problematics of canon formation and
the impact of gender on the creation and reception
of literary works.
Students who plan to do graduate work, to follow
a course o f professional training, or to seek teacher
certification in English should see a member of the
department for early help in planning their
programs, as should students who plan to include
work in English literature in a special or crossdisciplinary major, or in a program with a
concentration.

Requirements and
Recommendations
First-Year Seminars
The English Literature Department offers two
kinds of first-year seminars. There are first-year
seminars in composition and first-year seminars in
literature. ENGL 00IF is a first-year seminar in
composition (academic writing.) These count as
Humanities writing (W) courses but do not count
towards a major or minor in English literature. All
first-year seminars (both in composition and in
literature) are limited to 12 students. First-year
seminars in English literature are numbered ENGL
008A-Z and ENGL 009A-Z. These literature
seminars are designed to emphasize in-depth study
of literary texts from a variety of perspectives,

with careful attention to writing and maximum
opportunity for class discussion. All first-year
seminars in English count as Humanities W
courses. Students may take only one first-year
seminar in literature from the English Department,
but they are welcome to take a first-year seminar
in composition and a first-year seminar in English
literature.
Core Courses
We also offer core courses (CC), which are
especially recommended for first- and second-year
students, though they are open to all. CCs pay
special attention to one or more of the following:
close reading, historical context, secondary (i.e.,
theoretical or critical) readings, or genre. They are
distinguished by their pedagogical emphasis rather
than by course topic per se. Students are welcome
to take more than one CC.
Students considering a major in English are
strongly urged to take a first-year seminar in
literature and one or two additional English
courses during the sophomore year. Students need
at least two graded literature courses from English
to apply for the major. A core course or another
mid-level English literature course is especially
recommended. ENGL 070A—070Kwill not suffice
as the second course when applying for a major.
ENGL 005 Journalism Workshop does not count
toward a major or minor in English literature.
Majors and prospective majors should consult a
member of the English Department for
information about courses in other departments
complementary to their work in English; work in
foreign languages is especially recommended.

Course Major
The work of a major in course consists o f a
minimum of nine units o f credit in the department
including

English Literature
• ENGL 099 (taken fall of the senior year, no
exceptions),
• at least three units in literature written before
1830 (such courses are marked with a *),
• and at least three in literature written after
1830.
Courses marked with a *** may be counted as pre1830 or post-1830 but not both. First-Year
Seminars (ENGL 008 and 009A through Z),
creative writing, journalism classes and AP credits
do not count as part o f the pre- or post-1830
requirement. Creative writing credits and/or a
validated AP credit o f 4 or 5 in Literature (not
“Language”) count towards the credits needed for
a major in English Literature; however, ENGL 005
(Journalism) does not.

p. 213
or concentration that draws on advanced English
courses or seminars should see the chair for early
help in planning their programs.

Honors Minor
Minors must do a single, two-credit preparation in
the department, normally by means o f a seminar
(or under special circumstances, a creative writing
portfolio); the thesis option is only available to
majors.
Minors are required to do a total o f at least five
units o f work in English (including their honors
preparation), with at least one pre- and one post1830 credit. First-year seminars, creative writing,
and journalism classes do not count as pre- or
post-1830 classes.

Course Minor

Double Majors

The work of a minor in course consists of a
minimum of five units o f literature credit in the
department including
• at least one unit in literature written before
1830 (such courses are marked with a *),
• and at least one in literature written after 1830.
Courses marked with a *** may be counted as pre1830 or post-1830 but not both. First-Year
Seminars in literature (ENGL 008 and 009 A
through Z), creative writing, journalism classes,
and an AP credit in Literature do not count as part
o f the pre- or post-1830 requirement. Creative
writing credits and/or a validated AP credit of 4 or
5 in Literature (not “Language”) count towards the
credits needed for a minor in English Literature;
however, ENGL, 005 (Journalism) does not.

Students may, with the department’s permission,
pursue a double major either as part of the Course
or Honors Program. Double majors must fulfill all
the major requirements in both departments.
For a double major in honors, one o f the majors is
used as the honors major and the other is often
used as the honors minor. See the department chair
for further details.

Honors Major
Majors in English who seek a degree with honors
will, in the spring of their sophomore year,
propose for external examination a program
consisting of four fields: three in English and one
in a minor.
The three preparations in the major (constituting
six units of credit) will be constituted as follows:
• all three preparations will normally be done
through seminars (if approved by the department,
one preparation may be a thesis or creative writing
portfolio);
• the program must include at least one Group I
and one Group II seminar.
Honors majors, as part of their overall work in the
department, must meet the general major
requirement of 9 credits in English literature,
including three units o f credit in literature written
before 1830 and three units of credit in literature
written after 1830. First-year seminars, creative
writing, and journalism classes do not count as
pre- or post-1830 classes.
Students interested in pursuing honors within a
faculty-approved interdisciplinary major, program,

Special Major
Designed by the student in consultation with
faculty advisers. If English is the central
department, students must fulfill most of the
regular requirements and have a minimum o f 5
English Department credits as part of the special
major. At least one of the 5 credits must be a pre1830 course and one a post-1830 course.
Students must consult with the various
departments or programs involved in the special
major and have all approve the plan o f study. Only
one integrative comprehensive exercise is
required.
Students may also do a special honors major with
four related preparations in different departments.

Major with a Creative Writing
Emphasis
Students who want to major in English literature
with an emphasis in creative writing—whether
course or honors majors—must complete three
units o f creative writing in addition to the usual
departmental requirements of pre- and post-1830
units. The creative writing credits will normally
consist o f either
• three workshops (ENGL 070A, B, C, D, E, G,
H, or J)
OR
• two workshops (ENGL 070A, B, C, D, E, G,
H, or J) and ENGL 070K, Directed Creative
Writing Projects

English Literature
Students may count towards the program no more
than one workshop offered by departments other
than English literature. Admission into the
program will depend upon the quality of the
student’s written work and the availability of
faculty to supervise the work. Students who are
interested in the program are urged to talk both
with the department chair and with one of the
department faculty who regularly teach the
workshops.
For creative writing projects in the Honors
Program, the 2-credit field will normally be
defined as a 1-credit workshop (ENGL 070A,
070B, 070C, or 070H) paired with a 1-credit
Directed Creative-Writing Project (ENGL 070K).
The approximate range o f pages to be sent forward
to the examiners will be 20 to 30 pages of poetry
or 30 to 50 pages o f fiction. There will be no
written examination for the creative writing
project; the student’s portfolio will be sent directly
to the examiner, who will then give the student an
oral examination during honors week. For
purposes of the transcript, the creative writing
project will be assigned a grade corresponding to
the degree of honors awarded it by the external
examiner. Students are advised that such
independent writing projects must normally be
substantially completed by the end of the fall
semester of the senior year as the spring semester
is usually the time when the senior honors study
essay must be written.
Note: Creative writing and journalism classes do
not count as pre- or post-1830 classes. ENGL
070A, 070B, 070C, 070H, and 070K are CR/NC
courses (not graded).
For a more detailed description o f the English
Literature Creative Writing program and its
history, see the English Department website or
handouts available in the department office.

Thesis/Culminating Exercise
Course Majors
English 099, Senior Course Majors Colloquium, is
open only to senior English literature course
majors and required for them to take. It offers a
structured and supportive environment for students
writing their senior essays. The course will feature
a mix of literature, criticism, theory, and
methodology, plus guest visits by other members
of the English Literature Department and possibly
others, with the opportunity for students to discuss
central issues in the field of literary and cultural
history in preparation for their research and
writing.
Under some circumstances a course major may
elect to write a thesis. See the description under
ENGL 098.

p. 214

Honors Majors
Honors majors will prepare a senior honors essay
and take an Honors exam for each o f their three
English honors preparations.
Students who wish either to write a thesis or
pursue a creative writing project under faculty
supervision as part of the Honors Program must
submit proposals to the department; the number of
these ventures the department can sponsor each
year is limited. Students who propose creative
writing projects will normally be expected to have
completed at least one writing workshop as part of,
or as a prelude to, the project; the field presented
for examination will thus normally consist of a 1credit workshop plus a 1-credit directed creative
writing project. For further information, including
deadlines for directed creative writing proposals,
see rubric under ENGL 070K.

Application Process Notes for the
Major or the Minor
Applications for the major in English literature are
considered in the spring o f the sophomore year.
Each student will, under the guidance of a faculty
adviser, present a reasoned plan of study for the
last two years. This plan will be submitted to the
department and will be the basis of the
departmental discussion of the student’s
application for a major. The plan will include a list
of proposed courses and seminars that will satisfy
the requirements for either the Course or Honors
Program and a rationale for the program of study.
Such applications are normally considered at a
meeting of all department members. Each student
is discussed individually. The department has
never established a minimum grade point average,
nor are certain courses weighted in this discussion
more heavily than others. A record o f less than
satisfactory work in English would certainly give
us pause, however, unless it were attributable to
circumstances other than academic ability.
Students who want to include the English major as
part of a double major must have a record of
strong work in both majors as well as in other
courses.
Students are eligible for seminars in the
department regardless of their choice of honors or
course majors. Admission to seminars will be
based on a student’s prior academic work, her/his
ability to interact well in a small class situation,
and the shape of the larger course of study
articulated in the Sophomore Plan. For
oversubscribed seminars, priority will normally be
given to honors majors and minors.
The minimum requirement for consideration for
the major, minor, or admission to any seminar is
the completion of at least two graded courses in
English, not counting creative writing workshops.
Applications for the major will be deferred until
two graded literature courses are completed.

English Literature

p. 215

Advanced Placement/lnternational
Baccalaureate Credit

broadcast journalists and editors, grant-writers,
doctors, and directors.

A maximum o f 2 credits may be awarded for
combined AP and IB work.

Curriculum

AP Credit
Students will receive credit for AP scores o f 4 or 5
in English Lit/Comp which will count both toward
graduation and toward the major requirements. AP
credit is given for scores o f 4 or 5 in English
Lang/Comp but count only toward graduation and
not toward the major requirements. If students take
both exams and receive scores of 4 or 5 they will
receive one credit for each exam.
IB Credit
A maximum of one AP Literature credit is given
for a score o f 6 or 7 on the Higher Level English
examination in the International Baccalaureate
program. This credit will count both toward
graduation and toward the major requirements.

Off-Campus Study and Transfer
Credit
Students wishing to study away from Swarthmore
should consult with the department chair far
enough in advance o f such study to effect proper
planning of a major or minor. In determining
which courses of study will meet department
criteria for requirements or credit toward a major
or minor, the department will rely both on its
experience in evaluating the work of students
returning from these programs and on careful
examination of course descriptions, syllabi, and
schedules. Course credits for literature in English
should be approved before you leave, but no
course credits are finally awarded until you consult
with the department upon your return to
Swarthmore.
To find out who the course credits consultant is for
English, contact the department chair.

Teacher Certification
English majors may complete the requirements for
English certification through a program approved
by the State of Pennsylvania. For further
information about the relevant set o f English and
Educational Studies requirements, please refer to
the Educational Studies section o f the Bulletin.

Life After Swarthmore
Students graduating with a major in English
literature often go on to pursue graduate or
professional studies or take up a wide variety of
positions in the working world where strong
reading, writing, and interpretive skills are at a
premium—in the public or private sector, in
government or in non-government organizations.
Many study law, medicine, or journalism. We
number among our graduates poets and novelists,
social workers and scholars, news writers,

The English Department courses are grouped
together by historical period, genre, or course level
as follows:
001-005 A, B, C, etc.: Academic writing courses
and seminars that do not count toward the major
008 and 009 A, B, C, etc.: First-Year Seminars
(counted as W courses)
010-096: Advanced courses including core
courses
010,011: Survey Courses in British Literature
014-019: Medieval
020-029: Renaissance and 17th Century
030-039: Restoration, 18th Century, and Romantic
040-049: Victorian to Modem
050-069: American (including African American,
Asian American, and Native American)
070 A, B, C, etc.: Creative Writing Workshops
071 A, B, C, etc.: Genre Studies
072-079: Comparative Literature/Literature in
Translation
080-096: Critical Theory, Film, and Media
Studies
097-099: Independent Study and Culminating
Exercises
Over 100: Honors Seminars, Theses, etc. (open to
juniors and seniors with approval of the
department chair only)

001-005: Academic Writing
Courses
These courses are writing-intensive courses that
count toward graduation credit but not toward the
English major. They may not be substituted fo r a
prerequisite course in English.
ENGL 001C. Writing Pedagogy
(Cross-listed as EDUC 001C)
This seminar serves as the gateway into the
Writing Associates Fellowship Program. Students
are introduced to the theory and pedagogy of
composition studies and the concept o f reflective
practice. The seminar asks students to connect
theory with practical experience when assessing
how best to engage with different student writers
and different forms o f academic prose. Students
will interact with the complexity o f their new
positions as peer mentors while learning how to be
a professional within this role. Topics covered
include: the ethics of peer mentoring, active
listening, development d f written arguments,
learning styles, and conferencing. This course is
open only to those selected as WAs. It is a
credit/no credit course. Meets distribution
requirements but does not count toward the major.

English Literature
Writing course.
1 credit.
Fall 2014. Gladstein.
ENGL 001D. Writing Tutorial
Students enrolled in ENGL 001F or 001G, in
consultation with the professor of these courses,
may enroll in the tutorial. Students will set up an
individual program to work with the professor on
writing for the course or other courses. Students
take the tutorial in conjunction with ENGL 001F
or ENGL 001G, or they may take it in a
subsequent semester.
0.5 credit.
Spring 2015. Staff.
ENGL 001F. First-Year Seminar:
Transitions to College Writing
This class, limited to 12, introduces students to the
different genres of writing required at the College.
Through assignments and class readings students
learn what they might need to transition from
writing in high school to writing at Swarthmore.
Meets distribution requirements but does not count
toward the major. Students may take ENGL 00 IF
and an English Literature first-year seminar
(ENGL 008 A-Z and 009A-Z).
Writing course.
1 credit.
Fall 2014 .Staff. Spring 2016. Gladstein.
ENGL 002A. Argument and Rhetoric
Across the Disciplines
This course examines the questions of rhetorical
analysis in different academic genres. Through the
reading of academic journal articles, popular press
pieces, and texts on rhetoric and argument,
students will both deconstruct and construct
academic arguments as they are presented in
different disciplines. The course will explore such
topics as ethos, pathos, and logos; intended
audience and how to use evidence to persuade that
audience; what constitutes evidence and how
evidence is utilized; the use of numbers to support
or respond to an argument.
Meets distribution requirements but does not count
toward the major.
Writing course.
1 credit.
Not offered 2014-2015.
ENGL 003A. Independent Study and
Directed Reading in Writing Studies
Students who plan an independent study or a
directed reading must consult with the appropriate
instructor and submit a prospectus for such work
before the beginning of the semester during which
the study is actually done. The course is available
only if a professor is free to supervise the project.
0.5 or 1 credit
Staff.

p. 216
ENGL 005. Journalism Workshop
An introduction to news gathering, news writing,
and journalism ethics. Students learn the values,
skills, and standards crucial to high-quality
journalism. They write conventional news stories,
narratives, profiles, non-deadline features, trend
stories, and point-of-view articles on a beat of their
choosing. Guest speakers include award-winning
reporters and editors. This course counts as a
general humanities credit and as a writing course,
but does not count as a credit toward a major or
minor in English literature.
Writing course.
1 credit.
Fall 2014. Mezzacappa.

008 and 009: First-Year Seminars
In English Literature
These courses are lim ited to 12 first-year students
only. No student may take more than one. A ll
count as Writing courses.
ENGL 009A. First-Year Seminar; Literature
and Law
In this course we will explore the forms law and
literature take as they work through similar
concerns, determining how social systems should
function and puzzling over the moments when
they don’t. When does fiction appropriate the
law’s penchant for articulating rights and defining
relationships? And when does the legal
imagination draw from literature? We will read
works of tragedy, detection, confession and
evasion as we sort through these questions,
supplementing our conversation with critical legal
theory, trauma studies, and case law.
Writing course.
1 credit.
Fall 2014. Patnaik.
ENGL 009D. First-Year Seminar: Nation
and Migration
Drawing on novels, short stories and film
produced by immigrant writers from South Asia,
Africa, and the Caribbean, this course explores the
ways in which identity and community is shaped
in die modem world. How does the
migrant/diasporic writer rewrite the English
language to reflect questions of race and power,
nationhood and citizenship, and histories of the
past and present? Authors include Salman
Rushdie, Edwidge Danticat, Chimananda Adichie
and Mohsin Hamid.
Writing course.
1 credit.
Spring 2015 and spring 2016. Mani.
ENGL 009E. First-Year Seminar: Narcissus
and the History of Reflection
Narcissism seems at once reprehensible and an
unavoidable part of personhood. This course

English Literature
investigates how, over the course of many
centuries, the story of Narcissus has been
reworked as a way to think about process of
creative reflection and how we see ourselves in
relation to others. At stake are questions of desire,
gender, racial identities, and language. Authors
include Ovid, Milton, Wilde, Freud, and Fanon;
also visual art and film.
Writing course.
1 credit.
Fall 2014. Song.
ENGL 009G. First-Year Seminar: Comedy
This course covers a range of comic dramas and
comic performances. It will introduce key theories
about comedy as a genre and comic performance
as a cultural practice. We will also work
intensively on expository writing and revision.
Likely texts include films, plays by Plautus,
Shakespeare, Behn, Wilde, and Churchill; and
materials on minstrelsy, genre theory, gender, and
performance studies.
Writing course.
1 credit.
Spring 2015. Johnson.
ENGL 009H. First-Year Seminar: Portraits
of the Artist
We will study a variety of works portraying artists
in different cultures and contexts and media. The
syllabus will vary each year but may include:
Scheherazade as story-teller (Arabian Nights
selections), Shakespeare (sonnets), Mozart (the
movie Amadeus), Frida Kahlo’s life and work,
Lin-Manuel Miranda’s Tony awarding-winning
musical In the H eights (2008). Selected
background and critical materials will also be
assigned.
Writing course.
,
1 credit.
Fall 2014. Schmidt.
ENGL 009J. First-Year Seminar:
Revolution and Revolt
What makes a revolution? How is it won or lost—
and who decides? This course investigates the
literature o f rebellion from the late 18th century’s
“Age of Revolution” to the Occupy movement.
We will read the works of not only famous
revolutionary leaders, but also infamous and
obscure ones, including radical abolitionists,
communists, anarchists, feminists, student
activists, and more, asking how their writing both
interprets the memory o f previous revolutions and
imagines possibilities beyond them.
Writing course.
1 credit.
Fall 2014 and fall 2015. Cohen.

p. 217

ENGL 009M. First-Year Seminar: Jane
Austen, Cultural Critic
We’ll read Austen’s major novels aligned with the
18th century fiction, politics, and philosophy to
which she was responding; we’U also consider
recent critical views on Austen and the ways films
o f the 1990s through the present engaged Austen’s
style and social critique.
Writing course.
1 credit
Fall 2015. Bolton.
ENGL 009Q. First-Year Seminar:
Subverting Verses
Once history, biography, fiction, philosophy, and
even science could be written in verse without
seeming peculiar or affected, but today the line
between poetry and prose is sharply drawn. Or is
it? This course will examine unconventional forms
and uses o f poetry—from Seneca’s Oedipus to
Dove’s Darker Face o f the Earth, from Chaucer’s
Tales to Seth’s Golden Gate, from Perelman’s
verse essays to Forche's prose poems—to explore
our assumptions about the nature o f genre.
Writing course.
1 credit.
Fall 2015. Anderson.
ENGL 009S. First-Year Seminar: Black
Liberty/Black Literature
How have African American writers told stories of
freedom, and how have they tried to tell them
freely? How has the question of freedom shaped
the development of, and debates over, an African
American literary tradition? Drawing upon fiction,
poetry, personal narratives, and critical essays, we
will examine freedom as an ongoing problem of
form, content, and context in black literature from
antebellum slavery to the Harlem Renaissance.
Eligible for BLST credit.
Writing course.
1 credit.
Fall 2014 and spring 2016. Foy.
ENGL 009Z. First-Year Seminar: Close
Reading and Its Discontents
We "close read" almost every day, in both the
English literature classroom and in everyday life.
But what do we really mean when we talk about
close reading? And what might it mean for us to
reject it? We will study the ways literary critics
have read texts as different as John Donne poems,
car ads, and Jane Austen novels, practice
traditional and experimental forms of reading, and
write in several forms.
Writing course.
1 credit.
Fall 2014 and fall 2015. Buurma.

English Literature
010-099: Advanced Courses
These courses are open to freshm en and
sophomores who have taken a writing course from
any department on campus and to juniors and
seniors without prerequisite.
Core Courses
Forfu ller descriptions, see the following:
ENGL 010. Core Course: Survey I: Beowulf to
Milton*
ENGL 035. Core Course: The Rise o f the
Novel***
ENGL 040. Core Course: Victorian Literature and
Victorian Informatics
ENGL 052A. Core Course: U.S. Fiction, 19001950
ENGL 052B. Core Course: U.S. Fiction, 1945 to
the Present
ENGL 053. Core Course: Modem American
Poetry
ENGL 059. Core Course: 19th Century American
Novels
ENGL 061. Core Course: Fictions o f Black
America
ENGL 07ID. Core Course: The Short Story in the
U.S.
ENGL 076. Core Course: The World, the Text,
and the Critic
014-019: Medieval
ENGL 010. Core Course: Survey I: Beowulf
to Milton*
A historical and critical survey o f poetry, prose,
and drama from Beow ulfto Milton. This will
include British literature from the following
periods: Anglo-Saxon, Middle English,
Renaissance, and 17th century.
1 credit.
Fall 2015. Williamson.
ENGL 014. Old English/History of the
Language*
(Cross-listed as LING 014)
A study o f the origins and development of
English—sound, syntax, and meaning—with an
initial emphasis on learning Old English. Topics
may include writing and speech, changing
phonology and morphology, wordplay in Chaucer
and Shakespeare, pidgins and creoles, and global
English.
This course may be taken without the usual
prerequisite course in English; however, it may not
serve in the place o f a prerequisite for other
advanced courses.
Counts as humanities distribution credit under this
listing.
1 credit.
Spring 2016. Williamson.

p. 218
ENGL 016. Chaucer*
Readings in Middle English of most of Chaucer’s
poetry with emphasis on The Canterbury Tales
and Troilus and Criseyde. The course attempts to
place the poetry in a variety of critical and cultural
contexts which help to illuminate Chaucer’s art.
Medieval cultural readings include Boethius’
Consolation o f Philosophy, and Andreas
Capellanus’ The A rt o f Courtly Love.
1 credit.
Fall 2014. Williamson.
020-029: Renaissance and 17th Century
ENGL 020. Shakespeare*
Topics in this survey of Shakespeare’s plays,
including kingship, comedy and tragedy, family,
sexuality, race, performance, language, and the
rewriting of history. We will frequently return to
the question of theater’s place in early modem
England, while also examining the place
Shakespeare holds in the cultures we inhabit. The
list of plays may include Taming o f the Shrew,
Henry V, Midsummer N ight’s Dream, Twelfth
Night, Measure fo r Measure, Hamlet, Othello,
Lear, and The Tempest.
1 credit.
Fall 2014. Song. Fall 2015. Johnson.
ENGL 023. Renaissance Sexualities*
The study of sexuality allows us to pose some of
the richest historical questions we can ask about
subjectivity, the natural, the public, and the
private. This course will explore such questions in
relation to Renaissance sexuality, examining
several sexual categories—the homoerotic,
chastity and friendship, marriage, adultery, and
incest—in a range o f literary and secondary texts.
1 credit.
Fall 2014 and spring 2016. Johnson.
ENGL 026. Allegory and Allegoresis in the
English Renaissance*
Allegory designates a mode of writing and of
interpreting narratives. The decline o f allegory
marks a shift from medieval to modem culture,
eventually giving way to realism. Yet allegory has
never left us, as we continue to read allegorically
to some degree. This course turns to the English
Renaissance as a literary turning point. Readings
from The Faerie Queene, Paradise Lost, and
Pilgrim’s Progress; theoretical work by Walter
Benjamin, Paul de Man, and others.
1 credit.
Spring 2015. Song.
ENGL 028. Milton*
Study of Milton’s poetry and prose with particular
emphasis on Paradise Lost.
1 credit.
Spring 2015. Song.

English Literature
030-039: Restoration, 18th Century, and
Romantic
ENGL 033. The Romantic Sublime
“The essential claim of sublime is that man[sic]
can, in speech and feeling, transcend the human”
(Weiskel). What does this transcendence look
like? How is it achieved? What resources does it
offer us, and at what cost? Authors include Burke,
Blake, the Wordsworths, Coleridge, Byron, the
Shelleys, and Keats.
1 credit.
Fall 2015. Bolton.
ENGL 035. Core Course: The Rise of the
Novel***
We will follow development o f the novel, from its
origins in a multiplicity of diverse literary genres
to its Victorian incarnation as a “realist” and
middle-class form through its Modernist
appropriation as high art and its subsequent return
to multi-genre roots. Surveying the main critical
narratives o f the novel’s “rise” or development, we
will also see how the material form of the novel
might offer us a counter-narrative to conventional
interpretations o f the genre’s origins.
1 credit.
Fall 2014 and fall 2015. Buurma.
040-049: Victorian to Modern
ENGL 040. Core Course: Victorian
Literature and Victorian Informatics
This mid-level core course offers a survey of
canonical Victorian literature through the lens of
theories of knowledge organization and the history
of information practices. We will read texts by
authors like Charlotte Bronte, John Stuart Mill,
Charles Darwin, George Eliot, Christina Rossetti,
Alfred Tennyson, Oscar Wild, and others. This
class will focus on developing techniques o f close,
middle-distance, and distant reading, with an
emphasis on exploring new digital tools for
organizing, curating, decomposing, and remaking
literary texts.
1 credit.
Fall 2014 and spring 2016. Buurma.
ENGL 046. Tolkien and Pullman and Their
Literary Roots***
A study of Tolkien’s Lord o f the Rings and
Pullman’s His Dark M aterials in the context of
their early English sources. For Tolkien, this will
include Beowulf, Old English riddles and elegies,
and Sir Gawain and the Green Knight. For
Pullman, this will include Biblical stories of the
Creation and Fall, Milton’s Paradise Lost, and
selected Blake poems. Some film versions will be
included.
1 credit.
Spring 2015 and spring 2016. Williamson.

p. 219

ENGL 048. Contemporary Women’s Poetry
“Merely the private lives o f one-half o f humanity.”
Thus Carolyn Kizer defines the 20th-century
revolution through which women poets give voice
to the previously unspeakable and explore the
political implications of the supposedly personal.
This course considers a variety o f poetic styles and
stances employed by women writing in English
today—feminist or womanist, intellectual or
experiential, lesbian or straight, and mindful of
ethnic heritage or embracing the new through
artistic experimentation.
1 credit.
Spring 2016. Anderson.
050-069: American (Including African
American, Asian American, and Native
American)
ENGL 051. Early American Literature *
This course examines American literature from its
earliest recorded oral traditions to the end o f the
Civil War. “Early American literature” is
something o f a paradox during a time when
definitions o f what constituted both “American”
and “literature” were hotly debated. Our readings
will explore how writers interpreted these concepts
across a wide range of genres, including Native
American origin stories, exploration and travel
writing, slave narratives, political manifestoes,
poetry, and novels.
1 credit.
Spring 2015 and spring 2016. Cohen.
ENGL 052A. Core Course: U.S. Fiction,
1900-1950
This course focuses on well-known and newly
recognized novelists important for this period:
Baum, London, Wharton, Cather, Hemingway,
Hurston, Loos, Hammett, McCullers, and
Steinbeck. There will be attention to innovations
in the novel as a literary form and to the ways in
which writers engage with their historical context,
particularly regarding issues of immigration, race,
community, and redefinitions o f gender roles and
the meaning of “American.”
1 credit.
Fall 2014. Schmidt.
ENGL 052B. Core Course: U.S. Fiction,
1945 to the Present
Major authors and emerging figures, with attention
to innovations in the novel as a literary form and
the ways in which writers engage with their
historical context, both within the U.S. and
globally. The list o f authors varies, but may
include Eudora Welty, James Agee, Philip Roth,
Gish Jen, Lome Moore, Sandra Cisneros, Richard
Powers, Justin Torres, Gary Shteyngart, Patricia
Highsmith, Neil Gaiman (American Gods).
1 credit.
Spring 2015. Schmidt.

English Literature
ENGL 053. Core Course: Modern American
Poetry
An introductory survey o f the full range o f 20thcentury American poetry, but we will commence
with Whitman and Dickinson, two key
predecessors and enablers. The emphasis will be
on particular poets and poems, but a recurrent
theme will be poetry’s role in a democracy: is
poetry really an esoteric art for the “educated”
few, as some imply, or has poetry in the 20th
century played a crucial role in shaping both
democratic citizens and a sense of democratic
culture?
1 credit.
Spring 2015. Schmidt.
ENGL 059. Core Course: 19th Century
American Novels
When we think o f 19th century American
literature, we tend to think of novels: Herman
Melville’s Moby-Dick, Harriet Beecher Stowe’s
Uncle Tom ’s Cabin, James Fenimore Cooper’s
The Last o f the M ohicans, and so on. But the novel
was still a new and somewhat dubious genre in the
nineteenth-century U.S., and its identity was not
yet settled. In this course, we will read some o f the
“big” books of the period, but we will try to read
them as they might have been read at the time, as
experimental controversial works. Texts may
include Hawthorne’s The House o f the Seven
Gables, William Wells Brown’s Clotel, and Helen
Hunt Jackson’s Ramona, in addition to those listed
above.
1 credit.
Spring 2015. Cohen
ENGL 060. Early African American Print
Cultures*
African American literature has traditionally been
defined in terms o f authorship, but how might we
expand this definition to consider editing,
illustration, printing, circulation, and reading? And
how might this expanded definition change our
understanding o f the field? This course will
examine a wide variety o f 18th- and 19th-century
African American print culture, including poetry,
sermons, manifestos, newspapers, slave narratives,
and novels.
Eligible for BLST credit.
1 credit
Fall 2014. Cohen.
ENGL 061. Core Course: Fictions of Black
America
A survey of significant novels and short fiction by
African American writers since the Harlem
Renaissance. We will examine the textual
practices, cultural discourses, and historical
developments that have shaped a black literary
tradition, paying close attention to the dynamic
interaction among artist, culture, and community.
Eligible for BLST credit.

p. 220
1 credit.
Fall 2014. Foy.
ENGL 062. Classic Black Autobiography
An introduction to African American
autobiography, focusing on personal narratives
produced in the century between the Emancipation
Proclamation and the Civil Rights Act.
Emphasizing the significance o f autobiography as
a practice rather than simply a document, we will
consider the textual strategies that black narrators
employ, as well as the contextual concerns that
shape them.
Eligible for BLST credit.
1 credit.
Spring 2015. Foy.
ENGL 063. Contemporary Black
Autobiography
Since 1965, African American autobiography has
been characterized by both formal innovation and
a thematic concern with the meaning o f blackness
after the Civil Rights Movement; this course
examines these developments. Authors may
include Malcolm X, Angela Davis, James
Baldwin, John Edgar Wideman, Adrienne
Kennedy, and Audre Lorde.
Eligible for BLST credit.
1 credit.
Spring 2016. Foy.
ENGL 064. The New Negro Versus Jim
Crow
What is the relationship between the birth o f a
“New Negro” and the birth of Jim Crow? This
advanced course focuses closely on the
florescence o f African American literature from
the late 19th century through the Harlem
Renaissance, even as the strictures and structures
of Jim Crow hardened.
Eligible for BLST credit.
1 credit.
Fall 2015. Foy.
ENGL 065. Asian American Literature
How does Asian American literature function as
the site o f key debates about ethnic and national
identity? This course explores Asian American
cultural production over the past 50 years,
beginning with Flower Drum Song (1961), the
first Hollywood film starring an all-Asian
American cast, and ending with the Pulitzer Prize­
winning author Jhumpa Lahiri’s short stories.
Authors include Maxine Kingston, Chang-Rae
Lee, David Henry Hwang, and Theresa HakKyung Cha.
1 credit.
Spring 2015. Mani.

English Literature
ENGL 068. Black Culture in a “Post-Soul”
Era
Since the 1970s, younger generations of African
American writers, artists, and intellectuals have
struggled over the meaning of Blackness in the
wake o f the Civil Rights and Black Power
movements that preceded them. Supported by a
handful of historical and critical studies, we will
examine how black novelists, playwrights, and
poets in the ‘post-soul’ era have dealt with a
complex o f shifting and interconnected concerns,
including the imperatives o f racial representation
in a society increasingly driven by mass
consumption and global media, the contentious
discourses of sexual politics, and the polarization
of classes within Black America.
Eligible for BLST credit.
1 credit.
Spring 2015 and spring 2016. Foy.
070: Creative Writing Workshops
Regular creative writing workshops are lim ited to
12 and require the submission o f writing samples
in orderfo r students to apply fo r them. Workshops
marked with a # combine a balance o f substantial
literary analysis o f models along with creative
writing exercises geared to the models; these
workshops are lim ited to 15 and, do not require
the submission o f manuscripts. Students may
normally take only one workshop at a time. ENGL
070A and 070B may normally be taken only once.
Creative writing courses do not count as pre—or
post—1830 classes.
ENGL 070A. Poetry Workshop.
This workshop emphasizes each individual’s
distinctive voice within the context of
contemporary poetics as students work through
formal exercises and thematic experiments,
reading and commenting on each other’s writing.
Attendance at readings required. Limited to 12
students; writing sample due immediately after fall
break. Admission and credit determined by
instructor.
Graded credit / no credit.
1 credit.
Spring semester each year.
Spring 2015. Williamson. 2016. Anderson.
ENGL 070B. Fiction Workshop
This workshop emphasizes development of
character, voice, and narrative structure within the
context o f contemporary literature. Students work
through exercises and prompts, reading and
commenting on each other’s writing. Attendance
at readings required. Limited to 12 students;
writing sample due immediately after fall break.
Admission and credit determined by instructor.
Graded credit/no credit.

1 credit.

p. 221
Spring semester each year.
Spring 2015. Bolton. Spring 2016. Staff.
ENGL 070C. Advanced Poetry Workshop
Poetry books often represent their authors’
conscious statements, made through selection,
organization, and graphic presentation. In this
workshop, students design and complete their own
volumes. Attendance at readings required.
Prerequisite: English 070A, 070D, 070E, 070G, or
070J, or similar workshop elsewhere. Limited to
12. Admission and credit determined by instructor.
Graded credit/no credit.
1 credit.
Fall 2014. Anderson.
ENGL 070E. Lyric Encounters
Matthew Arnold called it “a criticism o f life”;
Dylan Thomas, “a naked vision.” Emily
Dickinson, a blow, “If I feel physically as if the
top of my head were taken off.” Students examine
lyrics through literary analysis, then shape their
own criticisms, visions, cerebral explosions.
Attendance at readings required. Pre-requisite: any
W course. Limited tol5.
1 credit.
Fall 2014. Anderson.
ENGL 070H. Advanced Fiction Writers’
Workshop
Students will experiment with established writers’
methods o f illuminating characters and narratives
as well as revising to produce polished work.
Attendance at readings required. Prerequisite:
ENGL 070B or similar workshop elsewhere.
Limited to 12. Admission and credit determined
by instructor.
Graded credit/no credit.
1 credit.
Fall 2015. Staff.
ENGL 070J. The Poetry Project: Research
and Development
Behind the poem’s eloquence, there’s often a
structure—scientific, historical, philosophical,
literary—supported by focused research. This
course examines poetry based on research, and
students explore archival resources to write poems
suggested by their own researches. Attendance at
readings required. Pre-requisite: any W course.
Limited to 15.
1 credit.
Fall 2015. Anderson.
ENGL 070K. Directed Creative Writing
Projects
Supervised individual work in fiction or poetry for
course or Honors students. Candidates submit
proposals the semester before the project is
undertaken. A limited number of proposals can be
accepted. Students must consult with creative
writing faculty before applying. See the

English Literature
department's creative writing page for more
information.
Graded credit/no credit.
1 credit.
Staff.
ENGL 070L. Creative Writing Outreach
(Cross-listed as EDUC 073)
Where do arts, education and activism meet? In
this course students will explore artistic affinities
through creative writing activities and consider
arts education and advocacy through diverse texts.
Students will cultivate skills necessary to
becoming Teaching Artists in imaginative writing
at the elementary level through coursework as well
as through volunteer placement in local schools.
Topics covered include: creative curriculum
development and presentation, educational climate
for grades K-5 and teaching pedagogy.
Limited to 12.
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit
Fall 2014. Browne.
071A-Z: Genre Studies
ENGL 071C. The Short Story
As we read widely in the 19th- and 20th-century
short story, we’ll focus on technical developments
as well as certain recurring preoccupations of the
genre: fragmentation and reconstruction, the
staging of an encounter between the ordinary and
the extraordinary, and the refutation o f time and
mortality.
1 credit.
Fall 2014. Bolton.
072-079: Comparative Literature/Literature
|n Translation
ENGL 076. Core Course: The World, the
Text, and the Critic
This core course introduces students to critical
approaches in contemporary global literatures. We
will explore how literature represents the
relationship between “the West and the Rest,” and
examine our own relation to colonial and
postcolonial histories. Novels include White Teeth,
The God o f Small Things, and Heart o f Redness.
1 credit.
Fall 2015. Mani.
ENGL 077. Politics of Solidarity: South
Asians in America
How do racial minorities create and inhabit new
forms of identity and citizenship? In what ways do
changing discourses o f multiculturalism reffame
and constrain new ethnicities? Surveying a century
of migration from the South Asian subcontinent to
the United States, we will explore how new forms
of political community are shaped by gender,

p. 222
religion, sexuality and class. Readings include:
Prashad, Karma o f Brown Folk', Shankar, Desi
Land', DasGupta, Unruly Immigrants', and Bald,
Bengali Harlem.
1 credit.
Spring 2015. Mani.
080-096: Critical Theory, Film, and Media
Studies
Please see the film and media studies section for
additional course listings.
ENGL 083. On Violence
A dark lexicon emerged out o f the 20th century:
total war, genocide, and collateral damage were
new terms invented to describe “new” versions o f
atrocity. But does our ability to name violence
mean that we understand it any better? This course
explores the aesthetic and narrative structures of
violence in modem fiction, film, critical theory,
and law. Even as we recognize texts as pertaining
to distinct modes (modernism, postmodernism,
contemporary literature) we will explore how
histories of colonialism and racism condition
formal innovation.
1 credit.
Spring 2015. Patnaik.
ENGL 086. Theory Capstone: Discipline +
Culture
(Cross-listed as INTP 091)
What kind of object of knowledge and study is
culture? This class pays special attention to the
various ways culture has been constructed as an
object of disciplinary knowledge in English and
history departments over the last forty years. How
and why has cultural studies come to seem
identified with certain types of political and social
critique, and what is the history and present of this
kind of critique? Expect visiting speakers, group
endeavors, comparative methodologies, studies of
materiality, digital methods, and more.
1 credit.
Spring 2015. Buurma and Azfar.
ENGL 090. Queer Media
(Cross-listed as FMST 046 and GSST 020)
The history of avant-garde and experimental
media has been intertwined with that of gender
non-conformity and sexual dissidence, and even
the most mainstream media forms have been
queered by subcultural reception. Challenging
Hollywood’s heterosexual presumption and mass
media appropriations oflgbt culture, we will
examine lgbt aesthetic strategies and modes of
address in contexts such as the American and
European avant-gardes, AIDS activism, and
transnational and diasporan film through the lens
of queer theory.

Eligible for INTP credit.

English Literature
1 credit.
Fall 2014. White.
097-099: Independent Study and
Culminating Exercises
ENGL 097. Independent Study and
Directed Reading
Students who plan an independent study or a
directed reading must consult with the appropriate
instructor and submit a prospectus before the
semester in question. Normally limited to juniors
and seniors and available only if a professor is free
to supervise the project.
Section 01 for 0.5 credit.
Section 02 for 1 credit.
Staff.
ENGL 098. Senior Thesis
Course majors may pursue a thesis for 1 (40-50
pages) or 2 (80-100 pages) credits. A proposal for
the project must be submitted in April o f the junior
year. Before submitting this proposal, course
majors must consult with a prospective faculty
supervisor. This work does not replace ENGL 099,
required of every course major. Available only if a
professor is available to supervise the project.
Section 01 for 1 credit.
Section 02 for 2 credits.
Staff.
ENGL 099. Senior Course Majors
Colloquium***
This colloquium is open to senior course majors in
English Literature. Focusing on the senior essay
required to complete the major, this class features
guest lectures by faculty and critical readings on
literary theory and methodology. Short writing
assignments in this class will build towards the
senior essay, as students work in peer-centered
environments as well as individually with the
instructor. Students will complete their senior
essays by the end of the fall semester.
Note: This colloquium may count as either a preor a post-1830 credit, depending on the final essay
topic. ENGL 099 will be offered for seniors every
fall.
1 credit.
Fall 2014. Mani. Fall 2015. 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) seminars are indicated by an *;
all others are Group II (post-1830).
ENGL 101. Shakespeare*
Study o f Shakespeare as a dramatist. The emphasis
is on the major plays, with a more rapid reading of
much o f the remainder o f the canon. Students are

p. 223
advised to read widely among the plays before
entering the seminar. Students who have taken
ENGL 020 may take this seminar for 2 credits.
2 credits.
Fall 2014 and spring 2016. Johnson.
ENGL 102. Chaucer and Medieval
Literature*
A study of medieval English literature with an
emphasis on Chaucer. Texts will include Beowulf,
Old English poems, Sir Gawain and the Green
Knight, Chaucer’s Canterbury Tales and Troilus
and Criseyde, Margery Kempe’s autobiography,
selected mystery plays and Everyman, and
Arthurian materials. Some works will be in Middle
English; others, in translation.
2 credits.
Fall 2015. Williamson.
ENGL 110. Romanticism*
We’ll read the women poets o f the period (Smith,
Robinson, Baillie, Wordsworth, Hemans, and
L.E.L.) alongside their more famous male
contemporaries (Blake, Wordsworth, Coleridge,
Byron, Shelley, and Keats) in order to explore
issues o f concern to both: formal innovation,
colonial expansion, (counter) revolutionary
politics.
Eligible for GSST credit.
2 credits.
Spring 2015. Bolton.
ENGL 111. Victorian Literature and Culture
This research-intensive seminar focuses on the
Victorian novel as both a genre and a material
object in its print cultural context, setting this
approach within the broader world o f Victorian
literature and culture in order to examine the ways
in which the novel was both product and producer
of its historical moment. Readings include novels
by authors like George Eliot, Anthony Trollope,
Elizabeth Gaskell, Wilkie Collins, George
Meredith, Thomas Hardy, Bram Stoker, and
Margaret Oliphant.
2 credits.
Spring 2015 and spring 2016. Buurma.
ENGL 114. Early American Media Culture*
This course borrows some o f the methods of new
media studies to look anew at the multimedia
culture o f the 18th- and 19th-century United
States. We will study handbills, wampum,
daguerreotypes, political cartoons, maps,
songbooks, and counterfeit money, as well as
literary texts that thematize this rich media culture.
2 credits.
Fall 2015. Cohen.
ENGL 116. American Literature
Our focus this year will be on the long, grand, and
problematic tradition of U.S. Southern literature,

English Literature
especially fiction in both comic and tragic modes
as it developed after the Civil War to the present.
2 credits.
Fall 2014. Schmidt.
ENGL 117. Theories and Literatures of
Globalization
This seminar examines the literary and cultural
dimensions of globalization. Pairing novels and
short stories by major global writers with
ethnographic and historical texts, we will examine
the relationship between colonialism and
postcolonialism; modernity and globalization;
racial formation and the nation-state. By
developing a critical engagement with theories of
identity and difference, we will explore the ways
in which global literatures engender new politics
of nationalism, race, and sexuality.
2 credits.
Fall 2014 and spring 2016. Mani.
ENGL 118. Modern Poetry
A study of the poetry and critical prose of Yeats,
Eliot, Stevens, and H.D., in an effort to define
their differences within the practice of
“modernism” and to assess their significance for
contemporary poetic practice.
2 credits.
Fall 2015. Anderson.
ENGL 119. Black Cultural Studies
How have black writers both represented and
theorized a series o f tensions characterizing
African American culture since the end of
slavery—between past and present, roots and
routes, folk and modem, sound and vision, city
and country, nation and diaspora, culture and
capital, people and power? Motivated by such
concerns, this seminar will examine approaches to
African American literature that are historical,
cultural, and theoretical. Prior work in African
American literature and/or Black Studies is
recommended.
Eligible for BLST credit.
2 credits.
Fall 2015. Foy.
ENGL 180. Thesis
A major in the Honors Program may, with
department permission, elect to write a thesis as a
substitute for one seminar. The student must select
a topic and submit a plan for department approval
no later than the end o f the junior year. Normally,
the student writes the thesis o f 80 to 100 pages,
under the direction o f a member o f the department.
The 2-credit thesis project may take place over 1
or 2 semesters.
Section 01 for 1 credit.

Section 02 for 2 credits.
Staff.

p. 224
ENGL 183. Independent Study
Students may prepare for an honors examination in
a field or major figure comparable in literary
significance to those offered in the regular
seminars. Independent study projects must be
approved by the department and supervised by a
department member. Deadlines for the receipt of
written applications are the second Monday in
November and the first Monday in April.
2 credits.
Staff.

Environmental Studies

p. 225

Coordinator:

ELIZABETH BOLTON (English Literature)*
Cassy Burnett (Administrative Coordinator)

Committee:

Timothy Burke (History)
Peter Codings (Physics and Astronomy) _
Giovanna Di Chiro (Political Science)
Erich Carr Everbach (Engineering)
Eric Jensen (Physics and Astronomy)
Jose-Luis Machado (Biology)
Arthur McGarity (Engineering)*
Rachel Merz (Biology)*3
Carol Nackenoff (Political Science)
Jennifer Peck (Economics)
Christine Schuetze (Sociology and Anthropology)3
Mark Wallace (Religion)

1Absent on leave, fall 2014.
3 Absent on leave, 2014-2015.
Member, 2014-2015 Tri-College Environmental Studies Steering Committee.

Profound anthropogenic changes are occurring in
the land, water, and air around us, and education
needs to respond to these changes. Swarthmore’s
heritage o f social concern compels us to educate
students so that they are well informed about vital,
current issues and capable o f full political
participation. The College has a responsibility to
provide means for the study o f environmental
problems and to encourage students to develop
their own perspectives on these problems. The
interdisciplinary Environmental Studies Program
is one way the College meets these
responsibilities.
Environmental studies offers numerous
opportunities for rigorous interdisciplinary work,
addressing the scientific, engineering, social,
political, economic, literary, and philosophical
dimensions o f environmental topics. The minor
helps guide students to the many academic fields
that afford a perspective on environmental
problems and enables them to explore questions
most compelling to them from the vantage point of
various disciplines.
The Swarthmore College Environmental Studies
Program cooperates with Bryn Mawr and
Haverford colleges to offer a tri-college
environmental studies interdisciplinary minor,
involving departments and faculty from the natural
sciences, the social sciences, and the humanities.
The tri-college environmental studies program
aims to bring students and faculty together to
explore the interactions among earth systems,
human societies, and local and global
environments.

The Academic Program
An interdisciplinary course minor in
environmental studies is available to all students,
consisting o f an integrated program o f an
introductory course, four additional courses, and a

capstone seminar, taken in addition to a regular
major.
The expectation is that minors will take the
introductory course, Introduction to Environmental
Studies, early in their program and before the
senior year. Apart from the introductory course
and the capstone seminar, there are three
categories of courses: environmental
science/technology, environmental social
science/humanities, and cognate/interdisciplinary.
Lists of courses belonging to each o f these
categories appear in the course catalog and the
program’s website. Environmental Studies minors
are generally expected to take two courses in
environmental science/technology (one of which
must be a lab science) and two courses in environmental social science/humanities. In
consultation with the program coordinator,
however, up to two courses toward the minor may
be chosen from the list designated cognate and
interdisciplinary courses or courses taken at other
institutions (domestic and foreign). Students
should regularly check the program’s website for
additions and changes to coarse lists; the website
will also have links to qualified and available
environmental science, social science, arts and
humanities courses at Bryn Mawr and Haverford
colleges.
Any student may request credit in environmental
studies for interdisciplinary environmental courses
taken at other institutions (domestic and foreign).
Application forms for credit evaluations are
available on the program’s website. Swarthmore
College sponsors environmental study abroad
programs in Cape Town, South Africa (see
www.swarthmore.edu/x20601.xml) and Central
Europe (Krakow, Poland and Brno, Czech
Republic—see
www.swarthmore.edu/xl 1780.xml).
At least two o f the four courses selected for the
environmental studies minor must be outside the

Environmental Studies
major and, if it exists, a second minor, so that
when the introductory course and capstone
seminar are added, the College policy requiring at
least four courses outside the major or any other
minor will be satisfied.
Swarthmore environmental studies students may
also apply for the honors minor, which has similar
requirements plus an external examination on an
approved topic that links together two of the
courses and a senior honors study paper that
explores the connections between the two courses
(see honors section below).
Swarthmore students must submit their plan of
study to the coordinator, usually when they apply
for a major, and should inform the coordinator
about any changes in their academic programs.
Students may petition the Faculty Committee on
Environmental Studies to have courses taken at
other institutions fulfill some o f these
requirements. One o f the courses may be
independent work or a field study (in the U.S. or
abroad).

Overview of Curriculum
Introductory Course
Completion of the introductory course,
Introduction to Environmental Studies (ENVS
001), will normally be required of all minors and
should be taken prior to the senior year. This
course will be co-taught by one faculty member
from a science or engineering field and by one
faculty member from the social sciences or
humanities. Focusing on one or two case studies,
the course will emphasize basic concepts in
environmental studies and explore how
environmental challenges are best approached by
drawing upon the contributions of more than one
academic discipline.
Environmental Courses in Specific
Disciplines (normally 4)
The minor in environmental studies generally
requires at least two courses from specific
disciplines in environmental science/technology,
one of which must be a lab science, and two
courses from specific disciplines in environmental
social science/humanities. These courses are
offered by the departments that support the
program, and they focus on environmental topics
using the methods and perspectives of a specific
discipline.
Cognate and Interdisciplinary Courses
(maximum of 2)
In consultation with the coordinator, up to two
courses toward the environmental studies minor
may come from the list o f cognate and
interdisciplinary courses. These courses cover
topics and methods that relate significantly to the
environment. Interdisciplinary environmental
studies courses, including courses taken abroad at
other institutions and study abroad programs, may

p. 226
also be included in this category. Such courses are
occasionally offered by the Environmental Studies
Program, including independent work or a field
study (in the United States or abroad) supervised
by a member of the committee (ENVS 090).
Capstone Seminar
In addition to the introductory course and four
courses, each student pursuing a minor will
participate in the capstone seminar in
environmental studies, offered as ENVS 091 at
Swarthmore during the spring semester of the
senior year. The capstone seminar will involve
advanced 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.
The Bryn Mawr and Haverford Environmental
Studies Senior Seminar (ENVS 397) also counts in
fulfillment o f the capstone requirement, but before
students consider enrolling in the capstone seminar
at another campus, they must consult with the
Swarthmore Environmental Studies coordinator
and recognize that the senior seminars all require
major time commitments apart from scheduled
seminar meeting times.
Honors Minor
An honors minor in environmental studies
includes an integrated program of the introductory
course, four courses, and the capstone seminar.
The course requirements are similar to those of the
regular Environmental Studies minor (see above).
These six courses are taken in addition to a regular
major, and at least four of these courses must be
outside the major.
The honors preparation will consist of a
combination o f two-courses that are related in
some way that is suitable for a single honors
examination. Both of the courses must be outside
the major. The two courses may be selected from a
single discipline or from two different, but
environmentally related, disciplines. It is also
possible for one of the courses to be
interdisciplinary. Other two-credit options such as
a course with an attachment will not be
encouraged, and a two-credit thesis will not be
allowed. Student performance in the two
designated courses must be at a high enough level
to merit honors, as judged by the faculty teaching
the courses. Also, approval o f the student’s honors
application should be obtained from these same
faculty since they will be expected to specify
prospective honors examiners.
The senior honors study will consist of a small
paper that explores the connections between the
two courses used for the preparation. This paper
will be included with background materials
submitted to the honors examiner.
Special Major
Although the Environmental Studies Program does
not offer a regularized special major, students who

Environmental Studies
seek a more focused and extensive study of the
environment may pursue a self-designed special
major drawing on courses across the curriculum.
According to College guidelines, a “special major
is expected to be integrated in the sense that it
specifies a field of learning (not necessarily
conventional) or topic or problems for sustained
inquiry that crosses departmental boundaries, or it
may be treated as a subfield within the normal
departmental major.” Special majors consist of at
least 10 credits and normally no more than 12
credits, including fulfillment o f a comprehensive
requirement (such as a thesis, comprehensive
examination, or other project approved by the
student's faculty advisers).
Students may apply for an environmental studies
special major in either the Course or the Honors
program. A special major may either be pursued
singly or paired with a second major housed in
another department or program. All environmental
studies special majors must normally complete
ENVS 001 and ENVS 091. Interested students
should consult as early as possible with the
Program Coordinator and other faculty with
related interests.
Given the breadth o f courses supported by the
Environmental Studies Program, it is normal for
students to focus special majors either within a
particular division (i.e., Humanities, Social
Sciences, or Natural Sciences & Engineering), or
around an interdepartmental theme (e.g.,
Environmental Policy, Food Justice &
Sustainability, Land Use Planning). Since even a
well-planned environmental studies special major
is by nature interdisciplinary, pursuing it alongside
a traditional departmental major—potentially
exploring the intersection o f the two through an
independent thesis—may serve as a valuable
course o f study.

Off-Campus Study
Swarthmore's Central European Programs
in Brno, Czech Republic and Krakow,
Poland
Swarthmore operates closely related
environmental study abroad programs in Central
Europe hosted by Masaryk University in Bmo,
Czech Republic and by the Jagiellonian University
and Politechnika Krakowska in Krakow, Poland.
Students usually take three environmentally
related courses, taught in English, as well as a
required language and culture course that includes
intensive language instruction in either Czech or
Polish. The Bmo program, based in Masaryk
University’s Department of Environmental
Studies, focuses primarily on environmental social
sciences and humanities. An internship at one of
two environmental NGO’s, supervised by faculty
for academic credit, is available at either Hnuti
Duha (Czech branch o f Friends o f the Earth) or the
Veronica Sustainability Center. The Krakow

p. 227
program, based in Politechnika Krakowska’s
Department o f Environmental Engineering,
focuses primarily on environmental science and
technology. For more information, see the website:
www.swarthmore.edu/ceurope/.
Cape Town South Africa Program on
Globalization and the Natural Environment
Swarthmore is a member of a consortium with
Macalester and Pomona Colleges that sponsors a
junior year environmental study abroad program in
collaboration with the University of Cape Town,
South Africa. Students from the three consortium
schools, as well as those schools under consortium
agreements with the three schools, may apply. For
more information, see the website:
www.swarthmore.edu/x20601 .xml.

Courses
Students should regularly check the program’s
website www.swarthmore.edu/envs.xml for
additions and changes to the course lists shown
below.
ENVS 001. Introduction to Environmental
Studies
Built around four case studies, this course provides
a broad introduction to the inherently
interdisciplinary work of environmental studies by
providing historical background and examining
options for action using tools from a variety of
perspectives, chiefly from the sciences and social
sciences. Course themes include tragedy of the
commons issues, and rights and environmental
justice; sustainable development, including
increasing urbanization o f humanity, population
growth, and Kuznets curve; global climate change
science and debate; feedback loops and tipping
points; and community adaptation and resilience.
1 credit.
Spring 2015. Jensen, Nackenoff.
ENVS 090. Directed Reading in
Environmental Studies
0.5 or 1 credit.
Fall 2014 and spring 2015. Staff
ENVS 091. Capstone Seminar
1 credit.
Spring 2015. Everbach.
ENVS 092. Research Project in
Environmental Studies
0.5 or 1 credit.
Fall 2014 and spring 2015. Staff
ENVS 093. Thesis
1 credit.
Fall 2014 and spring 2015. Staff.
ENVS 180. Honors Thesis
1 credit.
Fall 2014 and spring 2015. Staff.

Environmental Studies
Environmental Science/Technology
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 students will be familiar with a body
of scientific knowledge and scientific approaches
to environmental problems.
BIOL 002. Organismal and Population Biology
BIOL 036. Ecology
BIOL 037. Conservation Biology
BIOL 039. Marine Biology
BIOL 137. Biodiversity and Ecosystem Function
CHEM 001. Chemistry in Context: Applying
Chemistry to Society
CHEM 103. Topics in Environmental Chemistry
ENGR 004A. Environmental Protection
ENGR 063. Water Quality and Pollution Control
ENGR 066. Environmental Systems
PHYS 024. The Earth’s Climate and Global
Warming
Environmental Social Sciences/Humanities
Courses
The environmental social science/humanities
category includes courses that are central to
environmental studies and focus on values, their
social contexts, and their implementation in
policies. Thus, all students will have studied the
social context in which environmental problems
are created and can be solved.
ANTH 023C. Anthropological Perspectives on
Conservation
CHIN 087. Fresh Water Resources: Policies and
Issues, China and the U.S.
CHIN 088. Governance and Environmental Issue
in China (Cross-listed as POLS 088)
ECON 003A. Environmental Policy and
Economics
ECON 076. Environmental Economics
ENGL 009C. First-Year Seminar: Imagining
Natural History
ENGL 070G. Writing Nature
FMST 035. Histories of the Water (Cross-listed as
HIST 061)
HIST 061. Histories of the Water (Cross-listed as
FMST 035)
HIST 089. Environmental History o f Africa
JPNS 035. Narratives o f Disaster and Rebuilding
in Japan
LITR 086R. Nature and Industry in Russia (Crosslisted as RUSS 086)
PHIL 035. Environmental Ethics
POLS 037. Introduction to GIS for Social and
Environmental Analysis (Cross-listed as SOAN
030P)

p. 228
POLS 043. Environmental Policy and Politics
POLS 043B. Environmental Justice: Theory and
Action
POLS 071. Applied Spatial Analysis with GIS
POLS 087. Fresh Water Resources: Policies and
Issues, China and the U.S.
POLS 088. Governance and Environmental Issue
in China (Cross-listed as CHIN 088)
RELG 022. Religion and Ecology
RUSS 086. Nature and Industry in Russia (Crosslisted as LITR 086R)
SOAN 020M. Race, Gender, and Environment
SOAN 030P. Introduction to GIS for Social and
Environmental Analysis (Cross-listed as POLS
037)
Cognate and Interdisciplinary Courses
The following are Swarthmore courses that are
either (1) relevant to environmental studies but not
central enough to justify their inclusion in the
preceding groups or (2) focus primarily on the
environment and are interdisciplinary in nature:
ANTH 080B. Anthropological Linguistics:
Endangered Languages (Cross-listed as LING

120)
ARTH 035. Pictured Environments: Japanese
Landscapes and Cityscapes
BIOL 016. Microbiology
BIOL 017. Microbial Pathogenesis and Immune
Response
BIOL 020. Animal Physiology
BIOL 025. Plant Biology
BIOL 026. Invertebrate Biology
BIOL 031. History and Evolution o f Human Food
BIOL 034. Evolution
BIOL 115E. Plant Molecular Genetics Biotechnology
BIOL 116. Microbial Processes and
Biotechnology
BIOL 130. Behavioral Ecology
CHEM 043. Analytical Methods and
Instrumentation
ECON 032. Operations Research (Cross-listed as
ENGR 057)
EDUC 074. Social Problems in Philadelphia
(Cross-listed as SOCI006H)
ENGR 003. Problems in Technology
ENGR 004B. Swarthmore and the Biosphere
ENGR 035. Solar Energy Systems
ENGR 057. Operations Research (Cross-listed as
ECON 032)
ENVS 002. Human Nature, Technology, and the
Environment
HIST 001N. First-Year Seminar: Oil and Empire

Environmental Studies
LING 120. Anthropological Linguistics:
Endangered Languages (Cross-listed as ANTH
080B)
LITR 022G. Food Revolutions: History, Politics,
Culture
MATH 056. Modeling
PHYS 002E. First-Year Seminar: Energy
PHYS 020. Principles of the Earth Sciences
POLS 048. The Politics o f Population
SOCI 006H. Social Problems in Philadelphia
(Cross-listed as EDUC 074)

p. 229

Film and Media Studies

p. 230

Chair:

PATRICIA WHITE, Professor

Core Faculty:

SUNKA SIMON, Professor and Associate Provost for Faculty
Development
BOB RJEHAK, Associate Professor1
ERICA CHO, Visiting Assistant Professor

Affiliated Faculty:

Timothy Burke (History)
William Gardner (Modem Languages and Literatures, Japanese)
Haili Kong (Modem Languages and Literatures, Chinese)
Maya Nadkami (Sociology and Anthropology)
Carina Yervasi (Modem Languages and Literatures, French)

Administrative Assistant: Susan Grossi
1Absent on leave, 2014-2015.

Moving-image media have been one o f the most
distinctive innovations and experiences of the past
century. In today’s media-dependent culture,
developing a critical understanding and a historical
knowledge o f media forms is vital. Film and media
studies provides an understanding of the history,
theory, language, and social and cultural aspects of
film, television and new media; introduces
research and analytical methods; teaches digital
video production skills and approaches; and
encourages cross-cultural comparison of media
forms, histories, audiences, and institutions.

The Academic Program
The Film and Media Studies Department offers a
range of courses in critical studies and production,
cross-lists film and media courses with other
departments, and awards credit for approved
offerings from other departments and programs.
Students may major or minor in film and media
studies, pursue an honors minor, or, in special
cases, design an honors major. FMST 001 is the
prerequisite for advanced work in the major or
minor and is recommended preparation for any
course in the department except first-year
seminars. In addition to class meetings, most
courses require weekly evening screenings.
Production courses are limited to 9 students and
may not be taken pass/fail.

Course Major
Requirements
Majors must take a minimum of 10 credits.
Requirements: FMST 001 (Introduction to Film
and Media Studies); FMST 090 (Capstone); 1
production course (FMST 002: Digital Film
Fundamentals; FMST 015: Screenwriting; a hybrid
critical studies/production class numbered 30-39
or an approved course taken at another institution
or in theater or studio art); either FMST 020:
Critical Theories o f Film and Media or FMST 025:
Television and New Media (or both); and at least 1
course that offers historical depth in a national or

transnational cinema tradition (classes numbered
50-60). Remaining courses and seminars should
be selected to achieve breadth and depth in the
discipline and balance between critical studies and
production courses. Courses in a major may
include three approved credits drawn from film
and media offerings at Bryn Mawr, Haverford, or
the University of Pennsylvania; courses in the
discipline taken abroad or at other U.S.
institutions; or approved offerings from other
Swarthmore departments and programs.
Acceptance Criteria
To be accepted as a major, students must have
completed FMST 001 with a grade o f B or above
and have completed or be currently enrolled in at
least one additional FMST course.

Course Minor
Students may add a minor in Film and Media
Studies to any major.
Requirements
All minors must take a minimum o f 5 credits,
which may be selected from the courses and
seminars listed or from those taken abroad, at Bryn
Mawr, Haverford, or University o f Pennsylvania,
when the work is approved by the committee. The
5 credits must include FMST 001 : Introduction to
Film and Media Studies and FMST 090: Capstone,
normally taken in the senior year. No more than
two credits taken outside FMST can be counted
toward the minor.
Acceptance Criteria
To be admitted to the minor, students must have
satisfactorily completed one film and media
studies course.

Honors Major
FMST offers a limited number o f honors seminars
and approves honors majors proposals only in
exceptional cases. Students wishing to design an

Film and Media Studies
honors major in film and media studies should
consult with the department chair.

Honors Minor
Requirements
Students in the Honors Program may minor in film
and media studies by meeting the requirements for
the minor and by preparing for and taking one
external exam. The exam preparation usually
consists either o f an FMST seminar or FMST 090
plus a 1-credit honors attachment; however, the
two-credit honors preparation may incorporate a 1or 2-credit thesis or project or other course or
seminar work with the approval of the film and
media studies chair. Senior honors study (SHS)
consists o f a revised essay or short film submitted
for a course or seminar in the preparation. No SHS
is required for a thesis or creative project.
Acceptance Criteria
Students wishing to complete an honors minor
must have received a grade o f B+ or better in all
film and media studies courses.

Thesis / Culminating Exercise
FMST 090; Capstone is considered the
culminating exercise for majors and minors and
facilitates the completion o f individual research or
creative projects. There is no required thesis.
Occasionally senior majors may be permitted to
write a one-credit thesis or to make a thesis video
in addition to their work in the capstone;
applications must be submitted and approved in
the semester before the project is to be undertaken.

Advanced Placement/lnternational
Baccalaureate Credit
Consult with the department chair to determine
eligibility o f AP or IB work.

Transfer Credit
Students may apply two approved transfer credits
to their FMST major.

Off-Campus Study
Students in any major may apply to receive film
and media studies credit for courses in critical
studies or production taken abroad or on other
campuses. Please consult with your adviser as you
plan your study abroad for recommended
programs. Two approved credits may be applied to
the FMST major or minor.

Courses
FMST 001. Introduction to Film and Media
Studies
In this course students are introduced to forms and
histories o f film and other moving-image media,
as well as to key concepts, theories, and methods

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in the discipline o f film and media studies. We
begin with analysis of the elements o f film form;
explore narrative, documentary, experimental and
genre formats; and conclude with perspectives on
authorship, national cinema, historiography, and
topics in film and media theory. Emphasis is on
developing writing, analytical, and research skills.
Required weekly evening screenings o f works
from diverse periods, countries, and traditions.
FMST 001 is the prerequisite for most upper-level
FMST classes.
1 credit.
Fall 2014. White. Fall 2015. Rehak.
FMST 002. Digital Film Fundamentals
This course introduces students to the expressive
possibilities and rigors o f the film medium while
offering a sound technical foundation in digital
production and post-production. We will explore
documentary, experimental, and narrative
approaches and also consider the opportunities and
limitations—conceptual, practical and aesthetic—
o f exhibiting work through different venues and
platforms. Emphasis will be on using the formal
and conceptual palette introduced in the course to
develop one’s own artistic vision. Coursework
includes short assignments, discussions,
screenings, and a final project.
Prerequisite: FMST 001.
1 credit.
Spring 2015. Cho.
FMST 005. First-Year Seminar; Special
Effects and Film Spectacle
Focusing on the history and theory o f spectacular
media culture with an emphasis on visual effects
and other forms o f behind- the- scenes industrial
knowledge, this course introduces students to the
basics o f studying and writing about spectacle in
film, television, and digital entertainment,
exploring questions such as the relationship
between style and technology; formal and
narrative principles o f “showstoppers” such as
musical numbers and fight scenes; and issues of
realism and illusion, visual pleasure, sensory
immersion, capitalism, and ideology. Required
weekly evening screenings.
Writing course.
1 credit.
Spring 2016. Rehak,
FMST 011. Advanced Production
Workshop: Approaches to Narrative
This course is an advanced filmmaking workshop
for students with prior production experience.
Through practical workshops in pre-production,
sound production, cinematography, and editing,
students advance their technical, aesthetic, and
storytelling skills beyond the fundamentals.
Through reading, discussion, and exposure to a
variety of creative practices within film and video,
the course promotes a critical understanding of

Film and Media Studies
these media. Production coursework includes
collaborative exercises and the completion of a
short film—documentary, narrative, or
experimental. This course is designed to help
students develop their voice as filmmakers through
the creation o f high-quality works and is strongly
recommended for students interested in producing
a senior capstone film project in FMST90.
Required weekly evening screenings and final
project screening.
Prerequisites: FMST 001, and FMST 002 or
equivalent production course with instructor’s
approval.
1 credit.
Fall 2015. Cho.
FMST 013. Experimental Animation
This course is an introduction to analog and digital
animation concepts and techniques and includes
workshops on cut-out animation, stop-motion, and
hybrid computer based forms using Adobe After
Effects and Adobe Photoshop. The course
emphasizes technical and aesthetic
experimentation, with the goal o f developing a
personal vision through the creation of highquality, experimental works. Through reading,
discussion, and exposure to a variety o f artistic
practices within film, video art, and animation, the
course promotes a critical understanding of these
media. The class concludes with a public
screening o f final projects.
Prerequisites: FMST 001 and FMST 002 or
permission o f the instructor. Students with
knowledge of Adobe Photoshop, Adobe Illustrator,
and strong drawing skills are encouraged to
contact instructor.
1 credit.
Fall 2014. Cho.
FMST 015. Screenwriting
This course introduces students to the
fundamentals o f screenwriting while enabling
them to explore their unique sensibility as writers.
We consider how screenplays differ from other
dramatic forms and understand what makes good
cinematic storytelling. By looking at short and
feature-length scripts and films, we examine issues
of structure, character development, effective use
of dramatic tension and dialogue, tone, and theme.
Through in-class exercises and discussions,
students flesh out their ideas and grapple with their
writing in a supportive workshop atmosphere.
Coursework includes screenings, short
assignments, and the completion of several drafts
of a short screenplay. By application only. No
previous writing experience required.
1 credit.
Spring 2015. Cho.

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FMST 020. Critical Theories of Film and
Media
Film critic André Bazin’s famous question, “What
is cinema?,” has gained new relevance since the
advent of digital media. This course introduces
classical film theory (realism, montage, theories of
modernity and perception), contemporary film
theory (theories of film language, the cinematic
apparatus, and spectatorship), and approaches that
cut across media (authorship, genre, stardom,
semiotics, narratology, feminism, production and
reception studies, cognitivism). Through readings
and weekly screenings, we explore the
significance of film and other media in shaping
our identity and cultural experience. Required
weekly evening screenings.
Eligible for INTP credit.
Prerequisite: FMST 001.
1 credit.
Spring 2016. White.
FMST 021. American Narrative Cinema
(Cross-listed as ENGL 087)
This course surveys U.S. narrative film history
from the 1910s to the 2010s with an emphasis on
the Hollywood studio era. We consider how
genres such as the western, the melodrama, and
film noir express aspirations and anxieties about
race, gender, class and ethnicity in the United
States. Film is understood as narrative form,
audiovisual medium, industrial product, and social
practice. Classical Hollywood is approached as a
national cinema, illuminated by attention to
independent narrative traditions (“race movies,”
New Queer Cinema). Required weekly evening
screenings.
1 credit.
Spring 2016. White.
FMST 022. Cinema and Modernity, 18941934
This course explores the first decades o f film
history in the context of global modernity and
artistic modernism. In form and content, silent-era
cinema functioned as both a vector and a reflection
of the transformative subjective and social
experiences of modernity. Urbanization,
immigration, consumerism, and women’s
participation in the labor force were refracted in
silent movie genres and stars. We will pay special
attention to cinema’s internationalism before the
introduction o f synchronized sound, looking at
film culture and national film stars in Asia as well
as the U.S. and Europe. Field trips and guests will
address key topics o f silent film historiography
including archives and preservation and film
music. Required weekly evening screenings.
1 credit.
Fall 2015. White.

Film and Media Studies
FMST 025. Television and New Media
This course introduces students to major trends in
critical thought regarding electronic media,
including the rise of broadcast television, recent
developments in narrowcast or niche programming
and distribution, and the relationship among media
industries, advertisers, and audiences. Special
attention will be given to probing and historicizing
the formal concepts o f broadcast and digital TV,
examining our ongoing cultural adaptation to
emerging screen technologies and their attendant
narrative and audiovisual forms. Coursework
includes weekly blogging, one analytical paper,
presentations, and the production o f a creative TVrelated project Required weekly evening
screenings.
Prerequisite: FMST 001.
1 credit.
Spring 2015. Simon.
FMST 035. Histories of Water
(Cross-listed as HIST 061)
Film and history are narrative forms that have both
been challenged—creatively and analytically—by
the subject o f water, its politics and its
poetics. This course will explore the written and
filmic histories o f water through analytic as well
as artistic practice. Students will watch films in
different genres (the film essay, found footage
film, experimental documentary, and dramatic
narrative) and read across sub-disciplines of
history (from the early modem Pacific world to
climate change denialism in the late twentieth
centuries). We will discuss themes that emerge at
the intersection o f water history and water cinema:
water as mystery/nature; water as social, political,
and ecological crisis; water as dream o f leisure and
recreation; water as space o f labor, economy,
transit. The final project addresses a specific
problem in the history o f water through a creative
and analytical lens.
Eligible for ENVS credit.
1 credit.
Fall 2014. Cho,Azfar.
FMST 041. Fan Culture
Explores the history, philosophy, and impact of
fandom in film, television, and new media.
Drawing on methodologies including reception
ethnography, feminism, performance, cultural
studies, and convergence theory, we will consider
topics such as the history o f celebrity and “cult”
status; the creation and sharing o f fan fiction and
videos; gendered, queer, and cis identities in fan
culture; relationships between fans and industries;
and fandom in digital social media. Screenings
include serial and episodic TV, camp and “trash”
cinema, narrative and documentary films, and fan­
generated content.

p. 233
Eligible for GSST credit if all papers and projects
are focused on GSST topics.
1 credit.
Spring 2016. Rehak.
FMST 042. Animation and Cinema
This course examines the forms, technologies, and
history o f animation in film and other media.
Screenings include short- and feature-length
animated films, narrative and experimental
animation from the U.S. and other countries, and
animation in television and digital media.
Emphasis is on framing animation in relation to an
array o f cultural and economic forces and
theoretical perspectives, including performance,
gender, the body, media evolution, taste,
symbolism and realism, and the avant-garde.
Required weekly evening screenings.
1 credit.
Fall 2015. Rehak.
FMST 045. Feminist Film and Media
Studies
(Cross-listed as ENGL 091)
This course focuses on critical approaches to films
and videos made by women in a range o f historical
periods, national production contexts, and styles:
mainstream and independent, narrative,
documentary, video art, and experimental.
Readings will address questions of authorship and
aesthetics, spectatorship and reception, image and
gaze, race, sexual, and national identity, and
current media politics Required weekly evening
screenings.
Eligible for GSST or INTP credit.
1 credit.
Fall 2015. White.
FMST 046. Queer Media
(Cross-listed as ENGL 090 and GSST 020)
The history o f avant-garde and experimental
media has been intertwined with that o f gender
non-conformity and sexual dissidence. Queer
theory has developed in relation to queer film texts
and cultures. How do
lesbian/gay/bisexual/transgender (lgbt) filmmakers
queer sexual norms and standard media forms?
Challenging classic Hollywood’s heterosexual
presumption and mass media appropriations of
lgbt culture, we will examine lgbt aesthetic
strategies and modes o f address in contexts such as
the American and European avant-gardes, AIDS
activism, and transnational and diasporan film.
Eligible for INTP credit.
1 credit.
Fall 2014. White.
FMST 050. What on Earth Is World
Cinema?
Is there such a thing as world cinema, or is the
concept a naive or imperialist one? What is the

Film and Media Studies
relationship between “world cinema” and national
cinemas? What is “national” about national
cinemas? This course introduces students to
theoretical debates about the categorization and
global circulation o f films, film style, authorship,
and audiences through case studies drawn from
Iranian, Indian, East Asian (Korea, Taiwan), Latin
American, European, and U.S. independent
cinemas presented at required weekly evening
screenings. Special attention to how film festivals,
journalism, and cinéphile culture confer value.
1 credit.
Spring 2015. White.
FMST 051. European Cinema
(Cross-listed as LITR 051G)
The course introduces post-war directors
(Bergman and Fellini), British and French New
Waves, Eastern European cinema (Tarkovsky,
Wajda), Post-New Wave Italian auteurs, Spanish
cinema after Franco (Erice, Saura, Almodovar),
New German Cinema (Fassbinder, Herzog,
Wenders), British cinema after 1970 (Roeg, Leigh,
Loach, Greenaway) and Danish cinema: Dogme
95 and others. The course addresses key issues and
concepts in European cinema such as realism,
authorship, art cinema, and political modernism,
with reference to significant films and filmmakers
and in the context of historical, social, and cultural
issues. Required weekly evening screenings.
1 credit.
Spring 2016. Simon.
FMST 052. Postwar France: French New
Wave
(Cross-listed as LITR 073F)
This course is an in-depth exploration o f the
development and evolution o f the French New
Wave in postwar France. We will concentrate on
the history o f the New Wave in France from the
1950s through the late 1960s by the close study of
the styles of individual filmmakers, the “film
movement” as perceived by critics, and the New
Wave’s contribution to modernizing France. The
primary emphasis will be on the stylistic, socio­
political, and cultural dimensions o f the New
Wave, and the filmmakers and critics most closely
associated with the movement. Directors who were
once all film critics for the magazine Cahiers du
Cinéma—Claude Chabrol, Jean-Luc Godard,
Jacques Rivette, Eric Rohmer, and François
Truffaut—will be studied along side other
important filmmakers o f the era Chris Marker,
Alain Resnais and Agnès Varda.
Eligible for FMST credit, fulfills national cinema
requirement.
1 credit.
Fall 2014. Yervasi.
FMST 055. Contemporary Chinese Cinema
(Cross-listed as CHIN 055)

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Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding o f changing
Chinese culture by analyzing cinematic texts and
the new wave in the era o f globalization.
1 credit.
Fall 2014. Kong.
FMST 059. Re-Envisioning Diasporas
This course is team-developed and co-taught in an
interdisciplinary, international collaboration. It
addresses the historical, cultural, representational,
and theoretical specificities o f diasporas through
examining how visual and literary productions
deal with questions o f race and ethnicity, gender
and sexuality, nationality and globalization from a
perpetual state of “elsewhere.” How does this
experience mark the conceptualization, aesthetics,
and politics of the artistic process and textuality?
What role do language, body memories, and
visualization/projection play in the works we will
discuss? How do virtual and real-life diasporic
communities interact with their imagination and
reception? Students are encouraged to do work in
their first and secondary languages. Commitment
to cross-cultural dialogue and collaboration a
must. Film Studies background helpful but not
required. Seminar-style class taught in English.
1 credit.
Fall 2015. Simon, Yervasi.
FMST 090. Film and Media Studies
Capstone
This team-taught course begins by exploring a
major paradigm or debate in the field and
reviewing research methodology and production
techniques. Students then undertake an individual
or collaborative research or creative project (in
some cases building upon work started in another
class or independent study), meeting to workshop
ideas and present works-in-progress. Research
projects will incorporate multimedia presentation,
and creative projects will be accompanied by
written materials. The semester culminates in a
panel/film festival.
Required for senior majors and minors.
1 credit.
Spring 2015. Cho, White. Spring 2016. Cho,
Rehak.
FMST 097. Independent Study
Students must apply for preregistration approval in
writing.
0.5 to 1 credit.
FMST 098. Thesis
For a limited number o f majors.
Requires approval.

Film and Media Studies
Writing course.
1 credit.
FMST 099. Creative Project
For a limited number o f majors.
Requires approval.
1 credit.

Other Courses and Seminars
Currently Approved for FMST
Credit
For descriptions o f the following courses offered
in other departments, please consult the
appropriate section o f the course catalog:
ANTH 002E. Anthropology o f Mass Media
ANTH 072D. Visual Anthropology (Spring 2015.
Nadkami.)
DANC 079. Dancing Desire in Bollywood Film
FREN 045D. Les cinemas africains (Spring 2015.
Yervasi.)
GMST 111. German Media Culture (Honors
Seminar) (Fall 2014. Simon)
HIST 044. American Popular Culture (Spring
2015. B. Dorsey.)
HIST 082. Networks, Simulations, Information:
Cultural Histories o f Digital Media (Fall 2014.
Burke)
PHIL 019. Philosophy of Film and Literature
SPAN 082. Cruzando fronteras: migración y
transnacionalismo en el cine mexicano (Spring
2015. Buiza)
THEA 004D. Integrated Media Design for Live
Performance (Spring 2015. Saunders)

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Gender and Sexuality Studies
Coordinator:

GWYNN KESSLER (Religion)
Anna Everetts (Administrative Assistant)

Committee:

Farid Azfar (History)
Jean-Vincent Blanchard (Modem Languages and Literatures, French)
Brace Dorsey (History)
Sibelan Forrester (Modem Languages and Literatures, Russian)
Farha N. Ghannam (Sociology and Anthropology)
Amy L. Graves (Physics)
Alexandra Gueydan-Turek (Modem Languages and Literatures, French)
Tamsin Lorraine (Philosophy)
Bakirathi Mani (English Literature)
Patricia White (Film and Media Studies)

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

The Academic Program
Course Minor
1. Course minors must take 5 courses and/or
seminar offerings which must be selected from at
least two different divisions. Seminars count as
one course toward program requirements.
2. Only one course counted for GSST may overlap
with the student’s major or other minor.
3. GSST minors are required to complete GSST
001: Introduction to Gender and Sexuality Studies,
and subsequently GSST 020: Theory and
Methodology. During the senior year, minors are
required to complete GSST 091: Seminar in
GSST.

p. 236

4. With the approval of the GSST Coordinator,
students may include courses offered by the
Gender and Sexuality Studies program at Bryn
Mawr and Haverford Colleges, and by the
Women’s Studies program at UPenn in their
program.
5. Only one relevant course taken abroad may
count toward fulfillment o f the minor.
6. With the approval of the GSST Coordinator,
students may elect to write a 1-credit thesis (GSST
092) or pursue an independent study as a substitute
for regular coursework. The thesis cannot be used
to fulfill the requirements of the student’s major or
other minor. Students must have adequate
disciplinary background in gender and sexuality
studies to carry out independent study and/or write
a thesis.

Honors Minor
1. Students must have a “B” average in GSST
coursework at the College in order to be accepted
into Honors.
2. Honors minors must complete 6 credits and
complete the written and oral external
examinations at the end of the senior year.
3. Honors minors must successfully complete the
program requirements (GSST 001, 020, and 091).
4. Honors minors must consult with the GSST
Coordinator in spring o f their junior year regarding
their Honors preparations.
5. The examination preparation for the Honors
minor will consist of GSST 091: Seminar in
GSST. In consultation with the seminar instructor,
Honors minors will be required to assemble a
Senior Honors Study Portfolio which may include
materials such as independent essays, seminar
papers, additional reading lists, research projects,
etc.
6. Honors minors may apply one GSST-related
study abroad credit toward their minor.
7. With the approval of the GSST Coordinator,
minors may elect to write a one-credit thesis
(GSST 092) or pursue an independent study as a
substitute for regular coursework. The thesis
cannot be used to fulfill the requirements o f the

Gender and Sexuality Studies
student’s major or other minor. Students must
have adequate disciplinary background in GSST to
carry out independent study and/or write a thesis.

Special Major
Students have the option o f designing an
individualized special major (such as GSST and
religion, GSST and sociology and anthropology,
GSST and history, etc.). Students also have the
option o f pursuing the following curricular path:
1. Special majors must successfully complete the
program requirements (GSST 001,020, and 091).
2. Special majors must complete at least 10 credits
and normally no more than 12 credits for a special
major in GSST.
3. Only two credits may overlap with the student’s
major or other minor.
4. Special majors may apply up to two GSSTrelated study abroad credits to their program.
5. With approval of the GSST Coordinator,
special majors may elect to write a one-credit
thesis (GSST 092), or pursue an independent study
as a substitute for regular coursework. The thesis
cannot be used to fulfill the requirements o f the
student’s major or other minor. Students must
have adequate GSST disciplinary background to
carry out independent study and/or write a thesis.

Special Honors Major
1. Special majors must have a “B” average in
GSST coursework at the College in order to be
accepted into Honors.
2. Honors majors must successfully complete the
program requirements (GSST 001,020, and 091).
3. Honors majors must complete at least 10 credits
and complete the written and oral external
examinations at the end o f their senior year.
4. Only two credits may overlap with the student’s
major or other minor.
5. Special Honors Majors may apply up to 2
GSST-related study abroad credits to their
program.
6. Honors majors must consult with the GSST
Coordinator in spring o f their junior year regarding
their Honors preparations and Senior Honors
Study Portfolio.
7. One o f the four Honors exam preparations must
include GSST 091: Seminar in GSST.
8. With approval of the GSST Coordinator,
special majors may elect to write a one-credit
thesis (GSST 092), or pursue an independent study
as a substitute for regular coursework. The thesis
cannot be used to fulfill the requirements of the
student’s major or other minor. Students must
have adequate GSST disciplinary background to
carry out independent study and/or write a thesis.

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Application Process Notes for the
Minor
Students interested in pursuing a minor in GSST
are required to complete a GSST application form
to be submitted along with a copy o f their
sophomore application to the Programs Office,
Trotter 107. Special major, honors, and transfer
credit applications are also available at:
www.swarthmore.edu/gsst.

Transfer Credit
To receive academic credit for women’s studies or
gender and sexuality studies courses taken at other
colleges and universities in the U.S., students must
first apply for credit through the appropriate
Swarthmore department, and then apply to the
Gender and Sexuality Studies Program to have the
course included in their program. If the institution
offering the course has a Women’s Studies,
Gender and Sexuality Studies Program, or a
similar program, the course in question must be
part of that program in order to be approved as a
gender and sexuality studies course at
Swarthmore.

Off-Campus Study
The Gender and Sexuality Studies Program grants
academic credit for course work relevant to the
academic program taken while studying abroad.
Minors may apply for no more than one credit of
work done abroad to meet their GSST
requirements. GSST special majors may apply up
to two GSST-related study abroad credits to their
program.
In order to receive credit, the GSST Coordinator
must preapprove the course(s).
When the student returns to campus, the GSST
Coordinator will evaluate the work (syllabus,
exams, papers, and class notes) and assign the
appropriate amount o f credit.

Internship Support
The Sum m er Social Action Awards (S2A2)
support students in the current sophomore and
junior classes to spend ten weeks, full time (35
hours per week) performing advocacy and/or
service through a host non-profit organization.
Financial support includes a weekly stipend to
offset modest living expenses, and the provision of
the summer earnings requirement.
The R ichard Sager Internship, administered
through the S2A2 program, supports one student
interested in working with a non-profit
organizational host whose mission focuses on
LGBTQ issues. While the Sager Internship funds
can only provide support for one student per
summer, please note that applications are
evaluated on their own merits. Therefore, more
than one student who has been offered a full-time
placement with an LGBTQ organization may

Gender and Sexuality Studies
serve through a “general” S2A2 grant. Students
applying as a result of their academic involvement
in the GSST program may also be funded through
a Nason grant.

Courses
The program offers the following courses and
seminars:
GSST 001. Introduction to Gender and
Sexuality Studies
This interdisciplinary core course is an
introduction to key concepts, questions, and
analytical tools developed by scholars o f gender
and sexuality studies. Through this course, you
will become familiar with key contemporary
debates in the field, as well as the historical
formation of these debates. Substantial attention
will be paid to the development and application of
queer theory within the history o f the field,
including discussion o f social construction of
gender identities and expressions, as well as
LGBTQ identities, texts, theories, and issues.
Course materials will include “classic” and
contemporary gender and sexuality studies
scholarship from a variety o f disciplines. We will
explore gender and sexuality in relation to topics
such as media representation, embodiment,
economics, health and reproduction, technology,
activism, social movements, and violence.
Required course for GSST minors and special
majors.
1 credit.
Fall 2014. Surkan.
GSST 020. Theory and Methodology
Special Topics: Queer Media
(Cross-listed as GSST 020, FMST 046)
The history of avant-garde and experimental
media has been intertwined with that o f gender
non-conformity and sexual dissidence, and even
the most mainstream media forms have been
queered by sub-cultural reception. How do LGBT
filmmakers “queer” sexual norms and standard
media forms? How are sexual identities mediated
by popular culture? Challenging classic
Hollywood’s heterosexual presumption and mass
media appropriations of LGBT culture, we will
examine LGBT aesthetic strategies and modes o f
address in contexts such as the American and
European avant-gardes, AIDS activism, and
transnational and diasporan film through the lens
of queer theory.
Prerequisite: GSST 001 or permission of
instructor.
1 credit.
Fall 2014. White.

p. 238

GSST 091. Seminar in Gender and
Sexuality Studies
An advanced seminar emphasizing theoretical and
methodological questions that occur when gender
and sexuality are placed at the center of study.
This class is required of, and normally limited to,
students with minors or special majors in GSST
and is required for seniors. Others may take the
course with instructor's permission.
Prerequisite: GSST 001 and 020, or permission o f
instructor.
1 credit.
Spring 2015. Kessler.
GSST 092. Thesis
1 credit.
Each semester. Staff.
GSST 093. Directed Reading
1 credit.
Fall 2014 and spring 2015.
GSST 192A and GSST 192B. Honors
Thesis
For students completing a special major in honors
(1 credit must be taken each semester o f the senior
year).
2 credits. Staff.
The following departmental courses have been
approved for credit toward the Gender and
Sexuality Studies Program:
Anthropology
ANTH 002D. Culture and Gender
ANTH 002F. Anthropology of Childhood and
Family
ANTH 007C. Sociology Through African
American Women’s Writing
ANTH 020J. Dance and Diaspora
ANTH 040J. Social Movements in Latin America:
Gender and Queer Perspective
ANTH 072C. Memory, History, Nation*
Biology
BIOL 024. Developmental Biology*
Dance
DANC 025A. Dance and Diaspora
DANC 028. Politics and Aesthetics of Classical
Indian Dance
DANC 035. Women Choreographers and
Composers
DANC 036. Dancing Identities
DANC 038. Performing Ecstasy Dancing the
Sacred
DANC 079. Dancing Desire in Bollywood

Gender and Sexuality Studies
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
Education
EDUÇ 045. Literacies and Social Identities*
EDUC 061. Gender and Education
English Literature
ENGL 009P. Women and Popular Culture
ENGL 009Y. Interrogating Gender: Centuries o f
Dramatic Cross-Dressing
ENGL 023. Renaissance Sexualities
ENGL 024. Witchcraft and Magic
ENGL 033. The Romantic Sublime
ENGL 035CC. Rise o f the Novel
ENGL 036. The Age o f Austen
ENGL 048. Contemporary Women’s Poetry
ENGL 077. South Asians in Asian America
ENGL 082. Transnational Feminist Theory
ENGL 091. Feminist Film and Media Studies
ENGL 110. Romanticism
ENGL 112. Contemporary Women’s Poetry
Film and Media Studies
FMST 009. Women and Popular Culture
FMST 041. Fan Culture*
FMST 045. Feminist Film and Media Studies
FMST 046. Queer Media
FMST 054. German Cinema
FMST 059. Re-Envisioning Diasporas
French
FREN 037. Littératures Francophones
FREN 056. Ecritures au feminine
FREN 076. Contemporary Arab Women Writers
FREN 111. Le Désir Colonial
FREN 115. Paroles de Femmes
German Studies
GMST 052. The Gender o f Modernity
GMST 056. Populârliteratur
GMST 108. Wien und Berlin
History
HIST 00 IB. Human Rights as History
HIST 001K. Engendering Culture
HIST 016. Sex, Sin, and Kin in Early Europe
HIST 021. London Beyond Control
HIST 023. Enlightenment Sexualities
HIST 029. Sexuality and Society in Modem
Europe
HIST 052. The History o f Manhood in America,
1750-1920
HIST 053. Black Women in the Civil Rights
Movement

p. 239

HIST 054. Women, Society, and Politics
HIST 055. Social Movements in the 20th Century
HIST 080. History o f the Body
HIST 131. Gender and Sexuality in America
HIST 145. Chinese Feminism
Japanese
JPNS 026. Masculinities in Japanese Film and
Fiction
Latin American Studies
LASC 040. Social Movements in Latin America:
Gender and Queer Perspective
Linguistics
LING 003. What “Gay” Sounds Like
Literatures
LITR 015R. East European Prose in Translation
LITR 017R. Love and Sex in Russian Literature
LITR 059F. Re-Envisioning Diasporas
LITR 074S. Queer Issues in Latin American
Literature and Cinema
LITR 076AF. Contemporary Arab Women Writers
LITR 076S. Latino and Latin American
Sexualities
Philosophy
PHIL 045. Futures o f Feminism
PHIL 061. Philosophy o f Race and Gender
Physics
PHYS 029. Seminar on Gender and (Physical)
Science
Political Science
POLS 013. Feminist Political Theory
POLS 014. The Politics o f Identity
POLS 031. Difference, Dominance, and the
Straggle for Equality
POLS 032. Gender, Politics, and Policy in
America
POLS 046. Lesbians and Gays in American
Politics
Psychology
PSYC 055. Family Systems Theory and
Psychological Change*
PSYC 048. Gender and Psychopathy
Religion
RELG 003. The Bible: In the Beginning
RELG 007B. Women and Religion
RELG 025B. Black Women and Religion in the
United States
RELG 032. Queering God: Feminist and Queer
Theory
RELG 053. Gender, Sexuality, and the Body in
Islam
RELG 114. Love and Religion

Gender and Sexuality Studies
RELG 128. Sex, Gender and the Hebrew Bible
Russian
RUSS 015. East European Prose in Translation
RUSS 017. Love and Sex in Russian Literature
RUSS 079. Russian Women Writers
RUSS 111. Tsvetaeva and Mayakovsky
RUSS 112. Akhmatova and Mandelstam
Sociology
SOAN 010J. War, Sport, and the Construction of
Masculine Identity
SOAN 079B. Dancing Desire in Bollywood
Spanish
SPAN 066. Escritoras españolas: Una voz propia
SPAN 070. Género y sexualidad en Latinoamérica
SPAN 104. La voz de la mujer a través de los
siglos*

*AU papers and projects must focus on gender and
sexuality studies.

p. 240

History

p. 241

STEPHEN P. BENSCH, Professor2
TIMOTHY J. BURKE, Professor and Chair
ALLISON DORSEY, Professor
BRUCE DORSEY, Professor
PIETER M. JUDSON, Professor2
MARJORIE MURPHY, Professor
ROBERT E. WEINBERG, Professor
DIEGO ARMUS, Associate Professor
FARID AZFAR, Assistant Professor
BUYUN CHEN, Assistant Professor
JEN MOORE, Administrative Assistant
2 Absent on leave, 2014-2015.

Swarthmore’s History Department gives students
the intellectual and analytical skills to think
critically about the past and the contemporary
world.
It is part o f a journey o f self-discovery—and
crucial to the kind of liberal arts education offered
at Swarthmore, because it asks students to
question critically the assumptions, values, and
principles that guide them in their daily lives.
History encourages us to have respect for other
cultures and peoples.
What is History?
The study of history is not limited to learning
events, dates, and names. History is a method of
analysis that focuses on the contexts in which
people have lived, worked, and died. Historians
seek to go beyond their descriptive abilities and to
wrestle with the essential questions of “how” and
“why” change occurs over time. They interpret the
past and are in constant dialogue with what other
historians have written about it. For example,
although there may be agreement that Adolf Hitler
became chancellor of Germany in 1933, historians
have and will continue to debate the origins of
Nazism, the rise o f Hitler to power, and the causes
of World War II and the Holocaust. Historical
scholarship enables us to not only know what
occurred in the past but also to understand the
thoughts and actions of people living in other
times and places, allowing us to uncover the
continuities and disruptions of patterns that
characterized life before our time.

Overview of Curriculum
Swarthmore’s history curriculum introduces
students to historical methods and the
fundamentals o f historical thinking, research, and
writing. Faculty members expose students to the
contested nature o f the discipline, cultivating the
skills historians employ to understand and
interpret the past. Students learn to assess critically
the evidence o f the past through first-hand
exposure to primary sources. They also develop
the ability to evaluate the respective arguments o f
historians. In all courses and seminars, the
department strives to involve students in the

process of historical discovery and interpretation,
emphasizing that all historians are engaged in the
constant sifting of old and new evidence.
Each faculty member in the History Department
has a regional focus as well as expertise in a
particular kind o f historical inquiry. Some study
social, cultural, and political movements; others
examine the impact of religion or explore the
history o f ideas, sexuality, and gender. They all
share a commitment to a global and comparative
approach to the study of history and a common
pedagogical concern for promoting a critical
understanding o f the past.
Students are encouraged to hone their skills as
historians by using the rich collections of the
Swarthmore College Peace Collection and Friends
Historical Library, both located in McCabe
Library. The Peace Collection is unparalleled as a
depository o f antiwar and disarmament materials,
housing the papers o f many leading social
activists. The Friends Library possesses one of the
richest collections of manuscripts and printed
source material on Quaker history. The holdings of
other institutions in the greater Philadelphia area,
such as the Historical Society o f Pennsylvania, the
Hagley Museum and Library (Wilmington, Del.),
the Library Company o f Philadelphia, and the
American Philosophical Society, are also
accessible to the student-researcher; Students are
also encouraged to broaden their cultural and
intellectual horizons through foreign study.
Students are eligible to apply for grants that will
enable them to spend a summer conducting
research on a historical topic of their choosing. In
the past, students have used these grants to
immerse themselves in materials found in libraries
and archives around the United States, Europe, and
Latin America, collecting materials that formed
the basis o f their senior research papers. Topics of
recent senior theses include tourism and national
identity in Latvia, Mennonites in imperial
Germany, conscientious objectors during World
War I, the history o f queer activism at
Swarthmore, and Quaker relations with Native
Americans.

History
Courses and seminars offered by the History
Department are integral to most interdisciplinary
programs, such as black studies, gender and
sexuality studies, interpretation theory, Islamic
studies, Latin American studies, peace and conflict
studies, and public policy, as well as to the majors
in Asian studies and medieval studies. Students
interested in these programs should consult the
appropriate statements of requirements and course
offerings. In addition, we encourage students who
wish to obtain teacher certification to major in
history.

The Academic Program
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
seminars in the fall will receive priority for
seminars in the spring.
Survey Courses
Survey courses provide broad chronological
coverage o f a particular field o f history. Survey
courses (002-010; 1 credit) are open to all students
without prerequisites and are designed to offer a
general education in the field as well as provide
preparation for a range of upper-level courses.
Although these entry-level courses vary somewhat
in approach, they normally focus on major issues
of interpretation, the analysis o f primary sources,
and historical methodology.
Upper-Division Courses
Upper-division courses (HIST 011-099; 1 credit)
are specifically thematic and topical in nature and
do not attempt to provide the broad coverage that
surveys do. They are generally open to students
who have fulfilled one o f the following; (1)
successfully completed one of the courses
numbered 001-010; (2) received an Advanced
Placement score of 4 or 5 (or a 6 or 7 IB score) in
any area of history; (3) successfully completed one
of the following Classics courses: 016,023,031,
032,042,044,045,056, or 066; or (4) received the
permission of the instructor. Exceptions are
courses designated “not open to first-year
students” or where specific prerequisites are
stated.
Double-Credit Seminars
Double-credit seminars are small classes in which
students are expected to take substantial
responsibility for the development of the
discussion and learning. These seminars focus on
the literature of a given field. Critical thinking
about secondary sources and historiographical
writing constitute their principle objectives.
Seminars are limited to 10 students. Admission to
these seminars is selective and based on the
department’s evaluation o f the student’s potential

p. 242
to do independent work and to contribute to
seminar discussions. A minimum grade o f B+ in at
least two history courses taken at Swarthmore and
a record of active and informed participation in
class discussions are normally required o f all
students entering seminars. In addition,
recommendations from department faculty
members who have taught the student are
solicited.
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.

Course Major Requirements
All majors in history must take at least 9 credits in
history that fulfill the following requirements:
1. They complete at least 6 of their 9 credits at
Swarthmore. Only one credit from AP/IB will
count toward the 9 credits required for the major.
2. They take at least one course or seminar at
Swarthmore from each of the following categories:
(a) before 1750 (including CLAS 016,023,031,
032,042,044,045,056, and 066) and (b) outside
Europe and the United States, specifically Africa,
Asia, Latin America, and the Near East. This
distribution requirement encourages students to
explore various fields of history and engage in
comparative historical analysis. Students must use
different courses or seminars to fulfill this
requirement.
Senior Research Seminar
All majors must complete the Senior Research
Seminar (HIST 091) in which students write a
research paper based on primary sources. This
course (which counts as one of the required nine
credits) satisfies the College’s requirement that all
majors have a culminating exercise and is only
offered during the fall semester. The department
encourages students to consult faculty members
about their topics by the end o f their junior year
and select their topic prior to taking the Senior
Research Seminar.
Acceptance Criteria
Admission to the department as a course major
normally requires a B average in at least two
history courses taken at Swarthmore and a
satisfactory standard of work in all courses.
Courses in Greek and Roman history offered by
the Classics Department count toward the two
history courses prerequisite. The department
reserves the right to withhold evaluation of
applications submitted after the deadline. If after
applying a student is deferred, the department will
review their application at the end of each
semester until the student is either accepted into
the major or withdraws his or her application.

History
Honors Major Requirements
Honors history majors must complete the same
credit and distribution requirements as described
above. Seminars are the normal mode of
preparation for students studying history in the
Honors Program. Honors majors will complete
three double-credit seminars. Students may
substitute Honors Thesis (HIST 180) for one of
their seminars. Students wishing to write an
Honors Thesis (HIST 180) should declare their
intention to the Department and secure an adviser
by May 1 of their junior year. Honors majors will
also be required to complete the Senior Research
Seminar (HIST 091). Honors students may, if their
Honors Program requires it, receive approval from
the department chair to complete the Senior
Research Seminar in the fall o f their junior year.
Seminars
Seminars are a collective, collaborative, and
cooperative venture among students and faculty
members designed to promote self-directed
learning. Because the seminar depends on the
active participation o f all its members, the
department expects students to live up to the
standards of honors. These standards include
attendance at every seminar session, submission o f
seminar papers according to the deadline set by the
instructor, reading o f seminar papers before
coming to the seminar, completion o f all reading
assignments before the seminar, respect o f the
needs of other students who share the reserve
readings, and eagerness to engage in a scholarly
discussion of the issues raised by the readings and
seminar papers. Students earn double-credit for
seminars and should be prepared to work at least
twice as hard as they do for single-credit courses.
The department reminds students that the
responsibility for earning honors rests squarely on
the students’ shoulders and will review on a
regular basis their performance in the program.
Failure to live up to the standards outlined
previously may disqualify students from
continuing in die Honors Program. Students in
seminars take a 3-hour written examination at the
end o f each seminar and receive a grade from the
seminar instructor based on the quality of seminar
papers and comments during seminar discussions,
in addition to the written examination. Seminar
instructors will not normally assign grades during
the course o f the seminar, but they will meet
periodically with students on an individual basis
during the course o f the semester to discuss their
progress.
External Examiner Evaluations
Honors students will revise one paper per seminar
for their portfolio submitted to external examiners.
Revised papers will not be graded but will be
included in the portfolio to provide examiners a
context for the evaluation o f the written
examination taken in the spring o f the senior year.
The thesis and revised seminar papers are due by

p. 243
the end o f classes in the spring semester o f the
students’ senior year.
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 additional readings,
structural changes and further development of
arguments. The second stage occurs when the
student revises the papers independently. Faculty
members are not expected to read the revised
papers at any stage of the revision process. Each
revised paper must be from 2,500 to 4,000 words
and include a brief bibliography. Students will
submit them to the department office by the end of
classes in the spring semester of the students’
senior year. Students who fail to submit their
revised papers by the deadline might adversely
affect their honorific. Examiners will be notified
about late papers.
Study Groups
The department encourages students to form their
own study groups to prepare for the external
examinations. Although faculty members may, at
their convenience, attend an occasional study
session, students are generally expected to form
and lead the study groups, in keeping with the
department’s belief that honors is a collaborative,
self-learning exercise that relies on the
commitment o f students.
Acceptance Criteria
Admission to honors is selective and based on an
evaluation o f the student’s potential to do
independent work and to contribute to seminar
discussions. A minimum grade o f B+ in at least
two history courses taken at Swarthmore and a
record of active and informed participation in class
discussions are required o f 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 Plans. Seminar enrollments are
normally limited to 10. If you are placed in a
seminar at the end o f your sophomore year, you
will be one of 10 students guaranteed a space and
you are, in effect, taking the space o f another
student who might also like to be in the seminar.
Consequently, you should not list any seminar in
your Sophomore Plan without being quite certain
that you intend to take it if you are admitted.
Honors students are expected to maintain a B+
average to continue attending honors seminars and
being an honors student. Honors majors who wish
to withdraw from the Honors Program and still
graduate on time with a course major in history
must complete the Senior Research Seminar in the
fall o f their senior year. The department’s

History
culminating exercise is only offered in the fall
semester, with no exceptions.

Honors and Course Minor
Requirements
To graduate with a minor in history, a student
must complete five history credits at Swarthmore
College (AP, transfer credit and foreign study
courses do not count). Two of the five credits must
be from courses above the introductory level
(course numbers O il and higher; honors minors
will meet this requirement with their honors
seminar), and one credit may be in a history course
offered by the Classics Department (CLAS 016,
023,031,032,042,044,045,056, and 066).
Honors minors will complete one double-credit
seminar as part of their academic program.
Admission to honors is selective and based on an
evaluation o f the student’s potential to do
independent work and to contribute to seminar
discussions. A minimum grade o f B+ in at least
two history courses taken at Swarthmore and a
record of active and informed participation in class
discussions are required o f all students entering
seminars. In addition, recommendations from
department faculty members who have taught the
student are solicited.

Special Major in History and
Educational Studies
Requirements
Students designing a special major in history and
educational studies must take six courses in
history, including one course in a field other than
the United States or Europe. To graduate with a
major in History and Educational Studies, a
student must also complete our culminating
exercise, HIST 091: Senior Research Seminar.
With permission, students can complete a twosemester, two-credit thesis (but one credit of this
thesis must be HIST 091). Special majors in
history and educational studies will work with
both an educational studies faculty member and
the HIST 091 instructors) to complete their onecredit senior research paper or two-credit thesis.
Acceptance Criteria
Admission to the department as a special major
follows similar requirements as course majors.
Advisers in each department should be consulted
when designing a plan.

External Credit
Advanced Placement/lntemational
Baccalaureate
The History Department will automatically grant
one credit to students who have achieved a score
of 4 or 5 in the U.S., European, or World History
Advanced Placement examinations (or a score of 6
or 7 in the International Baccalaureate

p. 244
examinations) once they have completed any
history course number HIST 001 to HIST 010 and
earned a grade of C or higher. Students who want
credit for a second Advanced
Placement/lntemational Baccalaureate
examination (in a different area of history) must
take a second history course at Swarthmore (any
course number, including CLAS 016,023,031,
032, 042,044, 045,056, or 066) and earn a grade
of C or higher. The History Department will grant
up to two credits for Advanced
Placement/lntemational Baccalaureate work. Only
one credit from AP/IB will count toward the 9
credits required for the history major.
A score o f 4 or 5 for Advanced Placement (or a
score o f 6 or 7 for International Baccalaureate)
allows students to take some upper-division
courses in the History Department.
Advanced Placement/lntemational Baccalaureate
credit may be counted toward the number of
courses required for graduation and may be used
to help fulfill the College’s distribution
requirements.
Off-Campus Study
The History Department encourages students to
pursue the study o f history abroad and grants
credit for such study as appropriate. We believe
that history majors should master a foreign
language as well as immerse themselves in a
foreign culture and society. To receive
Swarthmore credit for history courses taken during
foreign study, 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.
Transfer Credit
The History Department does not grant credit for
any history courses taken at other U.S. colleges
and universities except courses at Bryn Mawr,
Haverford, and the University o f Pennsylvania
while a registered Swarthmore student.

Teacher Certification
History majors can complete the requirements for
teacher certification through a program approved
by the state of Pennsylvania. For further
information about the relevant set of requirements,
please refer to the Educational Studies section of
the Bulletin.

Life After Swarthmore
Graduate School
Students who intend to continue the study of
history after graduation should bear in mind that a
reading knowledge o f one or two foreign

History
languages is generally assumed for admission to
graduate school.
Career Opportunities
With strong analytical, writing, and research skills,
history majors are prepared for a wide range of
occupations and professions. Swarthmore College
history majors can be found pursuing a broad
range of career paths, ranging from government
service to the world of medicine, from elementary
and high schools to trade unions and public
interest foundations, from journalism and
publishing to consulting, and from the private to
the public sector. Many find that studying history
is excellent preparation for law school and
business. And others have gone onto graduate
school in history and now teach at universities and
colleges in the United States and overseas.

Courses
HIST 001A. 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.
Eligible for MDST credit.
Writing course.
1 credit.
Not offered 2014-2015.
HIST 001D. First-Year Seminar: China and
the World: A History of Collecting
This seminar examines how the creative and
multifaceted process of collecting shaped and was
shaped by the production o f knowledge about the
world’s people both within and outside o f China.
We will trace the movement of “things” into and
out of China, investigate the practices o f collecting
in their social and political contexts, and study the
wide cast of characters who participated in the
cultures o f collecting.
Eligible for ASIA credit
1 credit.
Fall 2014. Chen.
HIST 001E. First-Year Seminar: Past &
Present in Latin America: Problems and
Researching Tools
An examination o f how historians and social
scientists use a variety o f primary sources—from
literature and movies to cartoons, photographs,
paintings, printed media, statistics, official
documents, personal narratives and ads—to
interpret the making of neo-colonial, modem, and
multifaceted Latin America.
Eligible for LASC credit.
1 credit.
Fall 2014. Armus.

p. 245
HIST 001G. First-Year Seminar: The
Golden Age of Portability: The Silk Road
Organized around the theme of “portability,” this
seminar explores the multiple objects that traveled
across the Asian continent along the Silk Road
trade routes. We will track the process by which
different cultures situated along the various routes
came into contact with new ways of seeing and
making that spawned innovations in art, industry,
and thought
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.
HIST 001H. First-Year Seminar: The
Modern Jewish Experience
This seminar focuses on the history of European
Jewry from the beginning o f Jewish emancipation
in the 18th century to the aftermath of the
Holocaust.
1 credit.
Not offered 2014—2015.
HIST 001J. First-Year Seminar: A New
History of the Cold War Era
The opening o f the former Soviet Union archives
created a firestorm o f historical debate concerning
the politics o f the Cold War. This seminar focuses
on that debate and the scholarship introduced into
the hotly contested issues of McCarthyism,
isolationism and containment, the Korean War,
Truman’s issuance o f the Loyalty Oath,
Eisenhower’s leadership and the Central
Intelligence Agency’s role in Guatemala, Iran,
Cuba and Nicaragua.
Writing course.
1 credit.
Spring 2015. Murphy.
HIST 001K. First-Year Seminar:
Engendering Culture
A seminar focused on the way in which American
culture is infused with gender; how culture is
constructed and reconstructed to replicate gender
roles.
Eligible for GSST or INTP credit.
Writing course.
1 credit.
Not offered 2014-2015.
HIST 001M. First-Year Seminar: History of
Food in North America
This seminar introduces first year students to the
history of competing food cultures, agricultural
production, trade, marketing, and animal
husbandry, which produced the diet o f the United
States in the centuries before the American Civil
War.
1 credit.

Not offered 2014—2015.

History

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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.
Writing course.
1 credit.
Not offered 2014-2015.

HIST 001Y. First-Year Seminar: The History
of the Future
In this seminar, we will trace the history of the
idea of “the future,” concentrating on 19th- and
20th-century experience.
1 credit.
Not offered 2014—2015.

HIST 001R. First-Year Seminar:
Remembering History
Explores the relationship between the creation of
personal and collective memory and the
production of history. The seminar will examine
the tensions between memory and history in U.S.
history, using some o f the most acclaimed recent
history books. Students will think critically about
memoirs and autobiographies, oral histories and
personal reminiscences, festivities and holidays of
commemoration, historical memory in popular
culture, and family lore and stories. What receives
the privilege o f being remembered and what gets
deliberately forgotten constitutes the essence of
what we know as history.
Writing course.
1 credit.
Spring 2015. B. Dorsey.

HIST 002A. Medieval Europe
The course will explore the emergence o f Europe
from the slow decline o f the Roman world and the
emergence of new Germanic and Celtic peoples
(3rd to the 15th century).
Eligible for MDST credit.
1 credit.
Not offered 2014-2015.

HIST 001S. First-Year Seminar: The
American West
An introduction to the history of the American
West, this course is designed to challenge the
myths and legends associated with the role of the
West in the history o f the United States.
1 credit.
Not offered 2014-2015.
HIST 001T. First-Year Seminar: Cross and
Crescent: Muslim-Christian Relations in
Historical Perspective
The seminar will selectively explore the
interaction o f Muslim and Christian communities
from the emergence o f Islam to contemporary
Bosnia.
Eligible for ISLM or MDST credit.
Writing course.
1 credit.
Not offered 2014-2015.
HIST 001X. First-Year Seminar: Crime and
Punishment in America
From bucket shops to the Sopranos, this course
will focus on America’s fascination with crime
and its problems with incarceration.
Writing course.
1 credit.
Not offered 2014-2015.

HIST 002B. Early Modern Europe
Using primary sources, art, recent scholarship, and
film, this course explores the origins of the modem
world in Europe and its colonies between the 15th
and 18th centuries.
1 credit.
Spring 2015. Azfar.
HIST 003A. Modern Europe, 1789 to 1918:
The Age of Revolution and
Counterrevolution
A survey that covers the impact of the French
revolution on European politics, society, and
culture during the 19th and early 20th centuries.
Recommended for teacher certification.
1 credit.
Fall 2014. Staff.
HIST 003B. Modern Europe, 1890 to the
Present: The Age of Democracy and
Dictatorship
This course surveys major developments in
Europe from the end o f the 19th century to the end
of the 20th century.
Recommended for teacher certification.
1 credit.
Not offered 2014-2015.
HIST 004. Latin American History
Drawing on literature, cinema, newspapers,
cartoons, music, official documents, and historical
essays, this survey course examines the colonial
incorporation o f die region into the Atlantic
economy; the neo-colonial regimes of the 19th and
20th centuries and their diverse and also
convergent historical paths; and the challenges and
opportunities of earlier and current globalization
trends. Emphasis on changes and continuities over
five centuries exploring revolutionary, reformist,
and conservative agendas of change as well as

History
gender, class, racial and religious issues.
Eligible for LASC credit.
1 credit.
Spring 2015. Annus.
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, student
interpretation of primary-source documents will be
emphasized.
Recommended for teacher certification.
1 credit.
Not offered 2014—2015.
HIST 005B. The United States from 1877 to
the Present
American society, culture, and politics from
Reconstruction to the recent past.
Recommended for teacher certification.
1 credit.
Fall 2014. Murphy.
HIST 006A. The Formation of the Islamic
Near East
An introduction to the history o f the Near East
from the time of Muhammad to the rise of the
Ottomans. Eligible for ISLM or MDST credit.
1 credit.
Not offered 2014—2015.
HIST 006B. The Modern Middle East
This survey course is designed at once to introduce
students to the broader historical narratives and
historiographical debates associated with major
local, regional, and global events and processes
that have most profoundly affected the political,
social, cultural, and intellectual realities, past and
present, of the modem Middle East.
Eligible for ISLM or PEAC credit.
1 credit.
Not offered 2014—2015.
HIST 007A. African American History, 1619
to 1865
The social, political, and economic history of
African Americans from the 1600s to the Civil
War focuses on slavery and resistance, the
development of racism, the slave family, and
cultural contributions of enslaved peoples.
Recommended for teacher certification.
Eligible for BLST credit.
1 credit.
Not offered 2014—2015.
HIST 007B. African American History, 1865
to Present
Students study the history o f African Americans
from Reconstruction through the present.
Emancipation, industrialization, cultural identity,

p. 247
and political activism are studied through
monographs, autobiography, and literature.
Recommended for teacher certification.
Eligible for BLST credit.
1 credit.
Fall 2014. A. Dorsey.
HIST 008A. West Africa in the Era of the
Slave Trade, 1500 to 1850
This survey course focuses on the origins and
impact o f die slave trade on West African
societies.
Eligible for BLST credit.
1 credit.
Not offered 2014-2015.
HIST 008B. Mfecane, Mines, and Mandela:
Southern Africa from 1650 to the Present
This course surveys southern African history from
the establishment o f Dutch rule at the Cape of
Good Hope to the present day, focusing on the
19th and 20th centuries.
Eligible for BLST credit.
1 credit.
Spring 2015. Burke.
HIST 008C. East Africa
A survey o f the history of East Africa, with special
emphasis on Ethiopia, Somalia and Eritrea from
the 18th Century to the present-day.
1 credit.
Not offered 2014-2015.
HIST 009A. Chinese Civilization
In this introductory survey, we will explore the
iconic themes o f Chinese history, including
Confucianism, footbinding, and imperial rule. Our
goal is to trace the rise and fall o f successive
dynasties, shifting social hierarchies, and the
traffic o f goods and people that underpinned the
transformation of China’s social, political, and
cultural order in the premodem era,
Eligible for ASIA credit.
1 credit.
Spring 2015. Chen.
HIST 009B. Modem China
This course is an introduction to the intellectual,
social, and economic forces that shaped the history
of modem China. We will rely heavily on primary
sources as we try to reconstruct the plural,
contradictory, and fluid ways in which Chinese
intellectual and political leaders viewed
themselves as “modem.”
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.

History
HIST 012. Chivalric Society: Knights,
Ladies, and Peasants
The emergence o f a new knightly culture in the
11th and 12th centuries will be explored through
the Peace o f God, crusades, courtly love, lordship,
and seigneurialism.
Eligible for MDST credit.
1 credit.
Not offered 2014-2015.
HIST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the Middle
Ages
An exploration of radical movements of Christian
perfection, evangelical poverty, heresy, and female
mystics that emerged in Europe from the 11th to
the 15th century.
Eligible for MDST credit.
1 credit.
Not offered 2014-2015.
HIST 015. From Classical Rome to
Renaissance Florence: The Making of
Urban Europe
The course will explore the emergence o f Western
towns from the decline of the ancient city to
burgeoning o f Western urban forms.
Eligible for MDST credit.
1 credit.
Not offered 2014-2015.
HIST 016. Sex, Sin, and Kin in Early
Europe
This course will explore the transformation of
attitudes regarding sexuality, kinship, structures,
marriage, and inheritance from Late Antiquity to
the early modem period.
Eligible for GSST or MDST credit.
1 credit.
Not offered in 2014-2015.
HIST 021. London Beyond Control
This course will explore the topsy-turvy world of
London in the long 17th century, focusing on the
English Civil War, the Scientific Revolution, and
the history of sexuality. We will read the work of
historians alongside a multifarious assortment of
London texts, using the history o f the city as a
laboratory for examining the nature of modernity.
Eligible for GSST credit.
Writing course.
1 credit.
Fall 2014. Azfar.
HIST 022. The Global Enlightenment:
Cosmopolitanism between Theory and
Practice
This course explores the cultural history of the
Enlightenment as a set of ideas and practices
brought about by global modernity and imperial

p. 248
entanglement. We will situate our inquiry around
the material histories of objects and spaces:
coffeehouses, plantations, flowers, gardens,
globes, ships, and panoramas.
1 credit.
Not offered in 2014-2015.
HIST 023. Queer Enlightenment
What was so queer about the Enlightenment? In
this course, we will answer this question by
looking more closely at Enlightenment desire,
studying its sites, texts, and practices through the
paradigms of queer history and theory.
1 credit.
Not offered in 2014—2015.
HIST 027. Living with Total War: Europe,
1912-1923
This research seminar examines the experience of
Europeans in the trenches, under military
occupation, and at home in the turbulent years
during and immediately following the First World
War.
Optional language attachments: German, French.
Eligible for PEAC credit.
1 credit.
Spring 2015. Weinberg.
HIST 031. Revolutionary Iconoclasm:
Tearing Down the Old, Building the New
Students undertake a comparative study o f efforts
by revolutionaries since 1789 to transform their
societies and cultures.
1 credit.
Not offered 2014-2015.
HIST 034. Antisemitism Through the Ages
This course explores the religious, social,
economic, political, and intellectual roots of
history of antisemitism from late antiquity to the
present.
1 credit.
Not offered 2014-2015.
HIST 035. The Modern Jewish Experience
This course focuses on the history of European
Jewry from the beginning of emancipation in the
late 18th century to the Holocaust.
Eligible for PEAC credit and toward the social
science or humanities distribution requirements.
1 credit.
Not offered 2014—2015.
HIST 037. History and Memory:
Perspectives on the Holocaust
This course explores the roots of Nazism, the
implementation of the Final Solution, the legacy of
the Holocaust on European society, and the
representation o f the Holocaust through an
interdisciplinary approach that relies on primary

History
sources, historical scholarship, memoirs, poetry,
painting, and film.
Eligible for PEAC credit.
1 credit.
Not offered 2014-2015.
HIST 038. Russia in the 20th Century
This course explores the Bolshevik seizure of
power, the consolidation o f communist rule, the
rise o f Stalin, de-Stalinization, and the collapse of
the Soviet Union.
1 credit.
Not offered 2014-2015.
HIST 039. Picking up the Pieces:
Rebuilding Russia after the Collapse of
Communism
This course explores the legacy o f communism in
Russia after the dissolution o f the Soviet Union in
1991. We start with an examination of the impact
of Stalinism and then turn to the efforts o f Mikhail
Gorbachev to resuscitate the ailing Soviet Union.
The bulk o f the course focuses on the impact of
the policies o f Boris Yeltsin and Vladimir Putin on
the economy, culture, society, and politics of
Russia since 1991.
1 credit.
Fall 2014. Weinberg.
HIST 041. The American Colonies
A history of European colonies in North America
from 1600 to 1760.
1 credit.
Not offered 2014—2015.
HIST 042. The American Revolution
Revolutionary developments in British North
America between 1760 and 1800.
1 credit.
Not offered 2014—2015.
HIST 043. Antislavery in America
A research seminar in which students explore the
history o f antislavery, abolitionist, and
emancipationist movements in North America
from the earliest Atlantic World protests through
the era of the American Civil War. The course will
include antislavery thought and culture, African
American protest and freedom movements,
personal narratives, the popular culture of
antislavery, and the historical memory of
antislavery. This course investigates the
construction o f race in America and how this has
shaped American society, politics, and culture.
Writing course.
1 credit.
Spring 2015. B. Dorsey.

p. 249
HIST 044. American Popular Culture
The history of entertainment and cultural
expression in the United States from early
America to the contemporary era.
1 credit.
Not offered 2014—2015.
HIST 045. The United States Since 1945
This course is a survey o f social, political, and
cultural history of the United States since 1945.
Topics include: The Cold War, McCarthyism,
Civil Rights, Rock n’ Roll, TV, Baby Boomers,
JFK, gender, LBJ, the Vietnam War, Nixon and
Watergate, the Oil Crisis, the rise of the New
Right, Ronald Reagan, George Bush I & II, Bill
Clinton, 9/11, and the Iraq War.
1 credit
Fall 2014. Murphy.
HIST 046. The American Civil War
The social, cultural and political history of the
event often called "the Second American
Revolution." This course examines the sectional
conflict that prompted the Civil War, the secession
crisis, the war years, and Reconstruction; Central
themes of American history emerge—freedom,
equality, self-determination, racial justice and
injustice, economic and class conflict. This course
will also explore the continued conflict o f the Civil
War in American memory and popular culture.
1 credit.
Fall 2014. B. Dorsey.
HIST 048. Murder in a Mill Town: A Window
on Social Change During the Early
Republic
Topics in the social and cultural history of the
United States between the American Revolution
and the Civil War.
Writing course.
1 credit.
Not offered 2014—2015.
HIST 049. Race and Foreign Affairs
Race has always played a major part of foreign
affairs in the United States just as race relations
have dominated in the domestic sphere.
Eligible for LASC, PEAC, or PPOL credit.
1 credit.
Not offered 2014—2015.
HIST 050. The Making of the American
Working Class
Work, community, race, and gender are examined
in the context o f class relations in the United
States from early America to the present.
Eligible for PPOL credit.
1 credit.

Not offered 2014-2015.

History
HIST 051. Black Reconstruction
This course recounts the struggle for freedom and
national citizenship rights in the post-Civil War
era. Black courage and determination secured hard
won successes despite “splendid failures.” History,
fiction, and film treatments will help students gain
insights into “America’s second Revolution.”
Eligible for BLST credit.
1 credit.
Not offered 2014-2015.
HIST 052. History of Manhood in America
Meanings of manhood and various constructions
of masculine identity in America since the 18th
century. A cultural history o f gender that explores
work, family, sexuality, war, violence, sports,
popular culture, and film.
Eligible for GSST credit.
1 credit.
Not offered 2014-2015.
HIST 053. Black Women in the Civil Rights
Movement
This study o f black women in the modem civil
rights movement (1945-1975) explores black
women’s experiences in the straggle for equal
rights in mid-20th century.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2014-2015.
HIST 054. Women, Society, and Politics
This course analyzes the history o f American
women from the colonial period to the present.
Eligible for GSST or PPOL credit.
1 credit.
Not offered 2014-2015.
HIST 056. The Modern American West,
1850 to the Present
This course explores the American West from the
Dawes Act to die rebellion at Wounded Knee,
agricultural/environmental transformation, federal
power and corporate influence on the economy
and politics o f the region.
Prerequisite: An introductory history course.
1 credit.
Not offered 2014-2015.
HIST 058. Africa in America:
Gullah/Geechee Life and Culture
The study of the Gullah/Geechee from their West
African origins to contemporary political
straggles. Creators of an indigenous “pidgin,”
crafters of sweet grass baskets, skilled fishermen
and growers of Carolina Gold rice, the
Gullah/Geechee have occupied coastal lands from
South Carolina to Florida since the 18th century.
21st-century descendants resist displacement as
land is claimed for “wildlife sanctuaries.”

p. 250
This course is not open to first-year students.
Eligible for BLST credit.
1 credit.
Spring 2015. A. Dorsey.
HIST 059. The Black Freedom Struggle:
From Civil Rights to Hip-Hop
This course is devoted to the study o f the black
efforts to achieve political, social, and economic
equality within the United States through protest.
This course is not open to first-year students.
Eligible for BLST credit.
1 credit.
Spring 2015. A. Dorsey.
HIST 060. The East India Company, 16001857
The course explores the history of the East India
Company, paying special attention to the 18th
century and attending to how the history o f the
East India Company engages questions of
capitalism, empire, race, justice, and modernity.
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.
HIST 061. The Histories of Water
(Cross-listed as FMST 035)
This course explores the cultural, social, and
political history of water with a focus upon
formative events and cultural processes.
Throughout, we will examine the different ways in
which the history of water can be plotted into the
histories of states, cultures, institutional practices,
and social ideologies.
Eligible for ENVS credit.
1 credit.
Fall 2014. Azfar and Cho.
HIST 062. History of Reading
This course examines the historical evolution o f
reading, literature, and books from their origins to
the present day, but focuses on the post-Gutenberg
era, after 1450.
1 credit
Not offered 2014-2015.
HIST 063. Voices of the Past: Between Oral
History and Memory
An examination of the possibilities and limitations
of oral history in the reconstruction o f the past.
After an in-depth discussion o f key works in the
field and an initial exposure to specific
methodologies, each student will develop his/her
oral history research project.
Eligible for LASC credit.
1 credit.

Not offered 2014-2015.

History
HIST 063S. Swarthmore: Between Oral
History and Memory
This research-oriented seminar aims at exploring
the fuzzy territory that lies between the
multifaceted record o f the past and the past as a
remembered personal experience and seeks to
contribute to students’ original research in the
collective exercise o f writing the College’s past.
1 credit.
Not offered 2014-2015.
HIST 064. Migrants and Migrations:
Europeans and Asians in Latin America
and Latinos in the United States
The course will explore the interaction between
global forces and local and individual
circumstances in the migration experience.
Eligible for LASC credit.
1 credit.
Not offered 2014-2015.
HIST 065. Cities of (Im)migrants: Buenos
Aires, Lima, Miami, and New York
The adjustment o f European immigrants in Buenos
Aires, internal migrants in Lima, and Latinos in
Miami and New York and their roles in the
making o f modem metropolis.
Eligible for LASC credit.
1 credit.
Not offered 2014-2015.
HIST 066. Disease, Culture, and Society in
the Modern World: Comparative
Perspectives
Discussing Latin American, European, African,
Asian, and North American cases, this course
examines public health strategies in colonial and
neocolonial contexts; disease metaphors in media,
cinema, and literature; ideas about hygiene,
segregation and contagion; outbreaks and the
politics of blame; the medicalization o f society;
and alternative healing cultures.
Eligible for 1NTP, LASC, or PPOL credit.
1 credit.
Spring 2015. Arums.'
HIST 067. Peripheral Modernities: Latin
American Cities in the 20th Century
An exploration of the socio-cultural, economic,
and political processes that have shaped the
modem experience in Buenos Aires (Argentina)
and Lima (Pem).
Eligible for LASC credit.
1 credit.
Not offered 2014—2015.
HIST 068. The Self-image of Modern Latin
America
Latin America as it was discussed by Latin
American intellectuals and political actors vis a vis
agendas for social, national, and regional change.

p. 251
The course aims at offering an exposure to the
various Latin American ideological climates that
throughout the 19th and 20th centuries debated
about ideas o f progress, civilization,
modernization, reform, revolution, and
globalization.
Eligible for LASC credit.
1 credit.
Not offered in 2014-2015.
HIST 074. The Consuming Passions:
Visual and Material Cultures of East Asia
This course looks at the visual and material forces
that shaped the production o f social, political, and
gender identities in East Asia during the 15th to
18th centuries. We will look at how gardens,
clothing, painting, interior furnishings, among
others became key sites o f desire, pleasure, and
contestation. In reconstructing these sites, our goal
is to understand how the consuming passions were
implicated in social, economic, and political
change.
Eligible for ASIA credit.
Prerequisite: A history course or permission o f the
instructor.
1 credit.
Spring 2015. Chen.
HIST 075. Thinking Hands: Work and Craft
in Premodern China
This seminar explores the practices and meanings
associated with “work” and “craft” from the 15”
through 18” centuries. Tracing the development of
multiple craft industries, we will examine how the
process o f making objects constituted a distinct
form of knowledge production that occurred at the
intersection o f mind and hand.
Eligible for ASIA credit.
Prerequisite: A history course or permission o f the
instructor.
1 credit.
Not offered in 2014—2015.
HIST 076. Women’s Work in Premodern
China
This seminar explores the practices and meanings
associated with “women’s work” in premodem
China. Topics will include reproductive work,
household work, textile work, and intellectual
work.
Eligible for ASIA or GSST credit.
Prerequisite: A history course or permission o f the
instructor.
1 credit.
Not offered 2014-2015.
HIST 077. Fashion in East Asia
This course traces the historical development of
fashion in China, Japan, and Korea. Using textual,
visual, and material sources, we will explore

History
historical representations of dress, the politics of
dress, fashion and the body, and consumption and
modernity.
Eligible for ASIA credit.
Prerequisite: A history course or permission o f the
instructor.
1 credit.
Not offered 2014-2015.
HIST 078. China, Capitalism, and Their
Critics
This course examines the creation of discourse
centered on the relationship between China, a
nation with distinct cultural characteristics, and
capitalism, conceived of as an economic system
specific to European social formation. Our aim is
to understand how this body of critique has shaped
and continues to shape knowledge about China.
Eligible for ASIA credit.
Prerequisite: A history course or permission o f the
instructor.
1 credit.
Fall 2014. Chen.
HIST 080. History of the Body
Bodies make history and bodies are subject to
history’s movements. The history o f the body, a
relatively recent field of inquiry, encompasses the
histories o f science, gender, sexuality, race, and
empire. This course will explore different chapters
of fiiat history, with a focus on Europe and the
Atlantic World.
Prerequisite: A history or gender and sexuality
course at Swarthmore.
Eligible for GSST credit.
1 credit.
Not offered 2014-2015.
HIST 081. The History of Food in the
Modern Era
This mid-level course explores the transformation
of the American diet from the end o f the Civil War
to the present day.
1 credit.
Not offered 2014-2015.
HIST 082. Networks, Simulations,
Information: Cultural Histories of Digital
Media
This course first asks: is there a "prehistory" o f the
digital worth considering? It then moves on to the
earliest cultural forms and practices associated
with digital technology in the 1970s and 1980s,
including video game consoles, bulletin boards
(BBSs), homebrew computing, and hacking,
moving on from there up to 2014. Students will
engage in original research about how the history
of digital culture shapes contemporary practices.
1 credit.
Fall 2014. Burke.

p. 252
HIST 083. What Ifs and Might-Have-Beens:
Counterfactual Histories
The course will focus on debates about and within
the writing of counterfactual histories.
1 credit.
Fall 2014. Burke.
HIST 084. Modern Addiction: Cigarette
Smoking in the 20th Century
This course examines the worldwide
transformation o f the habit o f smoking into a
medicalized and regulated practice. Emphasis on
research projects based on primary sources.
Eligible for LASC credit.
1 credit.
Fall 2014. Annus.
HIST 089. The Environmental History of
Africa
This course examines African history from an
ecological and environmental perspective.
Eligible for BLST or ENVS credit.
1 credit.
Not offered 2014-2015.
HIST 090B. Irish History
Settlement from Ancient Ireland to the Celts, the
rise o f the McNeill Kingship, the arrival of St.
Patrick, the Norman invasion, and the Flight of the
Earls. We examine the darkest hours of Irish
History: Cromwell, the Potato Famine, the Easter
Uprising, Irish Independence, up to Bloody
Sunday in Derry, 1972.
1 credit.
Not offered 2014-2015.
HIST 090E. On the Other Side of the
Tracks: Black Urban Community
The study of the black community in the United
States, from the end o f the American Revolution to
the end of the 20th century. This course
investigates the link between racial identification
and community formation, the strengths and
weaknesses of the concept of community
solidarity, and the role class and gender play in
challenging group cohesiveness.
Eligible for BLST credit.
1 credit.
Spring 2015. A. Dorsey.
HIST 090G. Black Liberation 1969: Black
Studies in History Theory and Praxis
(Cross-listed as BLST 90G)
This research seminar on the civil rights
movement and student activism will investigate
the history of the black student movement on
college campuses in America circa 1968—1972
with an emphasis on unearthing the story of
Swarthmore’s own black student protest in 1969.
Students will write the first accurate history o f the
black protest as well as develop a creative project

History
designed to educate the campus and broader
community about these events.
1.5 credits.
Fall 2014. A. Dorsey.
HIST 090H. Africans Explore/Africa
Explored: A History of Travel by Africans
and To Africa
A comparative course looking at histories of travel
and exploration within Africa and looking at how
Africans have travelled in and commented on the
world outside the continent.
1 credit.
Not offered 2014-2015.
HIST 0901. Technologies of the Cold War:
AK-47, Structural Adjustment, Green
Revolution
Students will examine the material, institutional
and political histories of three major technologies
associated with the Cold War in Africa between
1945 and the 1990s.
1 credit.
Not offered 2014-2015.
HIST 0900. Digging through the National
Security Archive: South American “Dirty
Wars” and the United States’ Involvement
Focusing on 1970s Latin American dictatorships,
this course’s aims are twofold: firstly, a critical
examination of the available scholarship on the socalled “Dirty Wars” that produced the
disappearance of thousands o f citizens—
particularly young people—in the context of state
terrorism; secondly, an exploration of the relations
between those Latin American dictatorships and
the United States through a rigorous research
exercise using the National Security Archive and
other primary sources.
Eligible for LASC credit
1 credit.
Spring 2015. Armus.
HIST 091. Senior Research Seminar
Students write a 25-page paper based on primary
sources.
Required of all majors, including honors majors.
Writing course.
1 credit.
Fall 2014. Murphy and Weinberg.
HIST 092. Thesis
A single-credit thesis, available to all majors in
their senior year after completion o f HIST 091, on
a topic approved by the Department. The thesis
should be 10,000 to 15,000 words in length (50-75
pages), and a brief oral examination will be
conducted upon completion o f the thesis. Students
may not register for HIST 092 credit/no credit.
1 credit.
Fall 2014 and spring 2015. Staff.

p. 253
HIST 093. Directed Reading
Individual or group study in fields of special
interest to the student not dealt with in the regular
course offerings requires the consent of the
department chair and of the instructor.
HIST 093 may be taken for 0.5 credit as HIST
093A.

Seminars
HIST 111. Muslims, Christians, and Jews in
the Medieval Mediterranean
Beginning with common Roman traditions, the
Mediterranean during the Middle Ages became
divided into three great civilizations: Byzantium,
Islam, and Western Christendom. The course will
examine the interchange and friction among these
three cultures as the sea passed from Islamic to
Christian control from the seventh to the 14th
century.
Eligible for MDST credit.
2 credits.
Not offered 2014-2015.
HIST 116. European Intellectual History:
Pathways to the Enlightenment
This honors seminar will explore European
intellectual history from the Renaissance to the
post-modems, with the Enlightenment as the
central historical problem. Where did the
Enlightenment come from, and what did it result
in? We will examine scholarship that has engaged
this question in different ways, exploring
intersections between the history o f European
ideas and cultural history, the history of
revolutions, the history of sexuality, and the
history of Empire.
2 credits.
Spring 2015. Azfar.
HIST 122. Revolutionary Europe, 1750 to
1871
Selected topics in the social, economic, and
political history of Europe from the French
Revolution to the Paris Commune will be
considered.
2 credits.
Not offered 2014-2015.
HIST 125. Fascist Europe
This seminar studies European fascism in the
context o f societies tom by world war, class
conflict, social violence, and economic depression.
It focuses on fascist movements, regimes, and
cultural politics in Italy and Germany, France, and
Romania,
2 credits.

Not offered 2014-2015.

History
HIST 128. Russia in the 19th and 20th
Centuries
This course focuses on the social, economic,
political, and intellectual forces leading to the
collapse of the autocracy and the rise of Stalin.
Particular attention is devoted to the dilemmas of
change and reform, and the problematic
relationship between state and society.
Writing course.
2 credits.
Spring 2015. Weinberg.
HIST 130. Early America in the Atlantic
World
The “new world” of European and Indian
encounter in the Americas, along with the African
slave trade, British North American colonies, and
the American Revolution.
2 credits.
Not offered 2014—2015.
HIST 131. Gender and Sexuality in America
A social and cultural history o f gender and
sexuality in the United States from the early
republic to the present.
Eligible for GSST credit.
2 credits.
Fall 2014. B. Dorsey.
HIST 135. Labor and Urban History
A seminar that focuses on history from the bottom
up, on working-class people as they build America
and struggle to obtain political, social, and
economic justice. Topics include urbanization and
suburbanization, republicanism and democracy,
racism and the wages of Whiteness, gender and
work, class and community, popular culture, the
politics of consumption, industrialism and the
managerial revolution, and jobs and gender.
2 credits.
Spring 2015. Murphy.
HIST 137. Slavery, 1550 to 1865
This seminar focuses on slavery in the United
States between 1550 and the end of the Civil War,
emphasizing the link between black enslavement
and the development of democracy, law, and
economics. Topics addressed include the Atlantic
slave trade, the development o f the Southern
colonies, black cultural traditions, and slave
community.
Eligible for BLST credit.
2 credits.
Not offered 2014-2015.
HIST 140. The Colonial Encounter in Africa
Students focus on the social, economic, and
cultural dimensions o f the colonial era in modem
Africa.

p. 254
Eligible for BLST or PEAC credit.
2 credits.
Not offered 2014-2015.
HIST 145. Chinese Feminism
This seminar traces the creation and transmission
of feminist discourses and practices in China. We
will explore the dynamics of gender relations,
changing views of the body, self, and sex, and
institutional change to understand how women as
mothers, workers, teachers, nuns, and rulers
negotiated power.
Eligible for ASIA or GSST credit.
2 credits.
Not offered 2014-2015.
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, urbanization,
industrialization, popular and elite cultures,
modernities in the periphery, and race, class, and
gender conflicts.
Eligible for LASC credit.
2 credits.
Not offered 2014—2015.
HIST 149. Reform and Revolutions in
Modern Latin America
The historical problem of change —political,
economic, social, and cultural—in peripheral Latin
America. It emphasizes on nation-building
capitalist ideas, populist experiences that produced
deep reformist transformations, and revolutionary
processes that started very radical and over time
became moderate.
Eligible for LASC credit.
2 credits.
Fall 2014. Armus.
HIST 180. Honors Thesis
2 credits.
Fall 2014 and spring 2015. Staff.

Interpretation Theory

p. 255

Coordinator:

MARK WALLACE (Religion)
Anna Everetts (Administrative Assistant)

Committee:

Jean-Vincent Blanchard (Modem Languages and Literatures, French)
Timothy Burke (History)
Rachel Buurma (English Literature)
Michael Cothren (Art History)
Richard Eldridge (Philosophy)
Sibelan Forrester (Modem Languages and Literatures, Russian)
Cynthia Halpem (Political Science)2
Tamsin Lorraine (Philosophy)
Braulio Munoz (Sociology and Anthropology)
Maya Nadkami (Sociology and Anthropology)
Patricia Reilly (Art History)3
Patricia White (English Literature)

2 Absent on leave, spring 2015.
3 Absent on leave, 2014-2015.

Since 1992, the Interpretation Theory Program has
been providing students and faculty with an
interdisciplinary forum for exploring the nature
and politics of representation. Reaching widely
across the disciplines, work done in the minor
reflects a long-standing drive to understand the
world through the constructs of its interpretive
propositions. Students use their programs to
develop a flexible, deeply historicized grasp of
what is thought today as critical and cultural
theory. They also sharpen their skills in critical
reading and intellectual analysis.
Students who minor take a total o f six courses that
build on a combination o f classic and current
hermeneutic methods. Each year, graduating
seniors enroll in a capstone seminar that proposes
a structured investigation into an inherently
interdisciplinary problem. Faculty team-teach the
course as a way o f drawing out multi-disciplinary
concerns in both theory and practice.

The Academic Program
Course Minor
Students complete six credits toward the minor.
Three general mles guide the selection:
1. All minors must complete a one-credit capstone
seminar that is team-taught by two faculty
members from different departments. Students
complete this capstone in the spring of their senior
year.
2. The three remaining courses are elective. At
least four of the six interpretation theory credits
must be outside the major.
3. A minimum “B” average is required for all
minors by their junior and senior years.
Other courses may be considered upon petition to
the Interpretation Studies Committee. These may
include relevant courses offered at Bryn Mawr
College, Haverford College, and the University of
Pennsylvania.

Honors Minor
All students participating in the Honors Program
are invited to define a minor in interpretation
theory. Students must complete one preparation
for external examination. This 2-credit preparation
can be the seminar and a reading attachment or a
thesis, a combination o f two courses in different
departments, a 2-credit thesis, or a combination of
a thesis and a course. Any thesis must be
multidisciplinary. The proposed preparation must
be approved by the Interpretation Theory
Committee. Honors minors must meet all other
requirements of the interdisciplinary minor in
course.
Capstone Seminars
All minors are required to successfully complete
the one-credit capstone seminar, team-taught by
two faculty members from different departments,
in the spring o f their senior year.
Each year, graduating seniors enroll in a capstone
seminar that proposes a structured investigation
into an inherently interdisciplinary problematic.
The capstone seminar embodies both the
theoretical and interdisciplinary qualities that
make interpretation theory distinctive and
compelling.
Students majoring in a variety of disciplines come
together with faculty members from two different
areas to explore theories o f knowledge and
questions o f interpretation and representation. For
example, the past capstone seminars have brought
together professors from French literature and
biology, political science and religion,
sociology/anthropology and English, philosophy
and art, and other interdisciplinary combinations.
Past capstone titles include: Contested Truths:
Questions o f M odernity in German Philosophy
and Literature; the Classical in A rt and
Literature; Reworking the Cultural Imaginary;
Simultaneity and Monumentality; A fter Babel:

Interpretation Theory

p. 256

Poetry, Language and Translation; Mind, Body,
Machine; Interpretation and the Visual Arts;
Beyond Reason: Nietzsche, Levinas and the
Kabbalah; and Mapping the Modem.

ANTH 049B. Comparative Perspectives on the
Body (Ghannam)
ANTH 072C. Memory, History and Nation
(Nadkami)

Life After Swarthmore

Art History
ARTH 164. Modernism in Paris and New York
(Hungerford)

Respondents to an Interpretation Theory Program
alumni survey in 2013 indicated that
approximately 54% went on to graduate school
and of those, approximately 67% pursued a Ph.D.
or other doctorate.
Occupations of interpretation theory graduates are
diverse and include: physicians, professors,
editors, grant writers, an assistant district attorney,
and a civil rights investigator.

Courses
Currently offered courses relevant to the program
include the following:
INTP 090. Directed Reading
1 credit.
Each semester. Staff.
INTP 091. Discipline + Culture
What kind of object o f knowledge and study is
culture? Considering both casual uses and
complex theories o f the idea of culture, this class’s
readings and case studies will stretch from the
18th through the 21 st centuries and span a variety
of different disciplines. We will pay special
attention to the various ways culture has been
constructed as an object of disciplinary knowledge
in English and History departments over the last
40 years. How and why has cultural studies—or
the study of culture—grown up alongside
and come to seem identified with certain types of
political and social critique? And what is cultural
critique - how have we done it, how do we do it,
and what are the alternatives?
Because this course functions as the INTP
capstone, we will be especially interested in the
ways you may have attended to the concept of
culture in your previous and current coursework
and independent reading. What relation does the
idea of culture bear to your Swarthmore education
as you have known it? Assignments will include
both collaborative and individual projects, formal
and informal writing, and attendance at some
additional lectures. Expect visiting speakers, group
endeavors, comparative methodologies, studies of
materiality, digital methods, and more.
1 credit.
Spring 2015. Azfar, Buurma.
INTP 092. Thesis
2 credits.
Each semester. Staff.
Anthropology
ANTH 032D. Mass Media of Anthropology
(Nadkami)

Classics
CLST 036. Classical Mythology (Munson)
English
ENGL 035. The Rise o f the Novel (Buurma)
ENGL 080. Critical and Cultural Theory (White)
ENGL 081. Theory of the Novel (Buurma)
ENGL 090. Queer Media (White)
ENGL 091. Feminist Film and Media Studies
(White)
ENGL 120. Critical and Cultural Theory (White)
Film and Media Studies
FMST 020. Critical Theories of Film and Media
(White)
FMST 045. Feminist Film and Media Studies
(White)
FMST 046. Queer Media (White)
FMST 087. American Narrative Cinema (White)
French
FREN 044. Tyrants and Revolutionaries
(Blanchard)
FREN 056. Ecritures au féminin (Rice-Maximin)
FREN 116. La critique littéraire (Blanchard)
History
HIST 00IK. Engendering Culture (Murphy)
HIST 017. Social Movements in the Arab World
(Bsheer)
HIST 029. Sexuality and Society in Modem
Europe (Judson)
HIST 066. Disease, Culture, and Society in the
Modem World (Armus)
HIST 086. The Image o f Africa (Burke)
HIST 088. Social History o f Consumption (Burke)
Linguistics
LING 070. Translation Workshop (Forrester)
Literatures
LITR 047R. Russian Fairy Tales
LITR 070R. Translation Workshop (Forrester)
LITR 071F. French Cultural and Critical Theory
(Blanchard)
LITR 07IS. Latin American Society Through Its
Novel (Munoz)
LITR 075S. Borges: Aesthetics and Theory
(Martinez)
LITR 076S. Latino and Latin American
Sexualities (Martinez)

Interpretation Theory
Philosophy
PHIL 016. Philosophy of Religion (Berger)
PHIL 017. Aesthetics (Eldridge)
PHIL 019. Philosophy of Literature and Film
(Eldridge)
PHIL 026. Language and Meaning (Eldridge)
PHIL 039. Existentialism (Lorraine)
PHIL 045. Futures of Feminism (Lorraine)
PHIL 048. German Romanticism (Eldridge)
PHIL 049. Marx, Nietzsche, and Freud (Lorraine)
PHIL 069. Phenomenology (Lorraine)
PHIL 079. Poststructuralism (Lorraine)
PHIL 106. Aesthetics and Theory of Criticism
(Eldridge)
PHIL 114. 19th-Century Philosophy (Eldridge)
PHIL 139. Phenomenology, Existentialism, and
Poststructuralism (Lorraine)
Physics
PHYS 029. Seminar on Gender and (Physical)
Science (Graves)
Political Science
POLS Oil. Ancient Political Theory (Halpem)
POLS 012. Modem Political Theory (Berger)
POLS 013. Political Psychology and Moral
Engagement (Berger)
POLS 100. Ancient Political Theory (Halpem)
POLS 101. Modem Political Theory (Halpem)
Religion
RELG 003. The Bible: In the Beginning (Kessler)
RELG 004. New Testament and Early Christianity
(Wallace)
RELG 005B. World Religions (Wallace)
RELG 015. Religion and Literature: Blood and
Spirit (Wallace)
RELG 015B. Philosophy of Religion (Wallace)
RELG 027. Radical Jesus (Wallace)
RELG 032. Queering God: Feminist and Queer
Theology (Kessler)
RELG 112. Post-modem Religious Thought
(Wallace)
RELG 128. Sex, Gender and the Bible (Kessler)
Russian
RUSS 047. Russian Fairy Tales (Forrester)
RUSS 070. Translation Workshop (Forrester)
Sociology
SOCI024C. Latin American Society Through Its
Novel (Muñoz)
SOCI 044B. Colloquium: Art and Society
(Muñoz)
SOCI 044C. Contemporary Social Theory
(Muñoz)
SOCI 044D. Colloquium: Critical Social Theory
(Muñoz)

p. 257
SOCI 044E. Colloquium: Modem Social Theory
(Muñoz)
SOCI 101. Critical Modem Social Theory
(Muñoz)
Spanish
SPAN 051. Textos híbridos: crónicas periodísticas
y novellas de no-ficción (Martinez)

For the most up-to-date, semester-by-semester list
of courses, please consult the program website at
www.swarthmore.edu/intp.
Any courses attached to the program, at the time
taken, will be counted toward requirements for the
minor in interpretation theory.
Other courses may be considered on petition to the
Interpretation Theory Committee. These may
include relevant courses offered at Bryn Mawr and
Haverford colleges and the University of
Pennsylvania.

Islamic Studies

p. 258

Coordinator:

KHALED AL-MASRI (Modem Languages and Literatures, Arabic)
Anita Pace (Administrative Assistant)

Committee:

Tariq al-Jamil (Religion)
Stephen Bensch (History)3
Farha Ghannam (Sociology and Anthropology)
Alexandra Gueydan-Turek (Modem Languages and Literatures, French)
Steven Hopkins (Religion)

3Absent on leave, 2014-2015.

Swarthmore’s Islamic Studies Program focuses on
the diverse experiences and textual traditions of
Muslims in global contexts. As one of the world’s
great religions and cultures, Islam has shaped
human experience—both past and present—in
every area o f the world. The academic program
explores the expressions of Islam as a religious
tradition, the role o f Muslims in shaping local
cultures, Islamic civilization as a force of
development in global history, and the significance
of Islamic discourses in the contemporary world.
The program offers an undergraduate minor,
drawing from the academic disciplines of art
history, dance, film and media studies, gender and
sexuality studies, history, modem languages and
literatures, political science, religion, and
sociology and anthropology. The Islamic Studies
Program challenges students to consider a wide
range o f social, cultural, literary, and religious
phenomena in both the Arabic and non-Arabic
speaking parts of the world. These include aspects
of life in countries with Muslim majorities such as
Egypt, Syria, Indonesia, Pakistan, Afghanistan,
Iran, and Turkey as well as those countries with
vital minority communities such as France,
Germany, and the United States. A sample of
coursework includes The Qur’an and its
Interpreters; Islamic Law and Society; Gender,
Sexuality, and the Body in Islamic Discourses;
Cultures o f the Middle East; Culture, Power,
Islam; Cultural History o f the Modem Middle
East; Cities of the Middle East; and Kathak Dance
Performance.

The Academic Program
Course Minor
All students must take a minimum o f 5 Islamic
Studies Program credits. Students must follow the
guidelines below regarding the required 5 courses.
Requirements
1. The 5 required courses must cross at least 3
different academic departments.
2. Only 1 of the total 5 credits required by the
Islamic studies minor may overlap with the
student’s major.
3. Students must successfully complete Arabic
004 (and its prerequisites) or the equivalent. This
requirement is waived for native speakers of

Arabic and for students who demonstrate
sufficient competence by passing an equivalency
exam. Alternate fulfillment of the language
requirement may also be approved by the Islamic
Studies Committee if a student demonstrates
competence in another language that is relevant to
the study of a Muslim society and is directly
related to the student’s academic program. Only
Arabic courses beginning at the level o f Arabic
004 or its equivalent will count toward the total 5
credits in Islamic studies required for the minor.
To supplement classes offered at Swarthmore,
students are encouraged to explore and take
classes at other nearby colleges, especially Bryn
Mawr, Haverford, and the University of
Pennsylvania. Students are also strongly
encouraged to spend a minimum of one semester
abroad in a program approved by both Islamic
studies and Swarthmore’s Off-Campus Study
Office. In addition to furthering the student’s
knowledge o f Islam and Muslim societies,
studying abroad is a unique opportunity for
personal and intellectual growth.
Acceptance Criteria
Students interested in Islamic studies are invited to
consult with members o f the Islamic Studies
Committee before developing a proposal for a
minor. The proposal should outline and establish
how a minor in Islamic studies relates to the
student’s overall program of undergraduate study
and should provide a list of the courses to be
taken. The minor is open to students of all
divisions.
Students will be admitted to the minor after having
completed at least two Islamic studies courses at
Swarthmore in different departments with grades
of B or better. Applications to the program must
be submitted by March 1st of the sophomore year,
and all programs must be approved by the Islamic
Studies Committee. Deferred students will be re­
evaluated at the end of each semester until they are
either accepted or they withdraw their application.

Honors Minor
To complete an honors minor in Islamic studies, a
student must have completed all the course
requirements for the interdisciplinary minor listed
above. Students are encouraged to take a 2-credit
honors seminar in an Islamic studies topic in either

Islamic Studies
their junior or senior year. Honors students are
required to complete a 2-credit thesis under
program supervision that will count toward the
minimum o f 5 credits required for the
interdisciplinary minor. Students normally enroll
for the thesis (ISLM 180) in the fall semester and
in the spring semester of the senior year. The
honors examination will address the themes
explored in the 2-credit thesis.

Special Major
Students are invited to consider a special major in
Islamic studies in consultation with members of
the Islamic Studies Committee. The proposal
should include the above requirements and should
provide a list o f the courses.

Courses
ISLM 180. Honors Thesis
2 credits.
Fall 2014 and spring 2015. Staff.
The following courses may be applied to an
academic program in Islamic studies. See
individual departments to determine specific
offerings in 2014—2015.
Anthropology
ANTH 009C. Cultures of the Middle East
ANTH 123. Culture, Power, Islam
Art History
ARTH 017. Islamic Architecture
ARTH 043. Islam and the West: Architectural
Cross-currents from the Middle Ages to the 21st
Century
Dance
DANC 046. Dance Technique I: Kathak
DANC 049.6. Performance Dance: Repertory
Kathak
History
HIST 001F. First-Year Seminar: “Foreigners” in
the Middle East
HIST 001N. First-Year Seminar: Oil and Empire
HIST 001T. First-Year Seminar: Cross and
Crescent: Muslim-Christian Relations in Historical
Perspective
HIST 006A. Formation o f the Islamic Near East
HIST 006B. The Modem Middle East
HIST 111. Muslims, Christians, and Jews in the
Medieval Mediterranean
Modern Languages and Literatures, Arabic
ARAB 004. Intermediate Mdm Standard Arabic II
ARAB 005A. Arabic Conversations
ARAB 006A. Advanced Arabic Conversations
ARAB 007A. Arabic Communication Workshop
ARAB 011. Advanced Arabic I
ARAB 011 A. Arabic Conversation

p. 259
ARAB 012. Advanced Arabic II
ARAB 012A. Advanced Arabic Conversation
ARAB 013A. Foreign Language Teaching and
Pedagogy
ARAB 014. Advanced Arabic Through Reading
ARAB 018A. Culture Context o f Arabic Music
ARAB 020. Arabic Literature in Cross-Cultural
Context
ARAB 021. Introduction to Modem Arab
Literature
ARAB 025. War in Arab Literature and Cinema
(Cross-listed as LITR 025A)
ARAB 027. Writing Women in Modem Arabic
Fiction
ARAB 030. Literature o f Resistance (Cross-listed
as LITR 030A)
ARAB 040. Introduction to Arabic Literature
ARAB 045. Contemporary Thought in the Arab
World
ARAB 076. Contemporary Arab Women Writers
(Cross-listed as FREN 076 and LITR 076AF)
Modern Languages and Literatures,
French
FREN 045B. Le monde francophone: France and
the Maghreb: Postcolonial Writing in a
Transnational Context
FREN 111. Post-Colonial Desire
Modern Languages and Literatures,
Literatures in Translation
LITR 076F. Female Authors from the Arab World
Modern Languages and Literatures,
Russian
RUSS 023. Muslim in Russia (Cross-listed as
LITR 023R)
Political Science
POLS 078. Iran, Islam and the Last Great
Revolution
POLS 082. The Politics o f Schooling in Latin
America and the Middle Ease
Religion
RELG 001C. Religion and Terror in an Age of
Hope and Fear
RELG 008B. The Qur’an and Its Interpreters
RELG 01 IB. The Religion of Islam: The Islamic
Humanities
RELG 013. The History, Religion, and Culture of
India II: Muslim, Hindu, Sikh, and Dalit in North
India
RELG 053. Gender, Sexuality, and the Body in
Islamic Discourses
RELG 054. Power and Authority in Modem Islam
RELG 100. Holy War, Martyrdom, and Suicide in
Christianity, Judaism, and Islam
RELG 119. Islamic Law and Society
RELG 127. Secrecy and Heresy

Latin American Studies

p. 260

Coordinator:

MILTON MACHUCA-GALVEZ (Latin American Studies)
Anna Everetts (Administrative Assistant)

Committee:

Diego Armus (History)
Jose Luis Machado (Biology)
Christopher Fraga (Anthropology)
Braulio Munoz (Sociology)
Kenneth Sharpe (Political Science)

Swarthmore’s Latin American Studies Program
explores the rich diversity—as well as the
similarities—among and within Latin American
countries and cultures. The program also
investigates the broad dynamics shaping Latino
experiences in the United States. Participants in
the program engage with a variety of disciplines to
consider what defines “Latin America.” Spoken
language; literature; pre-colonial, colonial, and
modem history; native, immigrant, and diasporic
experiences; politics; socioeconomic conditions;
religion; social structures; architecture; and
political borders are all considered in this farranging and inclusive course o f study. Students in
any major may add a minor in Latin American
studies. Courses from art history, history, modem
languages and literatures, political science,
religion, sociology and anthropology contribute to
this exciting interdisciplinary program.
Most of our students spend one semester in Latin
America. Studying beyond the traditional
classroom walls provides students with invaluable
opportunities for enriching intellectual experiences
and personal growth.

The Academic Program
Students interested in the Latin American Studies
Program (LAS) are invited to consult with the
program coordinator and members of the LAS
Committee before developing a proposal. The
proposal should establish how Latin American
studies relates to the overall program of
undergraduate study and to the departmental
major. The minor is open to students o f all
divisions.

Course Minor
Latin American Studies minors must complete the
following requirements:
Language:
LAS requires the successful completion of SPAN
004 Intensive Advanced Spanish or its equivalent.
This requirement is waived for native speakers of
Spanish and for students who demonstrate
sufficient competence in this language, as
determined by the LAS Committee. Note: LAS
credit is not offered for language courses.
Courses:
Students must complete a minimum of 5 Latin
American studies approved courses and seminars.

• These 5 courses must span the two divisions
(Humanities and Social Sciences).
• In order to develop a basic introduction to Latin
America, students must complete one o f the
following 3 courses: LASC 005: Introduction to
Latino Studies, HIST 004: Introduction to Latin
American History, or SPAN 010: En busca de
Latinoamérica, by their sophomore year.
• Only 1 of the total 5 courses required by the
Latin American Studies minor may overlap
with a student’s major or other minor.
• To graduate with a minor in Latin American
studies, a student must maintain a minimum
grade o f “B” in the program, and a “C” average
in any other course work.

Study Abroad
• Students are required to spend a minimum of
one semester abroad in a program approved by
both the Latin American Studies Program and
the Off-Campus Study Office. The experience
of living and studying abroad in any Latin
American Spanish-speaking country is strongly
encouraged by Latin American studies faculty.
By extending learning beyond the traditional
classroom, students have distinctive
opportunities for enriching intellectual
experiences and unique opportunities for
personal growth. Swarthmore College hosts a
study-abroad program in Buenos Aires,
Argentina. Students are also welcome to choose
from a selection of approved programs
available in other locations throughout Latin
America. Students may apply two courses from
work taken abroad in Latin America to their
Latin American studies academic program.
• Courses taken abroad must have a clear Latin
American focus and must be preapproved by
the appropriate department in order to count for
the LAS minor.
• Study abroad must be pursued in Spanish.
Students must complete Spanish 004, or its
equivalent, before going abroad.
• Language courses are not eligible for study
abroad credit.
• Students are strongly encouraged to complete
the introductory requirement of one of the 3
following courses: LASC 005, Spanish 010, or
History 004) before going abroad.

Latin American Studies
• The study abroad requirement may be waived
for students who have lived and studied in Latin
America for a number of years, but they must
apply for this waiver at the time o f being
considered for the minor.
• Only in exceptional cases, with the support o f a
faculty member and the approval of the LAS
Committee, will a semester’s internship or a
community service project in Latin America
fulfill this requirement.

Honors Minor
To complete an honors minor in Latin American
studies, students must have completed all
requirements for the interdisciplinary minor. From
within these offerings, they may select for outside
examination a seminar taken to fulfill the
interdisciplinary minor’s requirements. However,
the seminar chosen may not be an offering within
their major department.

Special Major
With the permission o f the departments concerned,
it is possible for a student to plan an individualized
special major that includes closely related work in
one or more departments. Students have the
possibility o f designing a special major, such as
Spanish and Latin American Studies; Latin
American Studies and Political Science, Latin
American Studies and History; and Latin
American Studies with a focus on Sociology and
Anthropology, etc.
Special majors consist of at least 10 courses and
no more than 12 courses.
Students with special majors must complete the
major comprehensive requirement o f the
departmental major which may consist of a thesis
or other written research project designed to
integrate the work across departmental boundaries,
or a comprehensive examination. In all cases, this
final exercise will integrate the work done in Latin
American studies and the department involved.

Life After Swarthmore
Swarthmore graduates who have taken part in the
Latin American Studies Program find that their
rich understanding o f the cultures and people of
Latin America and Latinos in the U.S. is attractive
to employers. Graduates most frequently pursue
careers in public service, law, government,
education, humanities, social sciences, and the
media.

Courses
The following courses may be counted toward
Latin American studies:
LASC 005. Intro: Latino/a Studies
This course will provide an introduction to the
major concepts, issues, and debates in the field of

p. 261
Hispanic/Latino Studies utilizing an
interdisciplinary approach to the study of
Hispanic/Latin@ communities in the United
States, namely those of Mexican, Puerto Rican,
Cuban, Caribbean, Central American and South
American origin. The course presents a basic
intellectual map for understanding both the
similarities and the differences between
contemporary Hispanic/Latin@ communities, i.e.,
what internal and external, affect them. Major
themes include: the politics o f labeling and
subsequent questions of identity; immigration,
migration, and communities formation histories;
gender; race and racial constructions;
language/bilingualism; educational experiences;
media representation; labor markets; and
demographic trends.
1 credit.
Fall 2014. Machuca-Galvez.
LASC 010. First-Year Seminar: (B)orders
and (Dis)orders: (Im)migration, and
Imagined Communities
This course will focus on social, economic, and
political forces pushing/pulling people from Latin
American to the United States. We will examine
how “Spanish,” “Hispanics,” and “Latinos” adjust,
integrate, assimilate, resist, and adapt to the many
forces affecting their lives and how they are
creating new ethnic, racial, and local identities.
Major theme patterns that will be included will be:
second-class citizenship, identity formation,
assimilation, ethnic culture, community
maturation, labor struggles, economic
contributions, social mobility, and immigration
policy.
1 credit.
Fall 2014. Machuca-Galvez.
LASC 025. In Quest of God: The Latin
American Religious Arena
(Cross-listed as RELG 043)
This course explores distinct historical, socio­
cultural contexts, political and economic processes
in which historical varieties of Catholicism have
emerged in Latin America. Understanding religion
as generative, this course will examine the
foundations, theological themes, and processes of
pre-Hispanic indigenous practices, and Spanish
Colonial Catholicism, the public role o f the
Catholic Church in struggles for justice and human
rights in the 1960-1990 period expressed by
Liberation Theology, the recent growth of
Protestantism with a focus on Pentecostalism, the
“end o f revolutionary utopias,” the contemporary
praxis of Catholicism, the public emergence of
native spiritualities, and diaspora religions of the
Caribbean, Brazil and Latinos in the United States.
1 credit.
Spring 2015. Machuca-Galvez.

Latin American Studies
LASC 040. Social Movements in Latin
America: Gender and Queer Perspective
(Cross-listed as ANTH 040J)
Since the 1980s, the contemporary forces o f neo­
liberalism, re-democratization and globalization
have profoundly reshaped the societies o f Latin
America. Against this backdrop o f change, people
who have long been politically marginalizedindigenous groups, women, peasants, gays,
Blacks-have struggles to assert their rights and
make their voices heard. In this course we will
focus on gender and queer identities in Latin
America through a social movements lens.
1 credit.
Spring 2015. Machuca-Galvez.
LASC 080. Mexican Pennsylvania: The
Making of a Transnational Community
A large flow o f urban service workers have arrived
in Philadelphia in the last 20 years. In spite o f the
economic downturn and aggressive law
enforcement, an unprecedented number of
Mexican immigrants are still at work in the United
States. What are the legislative proposals to end or
rationalize their migration? What obstacles do they
face as they look at the future o f their children?
How are their ties to Mexico maintained? We will
look for answers to these and other questions.
Taught in English, students must be fluent in
Spanish. Enrollment limited to 15.
1 credit.
Not offered 2014-2015. Machuca-Galvez.
LASC 090. Thesis
1 credit.
Each semester. Staff.
LASC 180. Senior Honors Thesis
2 credits.
Fall 2014 and spring 2015. Staff.
Anthropology
ANTH 040J. Social Movements in Latin America:
Gender and Queer Perspective
ANTH 041B. Visions of Latin America
ANTH 041C. Visual Cultures o f Mexico and
Aztlan
ANTH 051B. Drugs and Governance in the
Americas
Art History
ARTH 023. Art of the Ancient Americas
Economics
ECON 028. Economics o f Latin America
Education
EDUC 153. Latinos and Education
History
HIST 00IE. Past and Present in Latin America
HIST 004. Latin American History

p. 262
HIST 049. Race and Foreign Affairs
HIST 051. Race and Poverty in the United States
HIST 063. Voices o f the Past: Oral History and
Memory
HIST 064. Migrants and Migrations: Europeans in
Latin America and Latinos in the U.S.
HIST 065. Cities of (Im)migrants: Buenos Aires,
Lima, Miami, New York
HIST 066. Disease, Culture, and Society in the
Modem World: Comparative Perspectives
HIST 067. Peripheral Modernities: Latin
American Cities in the 20th Century
HIST 068. The Self-Image o f Latin America
HIST 084. Modem Addiction: Cigarette Smoking
in the 20th Century
HIST 148. Issues and Debates in Modem Latin
America
HIST 149. Reform and Revolution in Modem
Latin America
Literatures
LITR 009S. A New World: Conquests, Encounters
in Colonial Latin America
LITR 070S. The Persistent Power of Central
American Literature
LITR 071S. Latin American Society Through Its
Novel
LITR 074S. Queer Issues in Latin American
Literature and Cultural
LITR 075S. Borges: Aesthetics and Theory
LITR 076S. Latino and Latin American
Sexualities
Political Science
POLS 057. Latin American Politics
POLS 081. Politics of Schooling in Latin America
and the Middle East *
POLS 109. Comparative Politics: Latin America
Religion
RELG 043. In Quest o f God: The Latin American
Religious Arena
RELG 109. Affo-Atlantic Religions
Sociology
SOCI024B. Latin American Society and Culture
SOCI024C. Latin American Society Through Its
Novel
Spanish
SPAN 010. En busca de Latinoamérica
SPAN 023. Introducción a la literatura
latinoamericana
SPAN 052. Imaginarios culturales caribeños
SPAN 070. Género y sexualidad en Latinoamérica
SPAN 072. Seducciones literarias—traiciones
filmicas
SPAN 073. El cuento latinoamericano

Latin American Studies
SPAN 076. La novela latinoamericana
SPAN 080. Los hijos de la Malinche
SPAN 082. México lindo y maldito
SPAN 083. El tirano latinoamericano en la
literatura
SPAN 084. México, 1968: la violencia de ayer y
hoy
SPAN 087. Cruzando fronteras: migración y
transnacionalismo en el cine mexicano
SPAN 088. Pasados desgarradores: trauma y
afecto en la literatura centroamericana de
posguerra
SPAN 087. Cruzando fronteras: migración y
transnacionalismo en el cine mexicano
SPAN 103. Horacio Castellanos Moya
SPAN 106. Visiones narrativas de Carlos Fuentes
SPAN 108. Jorge Luis Borges
SPAN 110. Política y póetica: los mundos de
Pablo Neruda, Octavio Paz y Ernesto Cardenal

p. 263

Linguistics

p. 264

THEODORE B. FERNALD, Professor and Chair
DONNA JO NAPOLI, Professor1
1C. DAVID HARRISON, Associate Professor
BROOK D. LILLEHAUGEN, Assistant Professor (Tri-College)
EMILY A. GASSER, Visiting Assistant Professor
NATHAN SANDERS, Visiting Assistant Professor
JAMIE A. THOMAS, Visiting Assistant Professor
SHELLEY DEPAUL, Instructor
MELANIE DROLSBAUGH, Instructor
DOROTHY KUNZIG, Administrative Assistant
1Absent on leave, fell 2014.

What is Linguistics?
There are 7,000 languages in the world.
Linguistics is the scientific study o f language—we
develop techniques to explore patterns that all
human languages have in common and investigate
the ways in which each is unique. Our explorations
yield insights not only about languages, but also
about the nature of the human mind.
The relevance o f linguistics to the fields of
anthropology, cognitive science, language study,
philosophy, psychology, and sociology has been
recognized for a long time. Linguistics cross list
courses from ten departments, reflecting the
diversity of fields with strong relevance to our
field. The interdisciplinary nature o f the field, and
our program, further encourages students to
broaden their horizons and interact with a wide
variety of students, scholars, and ideas.
What we hope students will get from
studying Linguistics
Because the very nature of modem linguistic
inquiry is to build arguments for particular
analyses, the study of linguistics gives the student
finely honed argumentation skills, which stand in
good stead in careers in law, business, and any
other profession where such skills are crucial.
Linguistics at Swarthmore, Bryn Mawr
College, and Haverford College
The Linguistics Department is a constituent in the
Tri-College Linguistics Department, which
includes courses at Bryn Mawr College and
Haverford College. Linguistics courses at
Swarthmore College regularly include students
from all three schools.

The Academic Program
The Linguistics Department offers a course major,
a course minor, an honors major, and an honors
minor. In addition, a special course major and a
special honors major are offered in linguistics and
languages.

Course Major: Linguistics
The course major in linguistics consists of at least
eight credits in linguistics, including all of the
following:
1. A course in sounds from the following list:
LING 045, 052.
2. A course in forms: LING 050.
3. A course in meanings from the following list:
LING 026, 040.
4. A course in the Structure o f a Non-IndoEuropean Language: typically LING 061,062, or
064.
5. LING 100, in which students complete and
defend a one or two-credit senior thesis. This
course constitutes the comprehensive requirement
for the major.
6. Two electives in linguistics.
LING 001 (Introduction to Language and
Linguistics) may be included in the major at the
student’s option.

Special Course Major: Linguistics
and Languages
The special course major in linguistics and
languages consists o f at least twelve credits: six
credits in linguistics and three credits in each of
two languages. The languages can be ancient or
modem. Students must complete each of the
following:
1. A course in sounds from the following list:
LING 045,052.
2. A course in forms: LING 050.
3. A course in meanings from the following list:
LING 026,040.
4. A course in the Structure of a Non-IndoEuropean Language: typically LING 061,062, or
064.
5. LING 100, in which students complete and
defend a one or two-credit senior thesis. This
course constitutes the comprehensive requirement
for the major.
For a language taught by the Modem Languages
and Literatures Department, there must be one
course numbered 4 or above, two courses

Linguistics
numbered 11 or above or a seminar. For a
language taught by the Classics Department there
must be one intermediate-level course numbered
11-14 and one seminar.
Some work in each foreign language included in
the major must be done in the student’s junior or
senior year.
If one or both o f the foreign languages is modem,
the student must study abroad for at least one
semester in an area appropriate for one of the
foreign languages.

Course Minor
Four minors are offered, each totaling 5 credits
(courses below plus any other two credits in
linguistics):
• Theory: LING 040, LING 045, LING 050
• Phonology/Morphology: LING 045, LING 043,
and LING 052 or LING 025
• Syntax/Semantics: LING 040, LING 050,
LING 043
• Individualized: Student may choose five
courses in linguistics and provide justification why
the courses form a coherent minor.

Honors Major
The honors major in linguistics consists o f at least
eight credits in linguistics, and includes all of the
following:
1. A course in sounds from the following list:
LING 045,052.
2. A course in forms: LING 050.
3. A course in meanings from the following list:
LING 026,040.
4. A course in the Structure o f a Non-IndoEuropean Language: typically LING 061,062, or
064.
5. LING 195, in which students complete and
defend a two-credit senior thesis. This course
constitutes the comprehensive requirement for the
major.
6. Two electives in linguistics.
7. Complete and defend an honors major portfolio
as explained below.
Honors Major Portfolio requirements:
Thesis: Students are required to write a two-credit
thesis in LING 195 (Senior Honors Thesis) in the
fall of their senior year. The thesis may be on any
topic in linguistics. It need not be related to course
work. Work may be collaborative with one other
student at the discretion o f the faculty. The oral
examination will consist o f a discussion o f up to
one hour with the external reader.
Research Papers: Students are required to write
two research papers. The student will prepare for
these research papers by taking at least four credits
of course work (two credits in each o f the research
paper areas). The areas will be selected from any

p. 265
combination o f the following, possibly in
combination with other course work:
• phonetics
• phonology
• morphology
• syntax
• semantics
• historical and comparative
• sociolinguistics
Students will take LING 199 (Senior Honors
Study) for one credit in the spring of their senior
year. The two research papers will be on topics
selected by the external readers and must be
directly related to course work the student has
taken.
Students will work independently on their research
papers. The oral examination will consist of a
forty-five minute discussion with the external
reader for each paper. The discussion will cover
the papers and any other material pertinent to the
two credits of course work offered in preparation
for the paper.

Honors Special Major Linguistics
and Languages
The special honors major in linguistics and
languages consists of at least twelve credits: six
credits in linguistics and three credits in each of
two languages. The languages can be ancient or
modem. Students must complete each of the
following:
1. A course in sounds from the following list:
LING 045,052.
2. A course in forms: LING 050.
3. A course in meanings from the following list:
LING 026,040.
4. A course in the Structure o f a Non-IndoEuropean Language: typically LING 061, 062, or
064.
5. LING 195, in which students complete and
defend a two-credit senior thesis. This course
constitutes the comprehensive requirement for the
major.
6. Complete and defend an honors major portfolio
as explained below.
Honors Special Major Linguistics and
Languages portfolio requirements:
Thesis: Students are required to write a two-credit
thesis in LING 195 (Senior Honors Thesis) in the
fall o f their senior year. The thesis may be on any
topic in linguistics. It need not be related to course
work. Work may be collaborative with one other
student at the discretion o f the faculty. The oral
examination will consist 6 f a discussion o f up to
one hour with the external reader.
Research Papers: Students are required to write
two research papers in linguistics and one research
paper in a language that is administered by the

Linguistics
relevant language department. The student will
prepare for the linguistics research papers by
taking at least four credits of course work (two
credits in each of the research paper areas). The
areas will be selected from any combination o f the
following, possibly in combination with other
course work:
• phonetics
• phonology
• morphology
• syntax
• semantics
• historical and comparative
• sociolinguistics
The third research paper is administered by the
relevant language department.
Students will take LING 199 (Senior Honors
Study) for one credit in the spring of their senior
year. The three research papers will be on topics
selected by the external readers and must be
directly related to course work the student has
taken.
Students will work independently on their research
papers. The oral examination will consist of a
forty-five minute discussion with the external
reader for each paper. The discussion will cover
the papers and any other material pertinent to the
two credits o f course work offered in preparation
for the paper.

Honors Minor
If a student is a course major in Linguistics as well
as an honors minor in Linguistics, the thesis
required for the course major constitutes the
portfolio for the honors minor.
Honors minors who are not course majors in
linguistics will satisfy the course minor and
complete and defend their honors minor portfolio
as explained below.
Honors Minor portfolio requirements:
A single research paper will constitute the
portfolio for honors. The areas will be selected
from any combination o f the following:
• phonetics
• phonology
• morphology
• syntax
• semantics
• historical and comparative
• sociolinguistics
The program requires a one-half credit in LING
199 (Senior Honors Study) in the spring o f the
senior year. The oral examination will consist o f a
discussion of up to one hour with the external
reader.

p. 266

Thesis / Culminating Exercise
Every senior linguistics major or linguistics and
language major must write a thesis during the fall
semester of their senior year.

Application Process Notes for the
Major or the Minor
Please follow the process described by the Dean’s
Office and the Registrar’s Office about how to
apply for a major.
Please contact our department office and request a
Sophomore Plan form, or get it online at
www.swarthmore.edu/SocSci/Linguistics/xlingl 4.h
tml. Submit the completed form to the department
office.

Advanced Placement/lnternational
Baccalaureate Credit
Linguistics does not accept AP/IB credit.

Transfer Credit
Linguistics does accept transfer credit. Please
contact the department for more information.

Off-Campus Study
Students who special major in linguistics and
languages and who focus on two modem
languages must spend at least one semester abroad
in an area appropriate for one o f the foreign
languages.
Students planning on a semester abroad must
consult with their adviser and the Linguistics
Department. Upon return from study abroad,
students must present all written work to the
department in order to have the course work
considered for credit here, including class notes,
syllabi, examinations, and papers.

Sample Paths through Linguistics
There are many acceptable paths through the
major. We urge students to talk with their advisers
to find the one that is best suited to their interests,
bearing the following considerations in mind.
The end of the path is satisfaction of the
requirements for the major. The most intricate of
these is successful completion of the senior thesis.
While students are permitted to complete one or
more o f the core requirements (courses in sounds,
forms, and meanings) during their senior year,
doing so will preclude writing a senior thesis in
one of these areas. We strongly recommend
completing these requirements by the end of the
junior year. Because students frequently develop
thesis topics during their courses in the Structure
of a Non-Indo-European Language, we also
recommend satisfying this requirement by the end
of the junior year. Syntax (LING 050) and
Phonetics and Phonology (LING 045) are
prerequisites for the Structure o f a Non-Indo-

Linguistics
European Language (LING 061,062,064), the
faculty urge students to take these courses by the
end of the fall semester of the junior year.

Courses
LING 001. Introduction to Language and
Linguistics
Introduction to the study and analysis o f human
language, including sound systems, lexical
systems, the formation o f phrases and sentences,
and meaning, both in modem and ancient
languages and with respect to how languages
change over time. Other topics that may be
covered include first-language acquisition, sign
languages, poetic metrics, the relation between
language and the brain, and sociological effects on
language.
Writing course.
1 credit.
Fall 2014. Gasser. Spring 2015. Lillehaugen.
LING 002. First-Year Seminar: The
Linguistic Innovation of Taboo Terms and
Slang
Taboo terms vary in topic across language
communities: religion, sex, disease and death, and
bodily effluents are common, but other topics can
appear, often depending on nonlinguistic factors
(community size, demographics, and cultural
beliefs). Taboo terms also vary in how they are
used: exclamations, name-calling, and
maledictions are common, but other uses can
appear, such as modifiers and predicates. Over
time less common uses tend to semantically
bleach, so that historical taboo terms can be used
without hint of vulgarity or rudeness. These less
common uses can fall together with slang in
exhibiting linguistic behavior unique within that
language, at the word level and the phrase and
sentence level, behavior that is telling with respect
to linguistic theory. Each student will choose a
language other than English to investigate.
1 credit.
Not offered 2014-2015.
LING 004. First-Year Seminar: American
Indian Languages
At least 300 languages were spoken in North
America before the first contact occurred with
Europeans. Most o f the surviving languages are on
the verge o f extinction. Students will learn about
language patterns and characteristics o f language
families, including grammatical classification
systems, animacy effects on sentence structure,
verbs that incorporate other words, and
evidentials. Topics include how languages in
contact affect each other, issues o f sociolinguistic
identity, language endangerment and revitalization
efforts, and matters o f secrecy and cultural theft.
1 credit.
Not offered 2014-2015.

p. 267
LING 006. First-Year Seminar: Language
and Deafness
This course will look at many issues connected to
language and deaf people 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 society
matters affecting users o f ASL, including literacy
and civil rights. Students will be engaged in a
project to make ebooks to help promote literacy
among deaf children. There will be “field” trips to
the Pennsylvania School for the Deaf and
collaborative work with students in a sister course
at Gallaudet University. All students are
encouraged to gain a rudimentary knowledge of
ASL or to concurrently register for LING 011 for
1 credit.
All students are welcome to do a community
service credit in LING 095.
1 credit.
Fall 2014. 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.
Spring 2015. Plotkin.
LING 010. Hebrew for Text Study II
(See RELG 059)
1 credit.
Fall 2014. Plotkin.
LING 011. American Sign Language I
Introduction to learning and understanding
American Sign Language (ASL), and the cultural
values and rules of behavior o f the American Deaf
community. Includes receptive and expressive
readiness activities; sign vocabulary; grammatical
structure; facial expressions (emotional &
grammatical), body/spatial movement, gestures;
receptive and expressive fingerspelling; and deaf
culture do's and don'ts. Specific concepts/topics
include the number/letter basics, identifying
people, activities, places, and family.
1 credit.
Fall 2014. Drolsbaugh
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.
1 credit.
Not offered 2014-2015.
LING 015. Lenape Language Study
Students will gain a working knowledge o f the
structure of the Lenape Language. The course

Linguistics
covers conversation, grammar, and usage, as well
as discussion of the conceptual elements inherent
in this Algonquian language. Topics will include
elements of Lenape culture, songs in the language,
and discussion o f the current status of Lenape as
an endangered language.
1 credit.
Spring 2016. DePaul.
LING 020. Computational Linguistics:
Natural Language Processing
(See CPSC 065)
Prerequisites: CPSC 035 (or the equivalent).
Eligible for COGS credit
1 credit.
Fall 2014. Wicentowski.
LING 025. Sociolinguistics: Language,
Culture, and Society
(Cross-listed as SOAN 040B)
This course is an introduction to sociolinguistics
and the study o f language variation and change,
with a focus on variation in North American
English. Topics to be examined include the
following: How do social factors such as age,
gender, ethnicity, and socioeconomic class
influence the way people use language? How do
individual speakers use language differently in
different situations? How do regional dialects
differ from each other, and why? How does
language change spread within a community and
between communities? In learning the answers to
these questions, students will carry out
sociolinguistic field projects to collect and analyze
data from real-life speech.
1 credit.
Fall 2014. Thomas.
LING 026. Language and Meaning
(See PHIL 026)
This course counts for distribution in humanities
under the philosophy rubric and in social sciences
under the linguistics rubric.
1 credit.
Eligible for COGS credit.
Fall 2014. Baumann.
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 2015. Berkowitz.
LING 034. Psychology of Language
(See PSYC 034)
1 credit.
Not offered 2014-2015.

p. 268
LING 040. Semantics
(Cross-listed as PHIL 040)
In this course, we look at a variety o f ways in
which linguists, philosophers, and psychologists
have approached meaning in language. We address
truth-functional semantics, lexical semantics,
speech act theory, pragmatics, and discourse
structure. What this adds up to is an examination
of the meaning of words, phrases, and sentences in
isolation and in context.
This course counts for distribution in humanities
under the philosophy rubric and in social sciences
under the linguistics rubric.
Writing course.
Eligible for COGS credit.
1 credit.
Fall 2014 and spring 2015. Femald.
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 or 045.
Eligible for COGS credit.
1 credit.
Spring 2015. Gasser.
LING 045. Phonetics and Phonology
Phonetics explores the full range o f sounds
produced by humans for use in language and the
gestural, acoustic, and auditory properties that
characterize those sounds. Phonology investigates
the abstract cognitive system humans use for
representing, organizing, and combining the
sounds of language as well as processes by which
sounds can change into other sounds. This course
covers a wide spectrum of data from languages
around the world and focuses on developing
analyses to account for the data. Argumentation
skills are also developed to help determine the
underlying cognitive mechanisms that are needed
to support proposed analyses.
Eligible for COGS credit.
1 credit.
Fall 2014. Sanders.
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 o f any modem or ancient
natural language. The argumentation skills gained
in this course are applicable to law and business as
well as academic fields.
Writing course.
Eligible for COGS credit.
1 credit.
Fall 2014. Napoli. Spring 2015. Gasser.

Linguistics
LING 052. Historical and Comparative
Linguistics
This course is an introduction to the study of
linguistic history in the following sense: (i) The
languages we are speaking are constantly
changing. Over longer periods o f time, these small
changes build up to significant changes, (ii) As
groups o f speakers whose ancestors once spoke the
same language become separated, their languages
diverge. This leads to a split into separate daughter
languages, which often end up being mutually
incomprehensible. The question is, how is it
possible to figure out and reconstruct the changes
and splits that occurred in the distant past in
languages that are no longer spoken and were
perhaps never recorded? The method applied by
historical linguists to solve this problem, the main
focus o f this course, is called the ‘comparative
method.’ We will draw on material from a wide
range o f languages, focusing mainly on sound
change and morphological analogy.
Eligible for BLST credit.
Prerequisite: LING 001 or 045 or permission of
the instructor.
1 credit.
Fall 2014. Sanders.
LING 053. Language Minority Education in
the U.S.: Issues and Approaches
(See EDUC 053)
1 credit.
Spring 2015. Allard.
LING 054. Oral and Written Language
(Cross-listed as EDUC 054) (Studio course)
This course examines children’s dialogue and its
rendering in children’s literature. Each student will
pick an age group to study. There will be regular
fiction-writing assignments as well as primary
research assignments. This course is for linguists
and writers o f children’s fiction and anyone else
who is strongly interested in child development or
reading skills. It is a course in which we learn
through doing. All students are welcome to do a
community-service 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 2014-2015.
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,
morphological, syntactic, and semantic structures
of Navajo. The morphology o f this language is
legendary. This course also considers the history
o f the language and its cultural context.
Eligible for COGS credit.

p. 269
Prerequisites: LING 050 and 045 or 052 or
permission o f the instructor.
1 credit.
Spring 2015. Femald.
LING 062. Structure of American Sign
Language
In this course, we look at the linguistic structures
o f ASL: phonetics, phonology, morphology,
syntax, semantics, and history. We also discuss
issues of culture, literacy, and politics pertinent to
people with hearing loss. All students are
encouraged to gain a rudimentary knowledge of
American Sign Language, or to concurrently
register for Ling 011 for one credit.
Eligible for COGS credit.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
All students are welcome to do a communityservice project in LING 095.
Writing course.
1 credit.
Not offered 2014-2015.
LING 063. Supporting Literacy Among
Deaf Children
In this course, we will develop ebooks for young
deaf children. Adults can “read” these books with
the children regardless o f their knowledge of
American Sign Language (or lack thereof).
Working from beloved picture books, we will add
video clips of actors signing the stories as well as
voice-overs and questions about sign language that
the interested reader can click on to find
information.
Students must have a rudimentary knowledge of
American Sign Language or concurrently take an
attachment in ASL language. A background in
linguistics, theater, film, early childhood
devèlopment, or education would be helpful.
Students from Gallaudet University will join
Swarthmore College students in this jointly taught
course. We will travel to Gallaudet University
three times and students from Gallaudet University
will travel to Swarthmore College three times over
the semester.
1 credit.
Not offered 2014-2015.
LING 064. Structure of Tuvan
Tuvan belongs to the Turkic branch of the Altaic
language family and is spoken in Siberia and
Mongolia by nomadic herders. It has classically
agglutinating morphology and curious phenomena
such as vowel harmony, converbs, and switch
reference. It has rich sound symbolism, a tradition
o f oral (unwritten) epic tales, riddles, and worldfamous song genres (“throat singing”). We will
investigate the sounds, structures, oral traditions,
and ethnography of Tuvan, using both printed and
digital media.

Linguistics
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
Eligible for ASIA and COGS credit.
1 credit.
Not offered 2014—2015.
LING 070R. Translation Workshop
(See LITR 070R and RUSS 070)
This course counts for distribution in humanities
under the literature rubric and in social sciences
under the linguistics rubric.
1 credit.
Fall 2014. Forrester.
LING 075. Field Methods
This course affords a close encounter with a
language, direct from the mouths of native
speakers. Students develop inference techniques
for eliciting, understanding, analyzing, and
presenting complex linguistic data. They also gain
practical experience using state-of-the-art digital
video, annotation, and archiving for scientific
purposes. A different (typically non-IndoEuropean) language will be investigated each time
the course is taught.
Prerequisite: LING 001.
1 credit.
Fall 2014. Gasser.
LING 090: Advanced Research Methods in
Linguistics
This course covers the history, methodology, and
notable debates in linguistics. Course readings
include important primary works on topics
throughout the history of linguistics, from early
philology, to generative linguistics, to
experimental and cognitive approaches. This
course is intended for juniors and other advanced
linguistics majors in preparation for conducting
significant linguistics research, such as a senior
thesis.
Prerequisites: any two o f LING 001, 025,040,
045, and 050, or permission o f the instructor.
1 credit
Spring 2015. Sanders.
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 Hard-of-Hearing or Deaf
People
This course offers credit for community service
work. Students may work with children on literacy
skills in a mainstream environment or a bilingualbicultural program, locally or in the greater
Philadelphia area. Students will be required to
keep a daily or weekly journal o f experiences and

p. 270
to write a term paper (the essence o f which would
be determined by the student and the linguistics
faculty mentor).
Prerequisites: LING 045; LING 006 or 062;
permission of the chairs of both the linguistics and
educational studies departments; and the
agreement o f a faculty member in linguistics to
serve as a mentor through the project.
Eligible for CBL.
0.5 or 1 credit.
Fall or spring. Staff.
LING 096. Community-Service Credit:
Literacy
This course offers credit for community service
work. The prerequisites are LING/EDUC 054, the
permission o f the chairs o f both the linguistics and
educational studies departments, and the
agreement of a faculty member in linguistics to
mentor students through the project. Students will
be required to keep a daily or weekly journal of
experiences and to write a term paper (the essence
of which would be determined by the student and
the linguistics faculty mentor).
1 credit.
Fall or spring. Staff.
LING 097. Field Research
This course offers credit for field research on a
language. Prerequisites are the permission o f the
chair of linguistics and the agreement of a faculty
member in linguistics to serve as a mentor through
the project.
1 credit.
Fall or spring. Staff.
LING 100. Research Seminar
All course majors in linguistics and
linguistics/language must write their senior thesis
in this seminar. Only seniors are admitted.
1 or 2 credits.
Fall 2014. Femald, Harrison.
LING 195. Senior Honors Thesis
All honors majors in linguistics and honors minors
who are also course majors must write their thesis
in this seminar.
2 credits.
Fall 2014. Femald, Harrison.
LING 199. Senior Honors Study
Honors majors may write their two research papers
for 1 credit in this course. Honors minors may take
this course for 0.5 credit.
Fall 2014 or spring 2015. Femald.

Seminars
LING 105. Seminar in Phonology: Contact
and Change
This seminar studies language contact and its
results; the relation between internal and external

Linguistics

p. 271

linguistic change; dialects and koine formation;
and pidgins and creoles.
Eligible for COGS credit.
Prerequisite: LING 001,045, or 050, or
permission o f the instructor.
1 or 2 credits.
Not offered 2014-2015.

linguistic typology to critically assess the design of
existing constructed languages such as Esperanto
and Klingon.
Prerequisite: LING 001 or 045 or permission of
instructor.
1 credit.
Spring 2015. Sanders.

LING 106. Seminar in Morphology
This seminar will consider recent developments in
the theory o f morphology. Topics vary.
Eligible for COGS credit.
Prerequisite: LING 043.
1 or 2 credits.
Not offered 2014-2015.

LING 116. Language and Meaning
(See PHIL 116)
This seminar counts for distribution in HU under
the philosophy rubric and in SS under the LING
rubric.
2 credits.
Not offered 2014-2015.

LING 107. Seminar in Syntax
This seminar will consider recent developments in
the theory o f syntax. Topics vary.
Eligible for COGS credit.
Prerequisite: LING 040 or 050
1 or 2 credits.
Not offered 2014-2015.

LING 120. Anthropological Linguistics:
Endangered Languages
(Cross-listed as ANTH 080B)
In this seminar, we address some traditional issues
of concern to both linguistics and anthropology,
framed in the context of the ongoing, precipitous
decline in human linguistic diversity. With the
disappearance o f languages, cultural knowledge
(including entire technologies such as
ethnopharmacology) is often lost, leading to a
decrease in humans’ ability to manage the natural
environment. Language endangerment thus proves
relevant to questions of the language/ecology
interface, ethnoecology, and cultural survival. The
seminar also addresses the ethics of fieldwork and
dissemination o f traditional knowledge in the
Internet age.
Eligible for ENVS credit.
Prerequisite: One course in linguistics or
anthropology or permission o f the instructor.
1 credit.
Fall 2014. Harrison

LING 108. Seminar in Semantics
This seminar will consider recent developments in
the theory of semantics. Topics vary.
Eligible for COGS credit.
Prerequisite: LING 040.
1 or 2 credits.
Not offered 2014-2015.
LING 115. Linguistic Typology and
Constructed Languages
Humans have long been driven to duplicate and
manipulate the properties of natural language to
create new languages for the purposes o f
enhancing works o f fiction, for aiding human
communication, or even for pure intellectual
curiosity. In this course, students will explore this
drive through development o f their own
constructed languages, guided by rigorous study of
the typology of patterns observed in real human
languages. Topics to be covered include phoneme
inventories, phonological rules, morphological
classification, syntactic structure, language change
over time, dialectal variation, and writing systems.
Students will also apply their knowledge of

LING 134. Psycholinguistics Seminar
(See PSYC 134)
1 credit.
Not offered 2014-2015.
LING 139. Developmental Psychology
(See PSYC 139)
1 credit.
Fall 2014. Christie.

Mathematics and Statistics

p. 272

DEBORAH J. BERGSTRAND, Professor (part time)
PHILIP J. EVERSON, Professor and Chair
CHARLES M. GRINSTEAD, Professor
AIMEE S.A. JOHNSON, Professor12
STEPHEN B. MAURER, Professor (part time)
DON H. SHIMAMOTO, Professor
JANET C. TALVACCHIA, Professor
LINDA CHEN, Associate Professor
CHERYL P. GROOD, Associate Professor
THOMAS J. HUNTER, Associate Professor3
STEVE C. WANG, Associate Professor1
RALPH R. GOMEZ, Assistant Professor3
NSOKIMAVINGA, Assistant Professor
LYNNE STEUERLE SCHOFIELD, Assistant Professor
MICHAEL BIRO, Visiting Assistant Professor
SCOTT COOK, Visiting Assistant Professor
RACHEL EPSTEIN, Visiting Assistant Professor
KELLY MCCONVILLE, Visiting Assistant Professor
KAITLYN E. LITWINETZ, Academic Support Coordinator
STEPHANIE J. SPECHT, Administrative Assistant
1Absent on leave, fall 2014.

2Absent on leave, spring 2015.
3Absent on leave, 2014-2015.

Overview of Curriculum
Mathematics and statistics are among the great
achievements of human intellect and at the same
time powerful tools. As Galileo said, the book of
the universe “is written in the language of
mathematics.” The goal of the department is to
enable students to appreciate these achievements
and use their power. To that end, majors and
minors in the department receive a firm foundation
in pure mathematics and the opportunity to apply
it—to statistics, physical science, biological
science, computer science, social science,
operations research, education, and finance—the
list grows.
Students typically enter our department with
strong skills, but there is always room for
improvement and new knowledge. Majors and
minors grow in:
• Reasoning skills: logical argument and
abstraction;
• Formulation skills: developing mathematical
models;
• Communication skills: expressing mathematical
ideas and information clearly and precisely on
paper, orally, and electronically;
• Comprehension skills: absorbing mathematical
ideas and information presented on paper, orally,
and electronically;
• Computation skills: mental, by hand, and by
machine, as appropriate.
Through core courses, students learn fundamental
concepts, results, and methods. Through elective
courses, they pursue special interests. In the

process, students develop a further appreciation for
the scope and beauty o f our discipline.
Graduates o f the department follow many careers
paths, leading them to graduate school, in
mathematics, statistics, or other fields, to
professional schools, or to the workplace.
Introductory Courses
Most first-year students entering Swarthmore have
had calculus while in high school and place out of
at least one semester of Swarthmore’s calculus
courses, whether they continue with calculus or
decide, as is often best, to try other sorts of
mathematics. See the discussion of placement
later. However, some entering students have not
had the opportunity to take calculus or need to
begin again. Therefore, Swarthmore offers a
beginning calculus course (MATH 015) and
several courses that do not require calculus or
other sophisticated mathematics experiences.
These courses are STAT 001 (Statistical Thinking,
both semesters), MATH 003 (Introduction to
Mathematical Thinking, spring semester), and
STAT 011 (Statistical Methods, both semesters).
MATH 003 is a writing course. MATH 029
(Discrete Mathematics, both semesters) also does
not require any calculus but is a more
sophisticated course; thus, some calculus is a
useful background for it in an indirect way. Once
one has had or placed out o f two semesters of
calculus, many other courses are available,
especially in linear algebra and several-variable
calculus.

Mathematics and Statistics
Placement and Credit on Entrance
to Swarthmore
Placement Procedure
To gain entrance to mathematics or statistics
courses at any time during one’s Swarthmore
years, students are expected to take at least one o f
the follow ing exams: the Advanced Placement
(AP) or International Baccalaureate (IB) exams,
Swarthmore’s Calculus Placement Exam, or
Swarthmore’s Math/Stat Readiness Exam.
Students who do take AP or IB exams may be
required to take the departmental exams as well, or
parts thereof. In particular, students intending to
take either MATH 15 or MATH 28 must take
Swarthmore’s Calculus Placement Exam. Versions
of the Calculus Placement Exam and the
Readiness Exam are sent to entering first-year
students over the summer, along with detailed
information about the rules for placement and
credit.
Advanced Placement/lnternational
Baccalaureate Credit
Placement and credit mean different things.
Placement allows students to skip material they
have learned well already by starting at
Swarthmore in more advanced courses. Credit
confers placement as well but also is recorded on
the student’s Swarthmore transcript and counts
toward the 32 credits needed for graduation.
The Swarthmore Calculus Placement Exam is used
for placement only, not credit. Credit is awarded
on the basis o f the AP 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 AP 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 an AB subscore o f 5 on the BC
Test) or a score of 6 or 7 on the higher-level IB.
Students who receive this credit and want to
continue calculus take MATH 026.
• 2 credits (for MATH 015 and 025) for a main
score o f 5 on the BC Calculus AP Test.
Alternatively, any entering student who places out
of MATH 015 or 025 may receive credit for those
courses by passing the final exams in these courses
with a grade of straight C or better. These exams
must normally be taken during the student’s first
semester at Swarthmore, at the time when the final
exam is given for the course. Students who wish to
take these exams must arrange to do so with the
departmental placement coordinator and should do
so during their first semester at Swarthmore.

p. 273

Students who are eligible on entrance for credit for
a course, but who take the course anyway, will
lose the entrance credit.
First-year students seeking advanced placement
and/or credit for calculus taken at another college
or university must normally validate their work by
taking the appropriate external or Swarthmore
placement examination, as described earlier. The
department does not grant credit directly for
college courses taken while a student is in high
school. For work beyond calculus completed
before entering Swarthmore, students should
consult the departmental placement coordinator to
determine the Swarthmore courses into which they
may be placed and additional materials they may
need to present for this placement. The department
will not normally award credit for work above the
first-year calculus level completed before entering
Swarthmore.

The Academic Program
Major and Minor Application Process
Students apply for a major in the middle o f the
second semester of the sophomore year. Students
should consult the department webpage during the
College’s Sophomore Plan process for more
details on how to apply for the major. After the
Sophomore Plan process is over, students may
apply to add or change a major or minor at any
time, but applications will normally be held until
the next time that sophomore applications are
considered (around March 1).

Course Major
Acceptance into the Major
The normal preparation for a major in mathematics
is to have obtained credit for, or placement out of,
at least four of the following five course groups by
the end o f the sophomore year: Calculus I (MATH
015), Calculus II (MATH 025 or 026), Discrete
Mathematics (MATH 029), Linear Algebra
(MATH 027 or any flavor of 028), and Several
Variable Calculus (MATH 033,034, or 035). In
any event, all majors must complete the Linear
Algebra and Several Variable Calculus
requirement by the end o f the first semester o f the
junior year.
To be accepted as a major or a minor, a candidate
normally should have a grade point average of at
least C+ in courses taken in the department to date,
including courses in the fall term of the first year,
for which we have shadow grades. A candidate
should have at least one grade at the B level.
Students should be aware that upper-level courses
in mathematics are typically more demanding and
more theoretical than the first- and second-year
courses. This is an important factor in considering
borderline cases. In some cases, applicants may be
deferred pending successful work in courses to be
designated by the department.

Mathematics and Statistics
Basic Requirements
By graduation, a mathematics major must have at
least 10 credits in mathematics and statistics
courses. At least 5 o f the credits counted in the 10
must be for courses numbered over 040. (Courses
numbered under 10 do not 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, or 026; MATH 027,028, or 028S;
MATH 033,034, or 035; MATH 063; and MATH
067. The two upper-level core courses, MATH
063 (Introduction to Real Analysis) and MATH
067 (Introduction to Modem Algebra), will be
offered at least every fall semester. At least one of
these two should be taken no later than the fall
semester of the junior year. Majors are expected to
complete both MATH 063 and 067 before the
spring semester o f the senior year; permission to
delay taking either course until the senior spring
must be requested in writing as early as possible
but in any event no later than the beginning of the
fall semester o f the senior year. Finally, course
majors must satisfy the departmental
comprehensive requirement by passing MATH
097, Senior Conference. Normally, at least 3 of the
5 credits for courses numbered over 040 must be
taken at Swarthmore, including MATH 097 and at
least one o f the core courses MATH 063 and 067.
Note that MATH 097 is given in the fa ll only.
Note that placement counts for satisfying the
requirements but not for the 10-credit rale. Those
students who are placed out o f courses without
credit must take other courses to obtain 10 credits.
If you believe you are eligible for credit for
courses taken before Swarthmore (because of AP
or IB scores) but these credits are not showing on
your transcript, please see the registrar.
The two required core courses, Introduction to
Real Analysis (MATH 063) and Introduction to
Modem Algebra (MATH 067), are offered every
fall semester, and we try to create enough sections
to keep them relatively small and seminar-like. We
hope, but cannot promise, to offer one or the other
of 063 and 067 each spring as well.
Mathematics majors are encouraged to study in
some depth an additional discipline that makes use
of mathematics. We also recommend that they
acquire some facility with computers. Students
bound for graduate work should obtain a reading
knowledge o f French, German, or Russian.
Special Emphases
The preceding requirements allow room to choose
an optional special emphasis within the
mathematics major. For instance:
A student may major in mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: (1) the core analysis
course (MATH 063); (2) Mathematical Statistics I
(STAT 061); (3) Probability (MATH 105) or
Mathematical Statistics II (STAT 111); (4) Data

p. 274

Analysis and Visualization (STAT 031); (5) the
Senior Conference (MATH 097); and (6) another
mathematics course numbered over 040. Students
are encouraged but not required to select the core
algebra course (MATH 067) if they choose this
emphasis. When a student does an emphasis in
statistics, STAT 031 counts as if it were numbered
over 040.
Students interested in mathematics and computer
science should consider a mathematics major with
a minor in computer science or an Honors
Program with a mathematics major and a computer
science minor. Details on these options are in the
catalog under computer science.
Students thinking o f graduate work in social or
management science, or a master’s in business
administration, should consider the following
options.
Basic courses: single-variable calculus (two
semesters), one or more practical statistics courses
(STAT 061 and 031), linear algebra, discrete math,
several-variable calculus, and introductory
computer science; advanced courses: (1) Modeling
(MATH 056); (2) at least one o f Probability
(MATH 105), Mathematical Statistics I (STAT
061), and possibly Mathematical Statistics II
(STAT 111); (3) at least one of Combinatorics
(MATH 069) or Operations Research (ENGR
057); (4) the three required core courses (MATH
063, MATH 067 and MATH 097); and (5)
Differential Equations (MATH 043 or 044).
Because this program is heavy (one who hopes to
use mathematics in another field must have a good
grasp both of the relevant mathematics and of the
intended applications), one o f the core course
requirements may be waived with permission of
the department.
Students thinking o f graduate work in operations
research should consider the following options.
Basic courses: same as previous paragraph.
Advanced courses: (1) die three required core
courses (MATH 063, MATH 067 and MATH
097); (2) Combinatorics (MATH 069) and Topics
in Discrete Mathematics (MATH 059 or 079); (3)
Mathematical Statistics (STAT 061); and (4) at
least one of Number Theory (MATH 058),
Modeling (MATH 056), or Probability (MATH
105).
Students interested in quantitative economics,
mathematical finance, or similar fields should
consider a double major in mathematics and
economics, or a major in mathematics with a
minor in economics. Students thinking of graduate
work in quantitative economics or mathematical
finance should consider a math major with a
program including at least MATH 43, MATH 54,
MATH 63 and STAT 61 together with appropriate
additional coursework to round out a mathematics
major or a mathematics major with emphasis in
statistics.

Mathematics and Statistics
Course Minor
Acceptance into the minors
The requirements for acceptance into either course
minor, such as prerequisite courses and grade
average, are the same as for acceptance into the
major. Students may not minor in both
mathematics and statistics.
Basic requirements to complete the
mathematics course minor (for Class of
’15 and later)
By graduation, a mathematics course minor must
have 6 credits in mathematics or statistics, at least
3 o f which must be for courses numbered 045 or
higher. Also, at least 1 o f these 3 credits must be
for MATH 063 or 067. Also, at least 2 o f these 3
credits must be taken at Swarthmore.
Basic requirements of the statistics course
minor
By graduation, a statistics course minor must have
6 credits in mathematics or statistics. Every
statistics course minor must obtain credit for, or
place out of, CPSC 21, STAT 031, and STAT 061.
At least one o f STAT 031 and STAT 061 must be
taken at Swarthmore. Students are advised to take
CPSC 21 as early as possible, as it can be difficult
to add the course in junior and senior years.

Honors Major
All current sophomores who wish to apply for
Honors should indicate this in their Sophomore
Plan, should work out a tentative Honors Program
with their departmental adviser, and should submit
the College’s Honors Program Application along
with their Sophomore Plan. (All Sophomore Plan
forms and Honors forms are available from the
registrar or the registrar’s website.) Honors
applications are also accepted at the end o f the
sophomore year or during the junior year.
Students, in consultation with their advisers, often
change their Honors Programs anyway as time
goes on.
Basic requirements
To be accepted as an Honors major in
mathematics, a student should have a grade point
average in mathematics and statistics courses to
date o f at least B+.
An Honors math major program consists of three
preparations o f two credits each, for a total o f six
distinct credits. One preparation must be in algebra
and one in analysis (real or complex). The student
must also satisfy all requirements o f the
mathematics major with the exception o f the
comprehensive requirement (MATH 097, Senior
Conference).
Preparations
The department offers preparations in the fields
listed below. Each preparation is subject to
External Examination, including a 3-hour written

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examination and a 45-minute oral examination.
Each preparation consists o f a specified pair of
credits. The specified credits are listed after each
field.
Algebra (067 and 102)
Real Analysis (063 and 101)
Complex Analysis (063 and 103)
Discrete Mathematics (069 and either 059 or
079)
Geometry (either 055 or 075, and 106)
Probability (061 and 105)
Statistics(061 and 111)
Topology (104, a 2-credit seminar)
Since no course is allowed to count in two honors
preparations, it is not possible for a student to offer
both Real Analysis and Complex Analysis as
fields. Similarly, one may take only one of
Probability and Statistics as fields.
The external examination component o f the
program is meant to prompt students to learn their
core subjects really well and to show the
examiners that they have done so—that is, show
that they deserve Honors. However, no three fields
cover everything a strong student would ideally
learn as an undergraduate. Honors majors should
consider including in their studies a number of
advanced courses and seminars beyond what they
present for Honors.
Senior Honors Study/Portfolio
None is required or offered.

Honors Minor
For the honors portion o f their program, minors
must complete one preparation chosen from those
in the previous section.

Transfer Credit
Courses taken elsewhere may count for the major.
However, the number of upper-level transfer
credits for the major is limited. Normally, at least
3 o f the 5 upper-level courses used to fu lfill the
major must be taken a t Swarthmore, including at
least one o f the core courses MATH 063 and
MATH 067. Exceptions should be proposed and
approved during die Sophomore Plan process, not
after the fact. Also, the usual College rules for
transfer credit apply: students must see the
professor in charge of transfer twice: in advance to
obtain authorization, and afterwards to get final
approval and a determination o f credit. In
particular, for MATH 063 and 067, students are
responsible for the syllabus we use. If a course
taken elsewhere turns out not to cover it all, the
student will not get full credit (even though the
transfer course was authorized beforehand) and the
student will not complete the major until he or she
has demonstrated knowledge o f the missing topics.

Mathematics and Statistics
Similarly, for honors preparations students are
responsible for the syllabi we use; we will not
offer special honors exams based on work done at
other institutions.

Off-Campus Study
Students planning to study abroad should obtain
information well in advance about the courses
available at the institution they plan to attend and
check with the department about selecting
appropriate courses. It may be difficult to find
courses abroad equivalent to our core upper-level
courses, or to our honors preparations, since
curricula in other countries are often organized
differently.

Teacher Certification
Swarthmore offers teacher certification in
mathematics through a program approved by the
state of Pennsylvania and administered by the
College’s Educational Studies Department. For
further information about the relevant set of
requirements, please refer to the Educational
Studies section of the Bulletin. One can obtain
certification either through a mathematics major or
through a Special Major in Mathematics and
Education, in either case if taken with appropriate
electives.

Courses
Note 1: For courses numbered under 100, the ones
digit indicates the subject matter, and the other
digit indicates the level. In most cases, a ones digit
of 1 or 2 means statistics, 3 to 6 means continuous
mathematics, and 7 to 9 means noncontinuous
mathematics (algebra, number theory, and discrete
math). Courses below 10 do not count for the
major, from 10 to 39 are first- and second-year
courses, from 40 to 59 are intermediate, in the 60s
are core upper-level courses; from 70 to 89 are
courses that have one or more core courses as
prerequisites, and in the 90s are independent
reading courses.
Note 2: There are several sets of courses below
where a student may not take more than one of
them for credit. For instance, see the descriptions
of MATH 033,034 and 035. In such cases, if a
student does t i e more than one o f them, each
group is treated for the purpose o f college
regulations as if they have the same course
number. See the Repeated Course Rule in section
8.2.4.
STAT 001. Statistical Thinking
Statistics provides methods for collecting and
analyzing data and generalizing from their results.
Statistics is used in a wide variety o f fields, and
this course provides an understanding o f the role
of statistics in these fields and in everyday life. It
is intended for students who want an appreciation
of statistics, including the ability to interpret and

p. 276

evaluate statistical claims critically but who do not
imagine they will ever need to carry out statistical
analyses themselves. (Those who may need to
carry out statistical analyses should take STAT
011.) 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 o f traditional high school
mathematics (precalculus).
1 credit.
Each semester.
Fall 2014. Everson. Spring 2015. Schofield.
MATH 003. Introduction to Mathematical
Thinking
Students will explore the world of mathematical
ideas by sampling logic, number theory, geometry,
infinity, topology, probability, and fractals, while
we emphasize the ¿linking and problem-solving
skills these ideas stimulate. Class meetings will
involve presentation o f new material; group work
on problems and puzzles; and lively, maybe even
passionate discussions about mathematics. This
course is intended for students with little
background in mathematics or those who may
have struggled with math in the past. It is not open
to students who already have received credit on
their Swarthmore transcripts for mathematics,
Advanced Placement credit included, or who
concurrently are taking another mathematics
course, or who have placed out of any Swarthmore
mathematics course. (See “Placement Procedure”
earlier.) 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 2015. Grood.
MATH 007. Elementary Topics in
Mathematics in Applied Contexts
This course is offered occasionally and is
interdisciplinary in nature. It provides an
introduction to some area of mathematics in the
context of its use in another discipline. In fall 2010
this was a course in biomathematics.
1 credit
Not offered 2014-2015.
STAT 011. Statistical Methods
STAT 011 prepares students to carry out basic
statistical analyses with the aid o f computer
software. Topics include basic summary statistics
and graphics, design of surveys and experiments,
one and two-sample t-tests and tests of
proportions, chi-square tests, and an introduction
to linear regression and analysis o f variance. The
course is intended for students who want a
practical introduction to statistical methods and

Mathematics and Statistics
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. Note that STAT
O il overlaps considerably with ECON 031; both
courses cover similar topics, although ECON 031
focuses more on economic applications while
STAT 011 draws examples from a variety o f
disciplines.
Prerequisite: Four years o f traditional high school
mathematics (precalculus).
1 credit.
Eligible for COGS credit.
Each semester.
Fall 2014. Cook, McConville. Spring 2015.
McConville, Schofield.
MATH 015. Elementary Single-Variable
Calculus
A first-semester calculus course with emphasis on
an intuitive understanding o f the concepts,
methods, and applications. Graphical and symbolic
methods will be used. The course will mostly
cover differential calculus, with an introduction to
integral calculus at the end.
Prerequisite: Four years o f traditional high school
mathematics (precalculus) and placement into this
course through Swarthmore’s Math/Stat Readiness
Examination. Students with prior calculus
experience must also take Swarthmore’s Calculus
Placement Examination (see “Placement
Procedure” section earlier).
1 credit.
Fall 2014. Grood, Mavinga.
MATH 015SP. Calculus STEM Scholars
Program
MATH 015SP will provide an enriched experience
designed to support MATH 015 students who plan
to take at least four other STEM courses during
their time at Swarthmore. During class, students
work in small groups on challenging problems
designed to promote deep understanding and
mastery o f the material.
Prerequisite: Students must apply for admission to
this attachment. Admission will be determined by
a commitment to both hard work and excellence,
rather than by high school GPA, math SAT scores,
or past performance in math classes.
0.5 credit.
Graded credit/no credit.
Fall 2014. Grood.
STAT 021. Elementary Topics in Statistics:
Quantitative Paleontology
This course will explore current areas o f research
in paleobiology and macroevolution. For instance,
does evolutionary change generally occur
gradually or in short bursts? How reliably does the

p. 277

fossil record preserve information about
ecosystems? What factors make species more
likely to go extinct? To answer these and other
questions, paleobiologists use a range of statistical
and mathematical techniques. We will emphasize
conceptual understanding and applications o f such
quantitative methods, rather than their underlying
theory or proofs. Class meetings will include a
combination o f lectures, discussion o f journal
articles, and conversations with leading
paleontologists via Skype.
Prerequisite: BIOL 002, or STAT 011 or
equivalent.
1 credit.
Not offered 2014-2015.
MATH 024. Numerical MethodsEngineering Applications
(See ENGR 019)
1 credit.
Not offered 2014-2015.
MATH 025. Further Topics in SingleVariable Calculus
The continuation o f MATH 015, this course
covers the fundamental theorem, integration,
geometric series, Taylor polynomials and series,
and an introduction to differential equations.
Prerequisites: MATH 015 or placement by
examination (see “Advanced Placement and Credit
Policy” section).
1 credit.
Each semester.
Fall 2014. Epstein. Spring 2015. Biro.
MATH 026. Advanced Topics in SingleVariable Calculus
For students who place out o f the first half of
MATH 025. This course goes into more depth on
sequences, series, and differential equations than
does MATH 025 and includes power series and
convergence tests. This course, or MATH 025, is
required o f all students majoring in mathematics,
physics, chemistry, or engineering. Students may
not take MATH 026 for credit after MATH 025
without special permission.
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy” section).
1 credit.
Fall 2014. Biro, Maurer.
MATH 027. Linear Algebra
This course covers systems o f linear equations,
matrices, vector spaces, linear transformations,
determinants, and eigenvalues. Applications to
other disciplines are presented. This course is a
step up from calculus: It includes more abstract
reasoning and structures. Formal proofs are
discussed in class and are part o f the homework.
Students may take only one o f MATH 027,
MATH 028, and MATH 028S for credit.

Mathematics and Statistics
Prerequisite: A grade o f C or better in some math
course numbered 025 or higher or placement by
examination (see “Advanced Placement and Credit
Policy” section).
1 credit.
Each, semester.
Fall 2014. Biro. Spring 2015. Bergstrand, Chen.
MATH 028. Linear Algebra Honors Course
More theoretical, abstract, and rigorous than
MATH 027. The subject matter will be equally as
valuable in applied situations, but applications will
be emphasized less. MATH 028 is intended for
students with exceptionally strong mathematical
skills, especially if they are thinking o f a
mathematics major. Students may take only one of
MATH 027, MATH 028, and MATH 028S for
credit.
Prerequisite: A grade o f B or better in some math
course numbered 025 or higher, or placement by
examination, including both placement out of
calculus and placement into this course via Part IV
of Swarthmore’s Calculus Placement Exam (see
“Placement Procedure” section).
1 credit.
Fall 2014. Johnson. Spring 2015. Cook.
MATH 028S. First-Year Seminar: Linear
Algebra Honors Seminar
MATH 028S covers the same material as the
lecture-based MATH 028 but uses a seminar
format (maximum 12 students) with additional
meetings. Hands-on student participation takes the
place of most lectures. Students may take only one
of MATH 027, MATH 028, and MATH 028S for
credit
Prerequisite: Placement by examination, including
both placement out of calculus and placement into
this course via Part IV of Swarthmore’s Calculus
Placement Exam (see “Placement Procedure”
section).
1 credit.
Fall 2014. Maurer.
MATH 029. Discrete Mathematics
An introduction to noncontinuous mathematics.
The key theme is how induction, iteration, and
recursion can help one discover, compute, and
prove solutions to various problems— often
problems of interest in computer science, social
science, or management. Topics will include
mathematical induction and other methods of
proof, recurrence relations, counting, and graph
theory. Additional topics may include algorithms,
and probability. There is a strong emphasis on
good mathematical writing, especially proofs.
While it does not use any calculus, MATH 029 is a
more sophisticated course than MATH 15 or
MATH 25; thus success in a calculus course
demonstrates the mathematical maturity needed
for MATH 29.

p. 278

Prerequisite: Strong knowledge o f at least
precalculus, as evidenced by taking another
mathematics course numbered 15 or above, or
through our placement examinations (see
“Placement Procedure” section). Familiarity with
some computer language is helpful but not
necessary.
Writing course.
Eligible for COGS credit.
1 credit.
Fall 2014. Shimamoto. Spring 2015. Epstein.
STAT 031. Data Analysis and Visualization
This course will study methods for exploring and
modeling relationships in data. We introduce
modem techniques for visualizing trends and
formulating hypotheses. We will also discuss
methods for modeling structure and patterns in
data, particularly using multiple regression and
related methods. The format of the course
emphasizes writing assignments and interactive
problem solving using real datasets.
Statistics Prerequisites: Credit for AP Statistics,
STAT 011, STAT 061, or ECON 031; or STAT
001 and permission o f the instructor.
Writing course.
Eligible for COGS credit.
1 credit.
Fall 2014. McConville. Spring 2015. Wang.
MATH 033. Basic Several-Variable
Calculus
This course considers differentiation and
integration o f functions o f several variables with
special emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, Lagrange multipliers, multiple
integrals, line and surface integrals, Green’s,
Stokes’, and Gauss’ theorems. The department
strongly recommends that students take MATH
034 instead, which is offered every semester and
provides a richer understanding o f 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, or 026 or placement by
examination (see “Advanced Placement and Credit
Policy” section). Students who have taken linear
algebra at Swarthmore or elsewhere may not take
MATH 033 without the instructor’s permission.
1 credit.
Fall 2014. Johnson.
MATH 034. Several-Variable Calculus
Same topics as MATH 033 except in more depth
using the concepts o f linear algebra. The
department strongly recommends that students
take linear algebra first so that they are eligible for
this course. Students may take only one o f MATH
033, MATH 034, and MATH 035 for credit.

Mathematics and Statistics
Prerequisite: MATH 025, or 026; and MATH 027,
028, or 028S.
Eligible for COGS credit.
1 credit.
Each semester.
Fall 2014. Scott. Spring 2015. Cook.
MATH 035. Several-Variable Calculus
Honors Course
This version of MATH 034 will be more
theoretical, abstract, and rigorous than its standard
counterpart. The subject matter will be equally as
valuable in applied situations, but applications will
be emphasized less. It is intended for students with
exceptionally strong mathematical skills and
primarily for those who have completed MATH
028 or 028S successfully. Students may take only
one o f MATH 033, MATH 034, and MATH 035
for credit
Prerequisite: A grade o f C or better in MATH 028
or 028S, or permission o f the instructor, or in the
fall for entering students who have placed out of
linear algebra, permission o f the departmental
placement coordinator.
1 credit.
Fall 2014. Grinstead. Spring 2015. Grinstead.
STAT 032. Topics in Statistics: Data
Analysis Projects in Public and Social
Policy
This course is offered occasionally, when it was
last offered in spring 2011 it was a CommunityBased Learning project course in data analysis.
Students worked in teams on a semester-long data
analysis problem. Projects were drawn from data
from local organizations in order to attempt to
answer questions o f direct importance to them. A
key objective o f the course is to expose students to
the variety of challenges faced by the data analyst.
Topics may include multiple regression, analysis
of variance, analysis of covariance, and other
related methods. Students research the scientific
background o f their problem and consult with the
local organizations from which their data came.
Prerequisite: STAT 011, or permission o f the
instructor.
1 credit.
Not offered 2014-2015.
MATH 043. Basic Differential Equations
This course emphasizes the standard techniques
used to solve differential equations. It will cover
the basic theory of the field with an eye toward
practical applications. Standard topics include
first-order equations, linear differential equations,
series solutions, first-order systems o f equations,
Laplace transforms, approximation methods, and
some partial differential equations. Compare with
MATH 044. Students may not take both MATH
043 and 044 for credit. The department prefers
majors to take MATH 044.

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Prerequisites: Several-variable calculus or
permission o f the instructor.
1 credit.
Spring 2015. Shimamoto.
MATH 044. Differential Equations
An introduction to differential equations that has a
more theoretical flavor than MATH 043 and is
intended for students who enjoy delving into the
mathematics behind the techniques. Problems are
considered from analytical, qualitative, and
numerical viewpoints, with an emphasis on the
formulation of differential equations and the
interpretations o f their solutions. This course does
not place as strong an emphasis on solution
techniques as MATH 043 and thus may not be as
useful to the more applied student. Students may
not take both MATH 043 and 044 for credit. The
department prefers majors to take MATH 044.
Prerequisites: Linear algebra and several-variable
calculus or permission o f the instructor.
Eligible for COGS credit.
1 credit.
Spring 2015. Mavinga.
MATH 046. Theory of Computation
(See CPSC 046)
Eligible for COGS credit.
1 credit.
Spring 2015. Staff.
MATH 053. Topics in Analysis
Course content varies from year to year depending
on student and faculty interest. Recent topics have
included financial mathematics, dynamical
systems, and Fourier analysis. Prerequisites:
Linear algebra and several-variable calculus.
1 credit.
Alternate years.
Spring 2015. Cook.
MATH 054. Partial Differential Equations
The first part o f the course consists o f an
introduction to linear partial differential equations
o f 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 o f variations.
Additional topics depend on the interests o f the
students and instructor.
Prerequisites: Linear algebra, severai-variable
calculus, and either MATH 043, MATH 044,
PHYS 050, or permission o f the instructor.
1 credit.
Alternate years.
Not offered 2014-2015.

Mathematics and Statistics
MATH 055. Topics in Geometry
Course content varies from year to year. In recent
years, the emphasis has been on introductory
differential geometry. See also MATH 075.
Prerequisites: Linear algebra and several-variable
calculus or permission o f the instructor.
1 credit.
Alternate years.
Fall 2014. Talvacchia.
MATH 056. Modeling
An introduction to the methods and attitudes of
mathematical modeling. Course content varies
from year to year depending on student and faculty
interest. Because modeling in physical science and
engineering is already taught in courses in those
disciplines, applications in this course will be
primarily to social and biological sciences.
Various standard methods used in modeling will
be introduced. These may include differential
equations, Markov chains, game theory, graph
theory, and computer simulation. The course will
balance theory with how to apply these subjects to
specific modeling problems coming from a variety
of disciplines. The format o f the course will
include projects as well as lectures and problem
sets with the hope that those enrolling will have
the opportunity to apply what they have learned to
appropriate problems within their own area of
interest
Prerequisites: Linear algebra and several-variable
calculus or permission o f the instructor.
1 credit.
Alternate years.
Not offered 2014-2015.
MATH 057. Topics in Algebra
Course content varies each year, depending on
student and faculty interest. Recent offerings have
included coding theory, groups and
representations, finite reflection groups, and
matrix theory. See also MATH 077.
Prerequisites: Linear algebra.
Eligible for COGS credit.
1 credit.
Alternate years.
Not offered 2014-2015.
MATH 058. Number Theory
The theory o f primes, divisibility concepts, and
multiplicative number theory will be developed.
Prerequisites: Linear algebra and several-variable
calculus or permission o f the instructor.
1 credit.
Alternate years.
Fall 2014. Grinstead.

p. 280

MATH 059. Topics in Discrete Mathematics
Topics vary each year. Past topics have included
combinatorial matrix theory, graph theory,
combinatorial algorithms, number theoretic
algorithms, and representation theory using
combinatorial structures and techniques. See also
MATH 079.
Prerequisites: MATH 029 and at least one highernumbered mathematics course.
1 credit.
Alternate years.
Not offered 2014—2015.
STAT 061. Probability and Mathematical
Statistics I
This course introduces the mathematical theory of
probability, including density fimctions and
distribution functions, joint and marginal
distributions, conditional probability, and expected
value and variance. It then develops the theory of
statistics, including parameter estimation and
hypothesis testing. The emphasis is on proving
results in mathematical statistics rather than on
applying statistical methods.
Students needing to learn applied statistics and
data analysis should consider STAT O il or 031 in
addition to or instead o f this course.
Prerequisites: MATH 033 or 034 or permission of
the instructor. STAT 011 or the equivalent is
strongly recommended.
1 credit.
Fall 2014. Schofield.
MATH 063. Introduction to Real Analysis
This course concentrates on the careful study of
the principles underlying the calculus o f real
valued functions of real variables. Topics include
continuity, compactness, connectedness, uniform
convergence, differentiation, and integration.
Required additional meetings.
Prerequisites: Linear algebra and several-variable
calculus or permission o f the instructor.
Writing course.
Eligible for COGS credit.
1 credit.
Fall 2014. Shimamoto.
MATH 067. Introduction to Modern Algebra
This course is an introduction to abstract algebra
and will survey basic algebraic systems—groups,
rings, and fields. Although these concepts will be
illustrated by concrete examples, the emphasis will
be on abstract theorems, proofs, and rigorous
mathematical reasoning. Required additional
meetings.
Prerequisite: Linear algebra or permission o f the
instructor.
Writing course.

Mathematics and Statistics
1 credit.
Fall 2014. Bergstrand. Spring 2015, Bergstrand.
MATH 069. Combinatorics
This course continues the study o f material begun
in MATH 029. The primary topics are
enumeration and graph theory. The first area
includes, among other things, a study o f generating
functions and Polya counting. The second area is
concerned with relations between certain graphical
invariants. Additional topics may include one or
more o f the following topics: design theory,
extremal graph theory, Ramsey theory, matroids,
matchings, codes, and Latin squares.
Prerequisites: Grades o f C or better in MATH 029
and at least one other course in mathematics
numbered 27 or higher, or permission o f the
instructor.
1 credit.
Alternate years.
Fall 2014. Chen.
MATH 073. Advanced Topics in Analysis
An advanced version of MATH 053, sometimes
offered instead, and requiring the core course in
analysis.
Prerequisites: Linear algebra and MATH 063.
1 credit.
Not offered 2014-2015.
MATH 075. Advanced Topics in Geometry
An advanced version of MATH 055, sometimes
given instead, and typically requiring MATH 063,
067, or both. The topic for 2013-2014 is
computational geometry and topology. This
version o f the course may not be used as part of
the Honors preparation in Geometry.
Prerequisites: At least one o f MATH 055, MATH
063, MATH 067, or MATH 069. MATH 063
recommended especially.
1 credit.
Not offered 2014-2015.
MATH 077. Advanced Topics in Algebra
An advanced version o f MATH 057, sometimes
given instead, and requiring the core course in
algebra. (In 2013-2014 MATH 057 will be offered
instead.)
Prerequisites: Linear algebra and MATH 067.
1 credit.
Not offered 2014-2015.
MATH 079. Advanced Topics in Discrete
Mathematics
An advanced version o f MATH 059, sometimes
offered instead o f MATH 059.
Prerequisites: MATH 029 and 069.
1 credit.
Not offered 2014-2015.

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MATH 093/STAT 093. Directed Reading
MATH 096/STAT 096. Thesis
MATH 097. Senior Conference
This course is required o f all senior mathematics
majors in the Course Program and must be taken at
Swarthmore. It provides an opportunity to delve
more deeply into a particular topic agreed on by
the student and the instructor. This focus is
accomplished through a written paper and either
an oral presentation or participation in a poster
session.
0.5 credit.
Fall 2014. Chen.

Seminars
MATH 101. Real Analysis II
This seminar is a continuation o f Introduction to
Real Analysis (MATH 063). Topics may include
the inverse and implicit function theorems,
differential forms, calculus on manifolds, and
Lebesgue integration.
Prerequisite: MATH 063.
Eligible for COGS credit.
1 credit.
Fall 2014. Mavinga. Spring 2015. Talvacchia.
MATH 102. Modern Algebra II
This seminar is a continuation of Introduction to
Modem Algebra (MATH 067). Topics covered
usually include field theory, Galois theory
(including the insolvability of the quintic), the
structure theorem for modules over principal ideal
domains, and a theoretical development o f linear
algebra. Other topics may be studied depending on
the interests of students and instructor.
Prerequisite: MATH 067.
Eligible for COGS credit.
1 credit.
Spring 2015. Grood.
MATH 103. Complex Analysis
A brief study o f the geometry o f complex numbers
is followed by a detailed treatment o f the Cauchy
theory o f analytic functions o f a complex variable:
integration and Cauchy’s theorem, power series,
residue calculus, conformal mapping, and
harmonic functions. Various applications are
given, and other topics—such as elliptic functions,
analytic continuation, and the theory of
Weierstrass—may be discussed.
Prerequisite: MATH 063.
1 credit.
Alternate years.
Not offered 2014-2015.
MATH 104. Topology
An introduction to point-set, combinatorial, and
algebraic topology: topological spaces,

Mathematics and Statistics
classification of surfaces, the fundamental group,
covering spaces, simplicial complexes, and
homology (including related algebra).
Prerequisites: MATH 063 and 067.
Eligible for COGS credit.
2 credits.
Alternate years.
Not Offered 2014-2015.
MATH 105. Probability
Advanced topics in probability theory. Topics may
include branching processes, card shuffling, the
Central Limit Theorem, generating functions, the
Laws of Large Numbers, Markov chains, optimal
stopping theory, percolation, the Poisson process,
renewal theory, and random walks.
Prerequisite: STAT 061.
1 credit.
Alternate years.
Spring 2015. Grinstead.
MATH 106. Advanced Topics in Geometry
The course content varies from year to year among
differential geometry, differential topology, and
algebraic geometry. In 2013, the topic is expected
to be advanced differential geometry.
Prerequisites: MATH 055 and 063 or permission
of the instructor.
1 credit.
Alternate years.
Spring 2015. Chen.
STAT 111. Mathematical Statistics II
This seminar is a continuation o f STAT 061. It
deals mainly with statistical models for the
relationships between variables. The general linear
model, which includes regression, variance, and
covariance analysis, is examined in detail. Topics
may also include nonparametric statistics,
sampling theory, and Bayesian statistical
inference.
Prerequisites: Linear algebra and a grade o f C+ or
better in STAT 061; CPSC 021.
Eligible for COGS credit.
1 credit.
Spring 2015. Everson.

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Medieval Studies

p. 283

Coordinator:

CRAIG WILLIAMSON (English Literature)

Committee:

Tariq al-Jamil (Religion)
Stephen P. Bensch (History)23
Alan Berkowitz (MLL: Chinese)
Michael W. Cothren (Art History)2
Steven Hopkins (Religion)
Rosaria V. Munson (Classics)
Ellen M. Ross (Religion)
William Turpin (Classics)

2 Absent on leave, spring 2015.
3 Absent on leave, 2014-2015.

Swarthmore’s Medieval Studies Program offers
students the opportunity to study in an
interdisciplinary and cross-cultural fashion a
variety o f often interrelated medieval
civilizations—European, Mediterranean, Middle
Eastern, Islamic, South and West Asian—from the
4th to the 15th centuries. The program draws upon
a variety o f critical and cross-disciplinary
approaches to explore medieval cultures, their
distinctive qualities and historical connections,
their material and spiritual productions, their
artistic creations, and their relation to earlier and
later cultures.
The heart of the Medieval Studies Program is its
interdisciplinary approach. The faculty and
students in this program believe that the medieval
period, its history, languages and literatures, art
and architecture, religion and philosophy, music
and meaning, are best studied from a variety of
critical perspectives in which discipline and
dialogue go hand in hand, where each person’s
knowledge is tested and expanded by another’s
approach, and where we come together in the
words o f Chaucer’s Clerk to “gladly leme and
gladly teche.”

The Academic Program
Students may major or minor in medieval studies
in either the Course or Honors Program. Students
must take work in a variety o f medieval subjects to
be drawn from art history, history, literature,
music, religion, and philosophy. Majors often do
research abroad on college-sponsored fellowships
during the summer of their junior year and then
write a thesis, which they present as seniors to an
interdisciplinary Medieval Studies Committee or a
panel o f honors examiners.
Requirements
All students who major or minor in medieval
studies, either in honors or course, must fulfill the
program’s distribution requirements by taking
medieval courses from the following distribution
areas: 1. art history 2. history 3. literature (English,
classics, etc.) 4. music 5. religion or philosophy.
The list o f Swarthmore medieval studies courses
as well as medieval courses at Bryn Mawr and

Haverford is regularly updated on the program
website.

Course Major
Course majors must take at least 8 credits in
medieval subjects, including at least one medieval
course in four of the five distribution areas (must
include history), and pass a senior comprehensive
which includes a written and oral exam given by
the student’s instructors in her or his medieval
courses. These examinations are intended to be a
culminating exercise to facilitate the review and
integration o f the various subjects and methods
involved in the interdisciplinary field o f medieval
studies.

Honors Major
Honors majors must take at least one medieval
course in four of the five distribution areas (must
include history). The Honors Program itself will
include four double-credit preparations in
medieval subjects which reflect the
interdisciplinary nature o f the major and must
include work in at least three o f the distribution
areas. The preparations may be constituted by
some combination o f the following: seminars,
preapproved two-course combinations, courses
with attachments, or a thesis. Senior Honors Study
for honors majors in medieval studies will follow
the policies o f the individual departmental
preparations used in the program. Honors majors
will have a 90- to f20-minute oral panel
examination with all four examiners present.
These examinations are intended to be a
culminating exercise to facilitate the review and
integration o f the various subjects and methods
involved in the interdisciplinary field of medieval
studies. Honors major normally do not have a
separate minor as part of their Medieval Studies
Honors Program, but they may apply one o f their
four honors preparations toward an honors minor.
In such a case, a student must fulfill all the
requirements set by the relevant department or
program o f that honors minor.

Medieval Studies
Course Minor
Course minors must take 5 credits in medieval
subjects in at least three distribution areas. Only
one of these credits can also be in the department
of the student’s major.

Honors Minor
Honors minors must take 5 credits in medieval
subjects in at least three distribution areas. The
honors preparation in a medieval subject should
reflect the interdisciplinary nature of the minor and
may be satisfied by one o f the following: a
seminar, a preapproved two-course combination, a
course with an attachment, or in special cases a
thesis. The minor preparation must be in a
department distinct from the student’s major.
Senior Honors Study and written and oral honors
exams will follow the pattern of the department in
which the preparation is offered.
Courses and seminars in the various departments
which are counted as medieval studies courses are
listed in the College Catalog and online. Students
may also take medieval courses at Bryn Mawr or
Haverford as part of their program.

Courses
The following medieval studies courses are
currently offered at Swarthmore. Other courses
may be considered on petition to the Medieval
Studies committee. Courses marked with an
asterisk may count as a Medieval Studies course if
the student chooses to focus on medieval
materials; see the instructor for details. Majors and
minors are also allowed to include medieval
courses from Bryn Mawr, Haverford, and the
University o f Pennsylvania in their curriculum.
ARTH 002, The Western Tradition*
ARTH 014. Early Medieval Art and Architecture
ARTH 045. Gothic Art and Architecture
CHIN 016 (LITR 016CH): Substance, Shadow,
and Spirit in Traditional Chinese Literature and
Culture
CHIN 027: The Story in Dynastic China*
CHIN 033 (LING 033): Introduction to Classical
Chinese
CHIN 066: Chinese Poetry
CHIN 069 (LITR 069CH): The Art o f Living:
Taste and Aesthetics in Chinese Cultural
Traditions*
CLAS 060. Dante’s D ivine Comedy
CLAS 091 (LING 091). Hero Time Travel*
ENGL 010. Survey I: B eow ulfto Milton*
ENGL 014. (LING 014). Old English/Histoty of
the Language
ENGL 016. Chaucer
ENGL 019. Chaucer and Shakespeare

p. 284
ENGL 046. Tolkien and Pullman and Their
Literary Roots*
HIST 001 A. The Barbarian North
HIST 00IT. Cross and Crescent: Muslim-Christian
Relations in Historical Perspective
HIST 002A. Medieval Europe
HIST 006A. The Formation o f the Islamic Near
East
HIST 012. Chivalric Society: Knights, Ladies, and
Peasants
HIST 014. Friars, Heretics, and Female Mystics:
Religious Turmoil in the Middle Ages
HIST 015. From Rome to Renaissance Florence:
Making Urban Europe
HIST 016. Sex, Sin, and Kin in Early Europe
LATN 014. Medieval Latin
MUSI 020. Medieval and Renaissance Music
MUSI 047. Fetter Chamber Music Program (in
which one can focus on medieval repertory)
RELG 008B. The Qur’an and Its Interpreters
RELG 01 IB. The Religion o f Islam: The Islamic
Humanities
RELG 014B. Christian Life and Thought in the
Middle Ages
RELG 020. Christian Mysticism
RELG 03 IB. Religion and Literature: From the
Song of Songs to the Hindu Saints
RELG 053. Gender, Sexuality and the Body in
Islam
RUSS 047 (LITR 047): Russian Fairy Tales*
MDST 096. Thesis
MDST 180. Senior Honors Thesis

Seminars
ARTH 147. Visual Narrative in Medieval Art
CHIN 104: Chinese Poetry
ENGL 105. Tolkien and Pullman and Their
Literary Roots*
HIST 111. Medieval Mediterranean
RELG 100. Holy War, Martyrdom, and Suiciile in
Christianity, Judaism, and Islam
RELG 101. Jesus in History, Literature, and
Theology*
RELG 108. Poets, Saints, and Storytellers: The
Poetry and Poetics o f Devotion in South Asian
Religions
RELG 114. Love and Religion
RELG 119. Islamic Law and Society
RELG 127. Heresy and Secrecy

Modem Languages and Literatures (MLL)

p. 285

HAILI KONG, Professor and Chair
ELEONORE BAGINSKI, Administrative Coordinator
BETHANNE SEUFERT, Administrative Assistant
Arabic
KHALED AL-MASRI, Assistant Professor
BENJAMIN SMITH, Visiting Assistant Professor
AHMED MUHAMED, Lecturer
Chinese
ALAN BERKOWITZ, Professor
HAILI KONG, Professor
NAN MA, Visiting Instructor
JU-HUI CHIU, Lecturer
WOL A KANG, Lecturer
KIRSTEN E. SPEIDEL, Lecturer
French
JEAN-VINCENT BLANCHARD, Professor
MICHELINE RICE-MAXIMIN, Associate Professor 2
CARINA YERVASI, Associate Professor
ALEXANDRA GUEYDAN-TUREK, Assistant Professor
BENJAMIN CHEREL, Lecturer
ARNAUD COURGEY, Visiting Lecturer
German Studies
HANSJAKOB WERLEN, Professor3
SUNKA SIMON, Professor
TESSA WEGENER, Visiting Assistant Professor
CHRISTOPHER SCHNADER, Lecturer
Japanese
WILLIAM O. GARDNER, Associate Professor
YOSHIKO JO, Lecturer
ATSUKO SUDA, Lecturer3
CHRISTOPHER SCHAD, Visiting Lecturer
Russian
SIBELAN FORRESTER, Professor
BRIAN JOHNSON, Assistant Professor
JASMINA LUKIC, Cornell Visiting Professor
TSVETELINA YORDANOVA, Lecturer
Spanish
MARÍA LUISA GUARDIOLA, Professor
LUCIANO MARTINEZ, Associate Professor
NANCIBUIZA, Assistant Professor
ADRIÁN GRAS-VELÂZQUEZ, Visiting Assistant Professor
FELIPE VALENCIA, Visiting Assistant Professor
JULIA CHINDEMI VILA, Lecturer
PATRICIA VARGAS, Lecturer
Language Resource Center
MICHAEL JONES, Language Resource Center Director
ALEXANDER SAVOTH, Language Resource Center Technologist
2Absent on leave, spring 2015.
3Absent on leave, 2014-2015.

The Academic Program
Our courses balance traditional objects o f study
with emerging interdisciplinary projects on topics
such as urban modernity, gender and sexuality,
and media representations and manipulations of
cultural values. Our curriculum engages the
classics o f world literature while also adapting to

reflect the latest redefinitions and debates
occurring within the Humanities. The linguistic
knowledge students acquire in our courses enables
them to speak and write confidently about texts
and contexts, to go abroad and encounter the world
and its residents in very different, more informed
and meaningful ways.

Modern Languages and Literatures (MLL)

p. 286

Along with demonstrated competence in the
language, a foreign literature major will normally
complete a minimum of 8 credits in courses in
advanced language, literature, or culture, and a
culminating exercise such as a thesis, an oral or
written comprehensive examination, or honors
examinations. Depending on the program, one or
more courses for the major may be taken in
English. The department encourages
interdisciplinary approaches and pertinent special
majors. Students interested in more than one
literature are encouraged to consider a major in
comparative literature. Students with strong
interest in learning languages and their mechanics
should also take note o f the related major in
Linguistics and Languages. The department
collaborates with educational studies to help
students who wish to get teacher certification.

Resource Center for information and instructions
(mjonesl, 610-328-8036).
For French only, first-year students with a 531 or
higher on their online French placement test are
required to take the written literature/culture essay
placement test during orientation week to be
correctly placed in a French class.
Note: Placement Tests are not a substitute for an
official standard achievement test of a foreign
language (such as the College Board exam or the
International Baccalaureate). Therefore, they do
not serve as proof o f achievement for the purpose
o f fulfilling the language requirement. These tests
are only intended to assist instructors in placing
students in the appropriate Swarthmore course.
For additional information on placement visit each
program’s website.

The Language Requirement

Advanced Placement and
International Baccalaureate Credit

To receive the degree o f Bachelor of Arts or
Bachelor of Science, candidates must fulfill a
foreign language requirement. The foreign
language requirement can be fulfilled by:
(a) Successfully studying 3 years or the “block”
equivalent o f a single foreign language in grades 9
through 12 (work done before grade 9 cannot be
counted, regardless of the course level);
(b) Achieving a score o f 600 or better on a
standard achievement test of a foreign language;
(c) Passing either the final term of a college-level,
yearlong, introductory foreign language course or
a semester-long intermediate foreign language
course; or
(d) Learning English as a foreign language while
remaining demonstrably proficient in another.
If you have fulfilled your language requirement,
the department encourages you to use your time at
Swarthmore to become truly proficient in that
language, or to discover a new one.
Students whose placement recommendation is
above the language sequence should consider
taking introductory and/or advanced courses,
many of which fulfill the College’s writing
requirement.
Placement Tests
The Modem Languages and Literatures
Department offers placement tests so as to
appropriately position students in language classes
when they arrive on campus. New students who
have previously studied or have fluency in a
language offered at Swarthmore should plan to
take a placement test either online (French,
German, and Spanish), during orientation week/the
start of classes (Arabic, Chinese, and Japanese), or
to meet with the section head (Russian). Students
who have French/German/Spanish AP/IB are also
required to take the online placement test. Upperclass students interested in taking placement test
should contact Michael Jones in the Language

The department will grant 1 credit for incoming
students who achieved a score o f 4 or 5 on
Advanced Placement Chinese, French, German,
Japanese, Russian or Spanish examinations once
they have successfully completed a one-credit
course in that language at the College.
The department will grant 1 credit for incoming
students who have achieved a score o f 6 or 7 in a
foreign language on the International
Baccalaureate once they have successfully
completed a one-credit course in that language at
the College.
Students who took an AP or IB exam should
consult the department administrative coordinator,
Eleonore Baginski (ebaginsl) for more
information.
Note: Students with French/German/Spanish APIB scores are nonetheless required to take the
online placement test.

Explanatory Note On First- And
Second-Year Language Courses
Courses numbered 001-002,003, and, in some
languages also 004, carry 1.5 credits per semester.
Four semesters in this sequence are equivalent to
two or sometimes more years o f work at the
college level.
These courses encourage development of
communicative proficiency through an interactive
task-based approach and provide students with an
active and rewarding learning experience as they
strengthen their language skills and develop their
cultural competency These courses meet
alternately as sections for grammar presentation
and small groups for oral practice and may also
require work in regular scheduled tutorials or in
the Language Resource Center.
Students who start in the 001-002 sequence must
complete 002 to receive credit for 001. However,
students placing directly in 002 can receive 1.5

Modern Languages and Literatures (MLL)_____ P.28?
semester credits for that course. Please note that
students must register for both parts o f the course
in the 001-004 sequence.

Teacher Certification
We offer teacher certification in modem languages
(French, German, and Spanish) through a program
approved by the state of Pennsylvania. For fiirther
information about the relevant requirements,
please refer to the Educational Studies section of
the College Bulletin or see the Educational Studies
Department website:
www.swarthmore.edu/educationalstudies.xml.
Explanatory Note of Foreign Language
Teaching And Pedagogy Courses
The Foreign Language Teaching and Pedagogy
program is a service-learning program designed to
give Swarthmore students practice teaching in
their target language by offering early foreign
language education to school age children.
Swarthmore students teach their foreign languages
to local elementary school students in an after­
school program that meets two times per week for
six weeks. Swarthmore students study foreign
language acquisition and prepare goal-oriented
lesson plans in the pedagogy session that meets
over the course o f the semester and concurrently
with the service (teaching) component of the
program. The program brings Swarthmore
students into the classroom as language teachers,
gives them tools to identify educational goals for
language learning, and offers support for the
creation o f lesson plans. The goal o f the program
at the elementary school is to help young children
expand their comprehension of the world around
them and bring them to a closer understanding and
acceptance o f cultures other than their own. This
course is required for K-12 certification in Foreign
Languages for majors in Educational Studies.
Prerequisites for this course are native fluency or
the equivalent o f fourth-semester language
competencies in one o f the seven languages
offered in MLL. Courses are listed under the
teaching target language. See CHIN 013A, FREN
024, GMST 024, JPNS 014A, RUSS 012A, and
SPAN 024, which are cross-listed with EDUC
072. Each course carries 0.5 credits per semester.

Off-Campus Study
Students on financial aid may apply that aid to
designated programs of study abroad.
Study abroad is particularly encouraged for
students o f Arabic; academic credit (full or
partial) is generally approved for participation in
programs o f varying duration in different Arab
countries that are recommended by the Arabic
section. These include, but are not limited to,
universities and programs in Egypt, Jordan,
Lebanon, Morocco, Oman, and Tunisia.

Study abroad is particularly encouraged for
students o f Chinese; academic credit (full or
partial) is generally approved for participation in
several programs of varying duration in the
People’s Republic o f China and in Taiwan,
recommended by the Chinese section. In the
People’s Republic these include, but are not
limited to, the Inter-University Program (IUP)
Program at Tsing-hua University, the Associated
Colleges in China (ACC) Program, the CET
Program in Harbin and the Middlebury program in
Kunming. In Taiwan, these include the
International Chinese Language Program (ICLP),
the Mandarin Training Center in Taipei and the
Chinese Language Center, National Cheng Kung
University in Taiwan.
All French/Francophone studies majors are
required to complete a preapproved, semester-long
study abroad program in a French-speaking
country. Minors are strongly encouraged to attend
such semester-long programs and should at least
attend a preapproved six-week summer program in
a francophone country.
Students o f German studies are strongly
encouraged to spend at least a semester in a
German-speaking country. There are several
excellent opportunities to participate in an
approved program, such as the Columbia
Consortium Program in Berlin, the Macalester
College German Study Program in Berlin/Vienna,
or the Dickinson college program in Bremen.
Students should consider going abroad in the
spring semester. This will enable them to
participate fully in the semester schedule of
German and Austrian Universities.
Students of Japanese are strongly encouraged to
participate in study abroad programs. Swarthmore
College participates in a regular exchange program
with Tokyo University (the A1KOM program), and
the Japanese Section has prepared a carefully
selected list of other recommended programs in
Kyoto, Nagoya, and elsewhere. Students interested
in study abroad should consult with the head of the
Japanese Section for more information.
Students in Russian are strongly encouraged to
spend at least one semester in the A.C.T.R.,
C.I.E.E., or Middlebury programs or at the Smolny
Institute through Bard College, among others in
Russia.
All Spanish majors and minors are required to
complete a study abroad program in a Spanish­
speaking country. Swarthmore College offers
students interested in studying abroad several
programs listed on the Spanish website
www.swarthmore.edu/academics/spanish/studyabroad.xml. To ensure full immersion, all courses
taken abroad must be taken in Spanish. We
strongly suggest that majors and minors as well as
non-specialists meet with a Spanish faculty
member to discuss the possibilities and find the
program that best suits their academic needs and
interests.

MLL: Literatures in Translation
Students who plan to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge of other
languages is often required for admission to
advanced studies.
The department also certifies credit for off-campus
study of languages that are not taught at
Swarthmore, such as Cantonese, Catalan, Farsi,
Hungarian, Italian, Polish, Twi, and so on.

Literatures in Translation
Students who are already proficient in a particular
foreign language are urged to select an appropriate
literature/culture course taught in the original
language. LITR courses provide students with the
opportunity to study cultural material that they
cannot read in the original and often to study
literature in a comparative context.
In some language programs, these courses cannot
be substituted for the introductory course sequence
between 010 and 020 to satisfy departmental
prerequisites for a major or minor in the original
languages, but many of these courses can satisfy
the 8 credit requirement o f a foreign
literature/studies major as each section specifies.
LITR 006G. First-Year Seminar: Exploring
the Boundaries of Travel Writing
This first-year seminar examines the formation of
cultural identity through the lens of mobility and
travel. The specific focus o f this course will enable
students to grapple with topics related to
transcultural encounter and representations of
otherness. Students will be asked to engage in
critical readings o f texts that complicate traditional
notions of travel. They will also develop a keen
perception of how spatial dynamics and historical
contexts shape the perspectives from which travel
is narrated. Works included in the course are
colonial texts, narratives o f exile and Holocaust
deportation, literary road trips and documentary
travelogue films.
1 credit.
Not offered 2014-2015.
LITR 009CH. First-Year Seminar: Heaven,
Earth, and Man: Ways of Thought in
Traditional Chinese Culture
(Cross-listed as CHIN 009)
This introductory course explores the most
influential currents of thought and culture in
traditional China, through directed readings and
discussions of original sources in translation. No
prerequisites and no knowledge o f Chinese or of
China are required.
1 credit.
Not offered 2014-2015.

p. 288

LITR 009S. First-Year Seminar: A New
World: Conquests, Encounters and
Dialogues in and around Latin America (W)
(Cross-listed as SPAN 009)
This first-year seminar explores the New World
that resulted from the “discovery,” colonization
and exploitation of Latin America by the
Europeans, particularly the Spanish. The encounter
between the “Old” and the “New” Worlds was a
two-way exchange in which new cultures emerged
from the ruins of those destroyed, and the way of
conceiving o f the world and the self was utterly
transformed for all involved. We will read texts by
Europeans who encountered others and imposed
upon them, but also texts by the defeated, where
they tell their side of the story. Furthermore, we
will pay special attention to (hose subjects in
between different worlds, from Florida and Peru to
Mozambique and Japan. Readings include texts by
Columbus, Cortes and Las Casas; Aztecs, Mayans
and Incas; and More, Montaigne and Shakespeare.
In English.
Eligible for LASC Credit.
Writing Course.
1 credit.
Fall 2014. Valencia.
LITR 013R. The Russian Novel: The
Classic Tradition
(Cross-listed as RUSS 013)
This course surveys the rise o f the Russian novel
during the nineteenth century. We will read works
by Lemontov, Gogol, Turgenev, Dostoevsky and
Tolstoy. Our examination of the literary and
rhetorical strategies of these authors will be
grounded in an understanding o f their cultural
context. We will probe issues of Russia’s national
identity, class system, and tendency toward
authoritarianism during this paradoxical century of
inertia and upheaval. As a writing course, polished
academic writing and the process o f revision is
given particular emphasis.
Writing course
1 credit
Fall 2014. Johnson.
LITR 014R. The Russian Novel: Revolution,
Terror and Resistance
(Cross-listed as RUSS 014)
This course surveys the Russian novel during the
twentieth century, from the years leading up to the
Bolshevik Revolution, through the Soviet era, and
into the post-Cold War period. Works include
Andrei Bely’s modernist novel Petersburg, Yuri
Zamiatin’s sci-fi dystopia We, and Mikhail
Bulgakov’s Faustian masterpiece M aster and
Margarita. In addition to exploring ideas of genre
and artistic strategy, particular focus will be paid

MLL: Literatures in Translation
to the ways in which these and other authors resist
the terror and repression of their respective eras.
1 credit.
Fall 2015. Staff.
LITR 015R. East European Prose in
Translation
(Cross-listed as RUSS 015)
Novels and stories by the most prominent 20thcentury writers o f this multifaceted and turbulent
region. Analysis of individual works and writers
with the purpose of appreciating the religious,
linguistic, and historical diversity o f Eastern
Europe in an era o f war, revolution, political
dissent, and outstanding cultural and intellectual
achievement. Readings, lectures, writing and
discussion in English; qualified students may do
some readings in the original language(s).
Writing course.
1 credit.
Fall 2014. Lukic.
LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CHIN 016)
This course will explore the literary and
intellectual world of traditional Chinese culture,
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and the
contouring o f Chinese culture; immortality, wine,
and allaying the mundane; and the religious
dimension, disengagement, and the appreciation of
the natural world. The course also will address
cultural and literary formulations of conduct and
persona and the expression of individualism in an
authoritarian society.
1 credit.
Spring 2015. Berkowitz.
LITR 017F. First-Year Seminar: Literature
and Medicine
(Cross-listed as FREN 017)
Portrayals of doctors provide a great opportunity
to discover some classic works o f French
Literature, including Moliere’s The Imaginary
Invalid, Flaubert’s Madame Bovary, Proust’s
Swann’s Way, and Albert Camus’ The Plague.
Other authors studied are Montaigne and Diderot.
Students focus their discussions on the relationship
with patients when these are seen as both humans
beings and objects o f science. Another topic of
interest is how literature can be viewed as
therapeutic. Throughout the seminar, we try to
understand what had made these works original in
their times and a source o f admiration up to our
days. Texts and discussions in English.
1 credit
Fall 2014. Blanchard.

p. 289

LITR 017J. First-Year Seminar; The World
of Japanese Drama
(Cross-listed as JPNS 017 and THEA 017)
This first-year seminar will explore the unique
dramatic traditions o f Japan from diverse angles,
including a study of dramatic texts, videos of
performance, and films based on famous dramatic
works. Our seminar will focus on the three great
dramatic traditions of Noh masked drama,
Bunraku puppet theater, and Kabuki. We will also
examine the cultural background o f these dramatic
forms, including the influence o f Buddhism,
Shinto, and shamanism, as well as the
philosophical background and methodology of
training and performance.
1 credit.
Not offered 2014-2015.
LITR 017R. First-Year Seminar: Love and
Sex in Russian Literature
(Cross-listed as RUSS 017)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern of love
and sex. We will read significant and provocative
works from traditional folk tales through the 21st
century to discuss their construction of these most
“natural” impulses—and how they imagine the
relationship of human attraction to art, politics and
philosophy.
Writing course.
1 credit.
Not offered 2014—2015.
LITR 021J. Modern Japanese Literature
(Cross-listed as JPNS 021)
An introduction to Japanese fiction from the Meiji
Restoration (1868) to the present day, focusing on
how literature has been used to express the
personal voice and to shape and critique the
concept of the modem individual. We will discuss
the development o f the mode of personal narrative
known as the “I novel” as well as those authors
and works that challenge this literary mode. In
addition, we will explore how the personal voice
in literature is interwoven with the great
intellectual and historical movements o f modern
times, including Japan’s encounter with the West
and rapid modernization, the rise o f Japanese
imperialism and militarism, World War II and its
aftermath, the emergence o f an affluent consumer
society in the postwar period, and the impact of
global popular culture and the horizon of new
transnational identities in the 21st century. All
readings and discussions will be in English.
1 credit.
Not offered 2014-2015.
LITR 021R. Dostoevsky (in Translation)
(Cross-listed as RUSS 021)

MLL: Literatures in Translation
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one of the great writers o f the
modem age. His work inspired Nietzsche, Freud,
Woolf, and others and continues to exert a
profound influence on thought in our own society
to the present. Dostoevsky confronts the “accursed
questions” o f 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 o f the works in the
original.
1 credit.
Spring 2016. Staff.
LITR 023CH. Modern Chinese Literature: A
New Novelistic Discourse (1918-1948)
(Cross-listed as CHIN 023)
Modem Chinese literary texts created between
1918 and 1948, presenting a series o f political,
social, cultural, and ideological dilemmas
underlying 20th-century Chinese history. The class
will discuss fundamental issues p f modernity and
new literary developments under the impact of the
May Fourth Movement. No previous preparation
in Chinese required. All texts are in English
translation, and the class is conducted in English.
1 credit.
Not offered 2014-2015.
LITR 023R. The Muslim in Russia
(Cross-listed as RUSS 023)
The long and strong relationship of Russia and
Islam has been neglected in scholarship until
recently. This course will examine texts (and
films) spanning more than a thousand years, to
introduce actual interactions of Russians and
Muslims, images of Muslims in Russian literature
(and a few Muslim images of Russia), the place of
Muslim writers in Soviet literature, and the current
position of Muslims in Russia and in Russian
discourse.
Eligible for ISLM credit.
1 credit.
Not offered 2014-2015.
LITR 024J. Japanese Film and Animation
(Cross-listed as JPNS 024/FMST 057)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions will
center on the historical context of Japanese film,
including how films address issues of modernity,
gender, and national identity. Through our
readings, discussion, and writing, we will explore
various approaches to film analysis, with the goal
of developing a deeper understanding of formal
and thematic issues. A separate unit will consider
the postwar development o f Japanese animation

p. 290

(anime) and its special characteristics. Screenings
will include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki.
T credit.
Not offered 2014-2015.
LITR 025A War in Arab Literature and
Cinema
(Cross-listed as ARAB 025)
This course will explore literary and cinematic
representations of war in the Arab world, focusing
on the Arab-Israeli Conflict, the Lebanese Civil
War, and the Iraq wars. We will look at poetry,
fiction, memoir, prison narratives, film, and
experimental texts. Through the examination o f a
variety of experiences, genres, and perspectives,
we will ask questions like: How do narratives of
war contribute to the formation o f national, local,
and Arab identities? How has the experience of
war impacted understandings of religion,
masculinity, gender, and domestic violence? We
will identify common themes and images, and also
investigate how these patterns change and develop
in different spatial and temporal contexts.
Eligible for ISLM and PEAC credit.
1 credit.
Not offered 2014-2015.
LITR 026R. Russian and East European
Science Fiction
(Cross-listed as RUSS 026)
Science fiction enjoyed surprisingly high status in
Russia and Eastern Europe, attracting such
prominent mainstream writers as Karel Capek,
Mikhail Bulgakov, and Evgenii Zamiatin. In the
post-Stalinist years o f stagnation, science fiction
provided a refitge from stultifying official Socialist
Realism for authors like Stanislaw Lem and the
Strugatsky brothers. This course will concentrate
on 20th-century science fiction (translated from
Czech, Polish, Russian and Serbian) with a glance
at earlier influences and attention to more recent
works, as well as to Western parallels and
contrasts.
1 credit.
Spring 2015. Forrester.
LITR 027CH. The Story in Dynastic China
(Cross-listed as CHIN 027)
In this class we will read in translation and discuss
a fair sampling of imperial China's most renowned
stories. In exploring the most celebrated and
influential examples o f narrative literature from
early times into the Qing dynasty, we will look at
these stories, some short, others quite elaborate, in
terms o f overt structure and content, as well as
backgrounded literary and cultural material, and
we will address their production and consumption
in literati and popular contexts. We also will
consider these writings in terms o f the formulation
of enduring cultural contours o f character,

MLL: Literatures in Translation
allegory, and lyricism; individual and society;
aesthetics and emotion; imagination and realism;
heroism and valor. All readings will be in English,
mostly translations of original texts, with some
supplementary writings about traditional Chinese
fiction.
1 credit.
Fall 2014. Berkowitz.
LITR 029A. Arabs Write the West
(Cross-listed as ARAB 029)
Drawing on historical, fictional, and
autobiographical narratives, this course
investigates Arab representations of the Occident.
These texts explore cultural encounters, both at
home and abroad, border crossings, hybridity,
experiences of colonialism and neocolonialism,
the psychology o f Orientalism and Occidentalism,
processes of assimilation and resistance, and the
question of contact zones. Differences in
geography, period, context, and positionality will
provide a variety of perspectives on the theme.
Works by Abd Al-Rahman Al-Jabarti, Rifa‘a AlTahtawi, Yahya Haqqi, Sulaiman Fayyad, Tayyib
Salih, Leila Ahmed, and Fadia Faqir will be
discussed. This course is taught in English.
Eligible for ISML credit.
1 credit.
Spring 2015. Al-Masri.
LITR 030A. Literature of Resistance
(Cross-listed as ARAB 030)
This course explores Arabic texts that take a stand
against contemporary political, social, or economic
realities. Fiction and non-fiction accounts as well
as poetry will be investigated alongside
experimental contemporary genres and blogs to
uncover the different ways in which Arabs are
attempting to rewrite the world around them. The
theme o f resistance—against colonialism, state
oppression, social codes, and literary norms—will
shape our discussions. New narratives inspired by
the Arab uprisings will receive special focus. This
course is taught in English.
Eligible for ISLM or PEAC credit.
1 credit.
Fall 2014. Smith.
LITR 035J. Narratives of Disaster and
Rebuilding in Japan
(Cross-listed as JPNS 035)
This course will explore documentary and fictional
representations o f the modem Japanese landscape
and cityscape in crisis, with special attention to the
role of the March 2011 earthquake, tsunami, and
nuclear disaster as a catalyst for change in
contemporary Japan. Documentaries and
fictionalizations of the 2011 “triple disaster”
reignited debates over cultural trauma and the
ethics of representing disaster. Through the study
of literature, film, and critical discourse, we will

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examine the historical and cultural implications of
such famous 20th-century disaster narratives as
Godzilla and Japan Sinks, as well as the latest
writing and films from Japan, in the context of
public debates about safety, sustainability, and
social change after the March 2011 tsunami and
nuclear disaster.
The course is a part of the BMC 360° course
cluster “Perspectives on Sustainability: Disasters
and Rebuilding in Japan.” The final project for the
360° course cluster will involve an exhibition
utilizing objects and texts in the Trico special
collections and archives. Readings and discussions
will be in English. Course enrollment is limited;
priority for registration will be given to 360°
students and Japanese and Asian Studies majors
and minors.
Eligible for ASIA or ENVS credit.
1 credit.
Not offered 2014—2015.
LITR 041J. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as JPNS 041)
As Japanese society has transferred rapidly in the
20th century and beyond, a number of authors
have turned to the fantastic to explore the
pathways of cultural memory, the vicissitudes of
interpersonal relationships, die limits o f mind and
body, and the nature o f storytelling itself. In this
course, we will consider the use o f 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.
Writing course.
1 credit.
Not offered 2014-2015.
LITR 042R. Revolutionary Theater
(Cross-listed as RUSS 042)
We start with Konstantin Stanislavsky’s founding
of the Moscow Art Theatre, whose revolutionary
approach to acting, directing and set design exerts
a profound effect on Western theater to this day.
Concurrently we will examine Anton Chekhov’s
four major plays and their integral part in the
success o f the Moscow Art Theatre. We then
examine the effect of the Soviet revolution on
Russian theater from two viewpoints. On the one
hand, we will follow the arc o f directors and
playwrights such as Vsevelod Meyerhold who
embraced the Soviet revolution and reflected this
embrace in their radically innovative and futuristic
productions and set designs. On the other hand, we
will follow the tragic arc of playwright Mikhail
Bulgakov and his stormy relationship with the

MLL: Literatures in Translation
Moscow Art Theater and the Soviet regime by
reading his plays and his bitingly funny satire
Black Snow.
1 credit.
Spring 2015. Johnson.
LITR 045A. Contemporary Thought in the
Arab World
(Cross-listed as ARAB 045)
This survey course will trace some of the main
themes, problems and issues that have been
debated among Arab thinkers and intellectuals
since the latter part of the 19th century. The course
will start with the 19th century but emphasize
discussions following the military defeat of 1967
and the ensuing cultural and political crisis.
Discussions related to “turath” (heritage), the
different strategies of its reading and
interpretation, and the possibilities of using these
readings to confront the contemporary challenges
of a globalized world will be the center of
attention o f the course.
Readings for the course will comprise three types
of texts: historical and social background,
translations of texts by the different thinkers under
discussion, and articles and essays that interpret
and critique these thinkers.
Eligible for ISLM credit.
1 credit.
Not offered 2014-2015.
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 o f 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
introduction to study and interpretation o f folklore
and fairy tales, approaching Russian tales against
the background of the Western fairy-tale tradition
(the Grimms, Perrault, Disney, etc.). No fluency in
Russian is required, although students with
adequate language preparation may do some
reading, or a course attachment, in the original.
Eligible for INTP credit.
1 credit.
Spring 2016. Forrester.
LITR 049S. Cervantes’ Don Quixote : The
Narrative Quest
(Cross-listed as SPAN 049)
What is it about Don Quixote’s tilting at windmills
and acting as if life followed the rules of fiction
that has captivated the imagination of so many
writers and thinkers ever since it was written in
Spain four hundred years ago? This course
explores Cervantes’s Don Quixote (1605-1615)
through theoretical texts, from Bakhtin to

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Foucault, from Lukács to Borges, in order to think
about Cervantes’s innovations in narrative
technique, the possibility o f interpretation, and the
nature o f fiction and reality. Students will acquire
tools o f literary analysis and theory. In English.
1 credit.
Spring 2015. Valencia.
LITR 051J. Japanese Poetry and Poetics
(Cross-listed as JPNS 051)
Japanese poetic forms such as haiku, renga, and
tanka have had a great impact on modem poetry
across the world, and have played a central role in
the development of Japanese literature and
aesthetics. This course will examine Japanese
poetry from its roots in ancient oral tradition
through the internet age. Topics include the role of
poetry in courtship, communication, religion, and
ritual; orality and the graphic tradition; the
influence o f poetic models from China and the
West; social networks and game aesthetics in
renga linked poetry; and haiku as a worldwide
poetic form. Course projects will include
translation and composition in addition to
analytical writing. Readings will be in English,
and there are no language requirements or other
prerequisites; however, the course will include a
close examination of Japanese poetic sound,
syntax, meter, and diction, or how the poems
“work” in the original language.
1 credit.
Fall 2014. Gardner.
LITR 054G. German Cinema
(Cross-listed as GMST 054/FMST 054)
This course is an introduction to German cinema
from its inception in the 1890s until the present. It
includes an examination of early exhibition forms,
expressionist and avant-garde films from the
classic German cinema of the Weimar era, fascist
cinema, postwar rubble films, DEFA films from
East Germany, New German Cinema from the
1970s, and post 1989 heritage films. We will
analyze a cross-match of popular and avant-garde
films while discussing mass culture, education,
propaganda, and entertainment as identity- and
nation-building practices.
Eligible for FMST credit, fulfills national cinema
requirement.
Writing course.
1 credit.
Not offered 2014-2015.
LITR 055CH. Contemporary Chinese
Cinema: The New Waves (1984—2005)
(Cross-listed as CHIN 055/FMST 055)
Cinema has become a special form o f cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding of changing

MLL: Literatures in Translation
Chinese culture by analyzing cinematic texts and
the new wave in the era o f globalization. All films
are English subtitled, and the class is conducted in
English.
1 credit.
Fall 2014. Kong.
LITR 059FG Diasporas in Cinema
1 credit.
Fall 2015. Simon and Yervasi
LITR 061FJ. Manga, Bande Dessinée, and
the Graphic Novel: A Transnational Study
of Graphic Fiction
(Cross-listed as JPNS 061)
1 credit.
Not offered 2014-2015.
LITR 069CH. Taste and Aesthetics in
Chinese Cultural Traditions
(Cross-listed as CHIN 069)
This course will explore various dimensions of
taste and aesthetics in traditional Chinese culture,
from the earliest times into the recent past.
Broader aspects o f the course will include concept,
form, and substance in classical literary, and
philosophical formulations; ritual practice and
ceremonial performance; and continuities and
disjunctures in private vs. public and individual vs.
societal taste. More focused readings and
discussions will concern food, alcohol, tea, and the
culinary arts; appreciation, aesthetics, and poetics
in music, painting, calligraphy, literature,
sculpture, and theater; the harmony of the human
body and the evaluation o f beauty and suitability
in men and women; landscape appreciation and
visions of the natural world; leisure and the passa
tempo pursuits o f Go, flower and tree arrangement
and elegant gatherings.
Eligible for ASIA credit.
1 credit.
Spring 2015. Berkowitz.
LITR 070R. Translation Workshop
(Cross-listed as LING 070R and RUSS 070)
This workshop in literary translation concentrates
on translation theory and practice, working in
poetry, prose, and drama as well as editing.
Students will participate in an associated series of
bilingual readings and will produce a substantial
portfolio o f work. Students taking the course for
LING credit will write a final paper supported by a
smaller portfolio of translations.
Excellent knowledge o f a language other than
English (equivalent to a 004 course at Swarthmore
or higher) is highly recommended or, failing that,
access to at least one very patient speaker o f a
foreign language.
1 credit.
Fall 2014. Forrester.

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LITR 072F. French Literature in Translation
This course is designed to provide students with a
broad knowledge o f French literature, from before
the Revolution to the present. Among the authors
included on the syllabus are: Molière, Voltaire,
Balzac, Baudelaire, Proust, Camus and Sartre.
Students will read works in their entirety, discuss
their significance in class, and listen to short
lectures to situate the readings in a historical and
cultural context.
1 credit.
Spring 2016. Blanchard.
LITR 073F. The French New Wave
(Cross-listed as FMST 073)
This course is an in-depth exploration of the
development and evolution of the French New
Wave in postwar France. We will concentrate on
the history of the New Wave in France from the
1950s through the late 1960s by the close study of
the styles of individual filmmakers, the “film
movement” as perceived by critics, and the New
Wave’s contribution to modernizing France. The
primary emphasis will be on the stylistic, socio­
political, and cultural dimensions of the New
Wave, and the filmmakers and critics most closely
associated with the movement.
1 credit.
Fall 2014. Yervasi.
LITR 073FA. The French New Wave
(attachment)
Attachment course for students enrolled in LITR
073F. Translation for students reading in French.
0.5 credit.
Fall 2014. Yervasi.
LITR 074J. Japanese Popular Culture and
Contemporary Media
(Cross-listed as JPNS 074)
Japanese popular culture products such as manga
(comics), anime (animation), television^
film, and popular music are an increasingly vital
element of 21st-century global culture, attracting
ardent fans around the world. In this course, we
will critically examine the postwar development of
Japanese popular culture, together with the
proliferation o f new media that have accelerated
the global diffusion of popular cultural forms.
Engaging with theoretical ideas and debates
regarding popular culture and media, we will
discuss the significance of fan cultures, including
the “otaku” phenomenon in Japan and the United
States, and consider how national identity and
ethnicity impact the production and consumption
of popular cultural products. We will also explore
representations of technology in creative Works,
and consider the global and the local aspects of
technological innovations, including the internet,
mobile phones, and other portable technology.
Readings and discussion will be in English. The

MLL: Literatures in Translation
course will be conducted in a seminar format with
student research and presentations comprising an
important element of the class. Previous
coursework in Japanese studies or media studies is
recommended but not required.
1 credit.
Spring 2015. Gardner.
LITR 074S. Queer Issues in Latin American
Literature & Cinema.
(Cross-listed as SPAN 074)
This course will map new forms of representation
and interpretation at play in a set of queer issues
emerging on recent Latin American literature and
cinema. Emphasis will be on gay, lesbian,
bisexual, and transgender subjectivities. The aim is
not merely assembling a corpus of readings around
the notion o f minority sexualities but to analyze
how sexuality is culturally constructed in specific
spatial and temporal geographies. We will also
investigate the ways in which literary genres are
disturbed and redeployed by queer interventions,
and how cinema becomes a privileged medium for
empowerment and visibility. Taught in English.
Eligible for LASC and GSST credit.
1 credit.
Spring 2016. Martinez.
LITR 077F. Caribbean and African
Literatures and Cultures in Translation
(Cross-listed as FREN 077)
Through close reading and discussion of African
and Caribbean texts, originally written in French,
we will examine the “re/wri/gh/t/ing” o f the local
and national pre/ post/colonial H/h/istories. The
emphasis will be on some cultural, social and
racial issues and on their rendering in distinct
literary forms: language, rhythm, influences,
raptures, etc. The theoretical readings o f CLR
James, F. Fanon, A. and S. Cesaire, E. Glissant,
among others, will guide our analysis. Taught in
English; and there will be a 0.5 credit French
Attachment for students reading in French.
Eligible for BLST credit.
1 credit.
Not offered 2014-2015.
LITR 081CH. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as CHIN 081)
Chinese civilization has been imbued with Taoism
for some two and one-half millennia, from popular
belief and custom to intellectual and literary
culture. In addition to consideration o f the texts
and contexts of both philosophical and religious
Taoism, the class will examine the articulation and
role o f Taoism in Chinese literature and culture
and the enduring implications o f the Taoist ethos.
All readings will be in English.
1 credit.
Not offered 2014-2015.

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LITR 083J. War and Postwar in Japanese
Culture
(Cross-listed as JPNS 083)
What was the Japanese experience o f the World
War II and the Allied Occupation? We will
examine literary works, films, and graphic
materials (photographs, prints, advertisements,
etc.), together with oral histories and historical
studies, to seek a better understanding o f the
prevailing ideologies and intellectual struggles of
wartime and postwar Japan as well as the
experiences o f individuals living through the
cataclysmic events o f midcentury. Issues to be
investigated include Japanese nationalism and
imperialism, women’s experiences o f the war and
home front; changing representations and
ideologies of the body, war writing and
censorship, the atomic bombings of Hiroshima and
Nagasaki, Japanese responses to the occupation,
and the war in postwar memory.
1 credit.
Not offered 2014-2015.
LITR 086R. Nature and Industry in Russian
Literature and Culture
(Cross-listed as RUSS 086)
From pre-Christian religion and folklore based in
forest, steppe and tundra and the enduring role o f
peasant culture to today’s Neo-Pagans, Russian
culture has been closely bound to nature,
developing sustainable agricultural practices,
honoring “Moist Mother Earth” and (even
sophisticated city dwellers) heading out to gather
berries and mushrooms. But the Soviet era pursued
science-fictional plans to redesign whole
landscapes, make rivers flow backwards and even
revolutionize plant genetics (Trofim Lysenko). In
practice, such projects led to a shrinking Aral Sea,
massive pollution o f industrial and agricultural
sites, and the worst nuclear disaster in human
history (Chernobyl)—at great human cost. Writers
have both supported industrial transformation and
resisted industrialization. This course will trace the
evolution of these elements of Russian culture,
focusing on expressions of ideology in literature.
No knowledge of Russian is necessary, but
students with the language may do some reading
in the original.
1 credit.
Fall 2014. Forrester.
LITR 091CH. Special Topics in Chinese
Literature and Culture in Translation:
Dancing Across Borders; the Body,
Aesthetics and Ideologies in 20th Century
China
(Cross-listed as CHIN 091)
This course uses dance as a unique artistic and
theoretical prism to analyze the complex interplay
among the body, aesthetics, and ideologies in
20th-century China. The goal o f the course is to

MLL: Arabic
familiarize the students with the transnational and
transcultural context within which modem dance
was first introduced into China from the West via
Japan, and to show the students how to situate the
evolving trajectory of dance in China in the power
struggles among competing political agendas,
aesthetics, ideologies, and art forms. This course
teaches the basic methods to read, reconstruct, and
analyze dance works. The reading materials are all
in English.
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.

Arabic
Knowledge of Arabic contributes not only to our
geopolitical connectivity with Arabic speaking
countries; it also contributes to students’ work in
the interdisciplinary program o f Islamic studies
and in anthropology, comparative literature,
history, linguistics, religion, sociology, and other
fields. Study of Arabic language through the third
year and study abroad are particularly
recommended for students who want to develop
proficiency for research or fieldwork. Interested
students are urged to begin studying the language
early in their academic careers, to have time to
develop a useful level of language proficiency and
to be prepared to study in an immersive program
abroad.
First-, second-, and third-year Arabic are offered
every year; first-year Arabic has no prerequisites
and is open to everyone except native speakers.
Native or heritage speakers o f Arabic should
consult with the Arabic faculty for placement.
Courses in literature in translation, culture, and
film are also open to all students. Students of
Arabic language are urged to take these courses
and others related to the Arab world in Islamic
studies, sociology and anthropology, history,
political science, and religion to gain perspective
on classical and contemporary Arab culture.
Introductory and Intermediate Arabic are intensive
courses that carry 1.5 credits per semester. Study
abroad is particularly encouraged for students of
Arabic; academic credit (full or partial) is
generally approved for participation in programs
recommended by the Arabic section. These
include, but are not limited to universities and non­
university programs in Egypt, Jordan, Lebanon,
Morocco, Oman, and Tunisia.
Courses in Arabic Language, Literature, and
Culture
As a Tri-College language program, Arabic is
offered at the first- and second-year level at
Swarthmore, Bryn Mawr, and Haverford Colleges.
Third-year Arabic language, other advanced
language courses, and introductory courses in
Arabic literature and culture are offered at
Swarthmore. Other courses are available at the

p. 295
University of Pennsylvania and elsewhere in the
Philadelphia area.

The Academic Program
Coursework in Arabic can be part o f a special
major or a special honors major, as well as part of
a major or minor in comparative literature.
Arabic is a central component of Swarthmore’s
Islamic Studies program, an interdisciplinary
program that focuses on the diverse range o f lived
experiences and textual traditions o f Muslims as
they are articulated in various countries and
regions throughout the world.
Arabic is also a valuable addition to programs in
Humanities and the Social Sciences and can be
part o f the major in Languages and Linguistics,
through the Linguistics Department.

Special Major
Students may arrange to do a special major or an
honors special major in Arabic after consultation
with faculty in Arabic and the department chair.
Work abroad will be incorporated when
appropriate.

Application Process for the Major
Applicants for a Special Major in Arabic must
consult with the Arabic section head and be
approved by the relevant faculty members and the
department of Modem Languages and Literatures.

International Baccalaureate Credit
Students presenting IB credit in Arabic language
or literature should consult with the faculty in
Arabic.

Transfer Credit
The Arabic faculty will assist students in
estimating credit for study of Arabic language and
related topics abroad. Transfer credit (from study
abroad or from courses taken at other institutions
in North America) will be evaluated after students
return to campus. Students should consult with the
faculty in Arabic to estimate credit before studying
abroad.

Off-Campus Study
Study abroad is crucial to gaining proficiency in
Arabic because it allows immersion and
significant cultural exposure. Studying Arabic in
an environment where it is widely spoken exposes
the student to natural language use outside the
classroom. Modem Standard Arabic is the official
or co-official language of Algeria, Bahrain, Chad,
Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon,
Libya, Morocco, Oman, Palestinian West Bank
and Gaza, Qatar, Somalia, Sudan, Syria, Tunisia,
Mauritania, United Arab Emirates, and Yemen.
Large numbers of Arabic speakers also live in Iran

MLL: Arabic
and France (about 600,000 speakers each), and
Turkey (about one million) Students are urged to
consult closely with the faculty in Arabic as well
as the Off-Campus Study Office in planning study
abroad.

Research and Service-Learning
Opportunities
Academic Year Opportunities
Some study abroad programs can arrange
internships or other kinds o f special opportunities
for students.
Summer Opportunities
Like other programs in the Humanities, Arabic
welcomes student proposals for guided summer
research and will advise students applying for a
Humanities Research Fellowship at the College.

Life After Swarthmore
Career possibilities that utilize foreign language
skills parallel the opportunities of liberal arts
graduates in general, with a strong focus on
international or multicultural aspects. Obvious
career paths for Arabic Special Majors are the
professions in which foreign language is a primary
skill—language teaching, academia, translation
and interpretation, or working with non­
governmental organizations (NGOs). But as
communication, travel, and business endeavors
have expanded in the global marketplace, now
even relatively small organizations may need to
communicate with partners, clients, or customers
in other languages, in the U.S. as well as in other
countries.

Courses
ARAB 001-002. Intensive Elementary
Modern Standard Arabic
Students who start in the 001—002 sequence must
complete 002 to receive creditfo r 001.
The purpose o f this course is to develop students’
proficiency and communication in modem
standard Arabic in the four basic language skills:
listening, speaking, reading (both pral and for
comprehension), and writing. Cultural aspects are
built into the course. These courses, as well as
subsequent Arabic-language courses, help students
to advance rapidly in the language and prepare
them for more advanced work in literary Arabic,
as well for employment, travel, or study abroad.
By the end of this sequence, the majority of
students are expected to reach a level of
intermediate low, according to the ACTFL
proficiency rating.
ARAB 001.
1.5 credits.
Fall 2014. Smith, Muhamed.

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ARAB 002.
1.5 credits.
Spring 2015. Smith, Muhamed.
ARAB 003. Intermediate Modern Standard
Arabic I
This course builds on skills in comprehension,
listening, reading, writing, and speaking developed
at earlier levels. Students will gain increased
vocabulary and understanding o f more complex
grammatical structures. They will begin to
approach prose, fiction, and non-fiction written in
the language. Students will also increase their
proficiency in the Arabic script and sound system,
and widen their cultural and historic knowledge of
the Arab World and the modem Middle East.
1.5 credits.
Fall 2014. Al-Masri, Muhamed.
ARAB 004. Intermediate Modern Standard
Arabic II
This course is a continuation of ARAB 003.
Because the material covered in this course relies
heavily on the previous course, students are
expected to review and be familiar with the
previous work in Arab 001,002 and 003.
Eligible for ISLM credit.
1.5 credits.
Prerequisites: ARAB 003 or equivalent or
permission of the department.
Spring 2015. Staff, Muhamed.
ARAB 011. Advanced Arabic I
This course will: (1) conduct a quick review o f the
basic structures, grammar, and vocabulary learned
in earlier courses, (2) introduce new vocabulary in
a variety of contexts with strong cultural content,
(3) drill students in the more advanced
grammatical structures o f MSA, and (4) train
students reading skills that will assist them in
comprehending a variety o f MSA authentic
reading passages of various genres from
Intermediate to Intermediate High on the ACTFL
scale. Prerequisites: Successful completion of
ARAB 004 and permission o f the instructor.
Eligible for ISLM credit.
1 credit.
Fall 2014. Al-Masri.
ARAB 011 A. Arabic Conversation
A conversation course concentrating on the
development of intermediate skills in speaking and
listening through the use o f texts and multimedia
materials in Modem Standard Arabic. The aim of
this course is for the student to acquire wellrounded communication skills and socio-cultural
competence. The selected materials seek to
stimulate students’ curiosity with the goal of
awakening a strong desire to express themselves in
the language. Students are required to read chosen
texts (including Internet materials) and prepare

MLL: Arabic
assignments for discussion in class. Moreover,
students will write out skits or reports for oral
presentation in Arabic before they present them in
class. This class is conducted entirely in Arabic.
Prerequisite: For students who have taken or are
presently taking ARAB 011 or the equivalent.
0.5 credit.
Fall 2014. Muhamed.
ARAB 012. Advanced Arabic II
This course is a continuation o f ARAB Oil and all
previous course in the sequence. This course will
begin with a quick review o f advanced
grammatical structures and vocabulary. Students
will continue to encounter a wide range of
authentic texts and audiovisual materials to
enhance their competency in reading, writing,
listening, and speaking, with a special emphasis on
vocabulary building.
Prerequisites: Successful completion of ARAB
Oil and permission of the instructor.
Eligible for ISLM credit.
1 credit.
Spring 2015. Al-Masri.
ARAB 012A. Advanced Arabic
Conversation
A conversation course concentrating on the
development o f intermediate skills in speaking and
listening through the use of texts and multimedia
materials in Modem Standard Arabic. The aim of
this course is for the student to acquire wellrounded communication skills and socio-cultural
competence. The selected materials seek to
stimulate students’ curiosity with the goal of
awakening a strong desire to express themselves in
the language. Students are required to read chosen
texts (including Internet materials) and prepare
assignments for discussion in class. This class is
conducted entirely in Arabic.
Prerequisite: For students who have taken or are
presently taking ARAB 012 or the equivalent.
0.5 credit.
Spring 2015. Muhamed.
ARAB 021. Introduction to Modern Arab
Literature
This course surveys the major writers, trends,
themes, and experiences in Arabic literature from
the 19th century to the present. Beginning with the
nahda (the Arab renaissance), we will explore the
impact o f intellectual debates and developments
on the emergence of modem Arabic literature.
Through the study o f a variety of different texts
and authors, from a range of geographies and
periods, we will investigate diverse literary and
cultural narratives. Common themes, such as the
negotiation of modernity and tradition, social and
political transformation, and the changing role of
women, will provide a structure for comparison.

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This course is taught in Arabic. Eligible for ISLM
credit.
1 credit.
Fall 2014. Al-Masri.
ARAB 022. Discourses of Oppression in
Contemporary Arabic Fiction
Designed to meet the needs of students who have
completed ARAB 021: Introduction to Modem
Arabic Literature, this course provides an in-depth
look at major fictional representations of the
institutionalized and non-institutionalized sites and
structures o f oppression explored by Arab writers.
Subtle and overt forms of political oppression are
investigated, as well as experiences of hegemony
related to gender, sexuality, class, religion, and
ethnicity. This course also examines the ways in
which oppression is rethought, restructured, and
challenged in Arabic fiction, leading to new
understandings and possibilities in reality. This
course is conducted entirely in Arabic. Eligible for
ISML credit.
1 credit.
Not offered 2014-2015.
ARAB 025. War in Arab Literature and
Cinema
(Cross-listed as LITR 025A)
This course will explore literary and cinematic
representations o f war in the Arab world, focusing
on the Arab-Israeli Conflict, the Lebanese Civil
War, and the Iraq wars. We will look at poetry,
fiction, memoir, prison narratives, film, and
experimental texts. Through the examination o f a
variety of experiences, genres, and perspectives,
we will ask questions like: How do narratives of
war contribute to the formation of national, local,
and Arab identities? How has the experience of
war impacted understandings of religion,
masculinity, gender, and domestic violence? We
will identify common themes and images and
investigate how these patterns change and develop
in different spatial and temporal contexts.
Eligible for ISLM and PEAC credit.
1 credit.
Not offered 2014-2015.
ARAB 029. Arabs Write the West
(Cross-listed as LITR 029A)
Drawing on historical, fictional, and
autobiographical narratives, this course
investigates Arab representations o f the Occident.
These texts explore cultural encounters, both at
home and abroad, border crossings, hybridity,
experiences of colonialism and neocolonialism,
the psychology o f Orientalism and Occidentalism,
processes o f assimilation and resistance, and the
question of contact zones. Differences in
geography, period, context, and positionality will
provide a variety of perspectives on the theme.
Works by Abd Al-Rahman Al-Jabarti, Rifa’a Al-

MLL: Chinese
Tahtawi, Yahya Haqqi, Sulaiman Fayyad, Tayyib
Salih, Leila Ahmed, and Fadia Faqir will be
discussed. This course is taught in English.
Eligible for ISML credit.
1 credit.
Spring 2015. Al-Masri.
ARAB 030. Literature of Resistance
(Cross-listed as LITR 030A)
This course explores Arabic texts that take a stand
against contemporary political, social, or economic
realities. Fiction and non-fiction accounts as well
as poetry will be investigated alongside
experimental contemporary genres and blogs to
uncover the different ways in which Arabs are
attempting to rewrite the world around them. The
theme of resistance - against colonialism, state
oppression, social codes, and literary norms - will
shape our discussions. New narratives inspired by
the Arab uprisings will receive special focus. This
course is taught in English.
Eligible for ISLM or PEAC credit.
1 credit.
Fall 2014. Smith.
ARAB 045. Contemporary Thought in the
Arab World
(Cross-listed as LITR 045A)
This survey course will trace some o f the main
themes, problems and issues that have been
debated among Arab thinkers and intellectuals
since the latter part o f the 19th century. The course
will start with the 19th century but emphasize
discussions following the military defeat o f 1967
and the ensuing cultural and political crisis.
Discussions related to “turath” (heritage), the
different strategies o f its reading and
inteipretation, and the possibilities of using these
readings to confront contemporary challenges will
be the center o f attention o f the course. Readings
will comprise three types of texts: those providing
historical and social background, translations by
the different thinkers under discussion, and articles
and essays that interpret and critique these
thinkers.
Eligible for ISLM credit.
1 credit.
Not offered 2014-2015.
ARAB 093. Directed Reading
Al-Masri.

Chinese
The Academic Program
Students may major or minor in Chinese in both
the Course and Honors Programs. The Chinese
major contains components o f language, literature
and culture. Study abroad is strongly encouraged
and supported, and contributes directly to a major
or minor in Chinese. Students o f Chinese also may

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choose a special major in interdisciplinary Chinese
studies (see below), or a major in Asian studies
(see under Asian studies), where Chinese language
courses above the first-year level as well as
Chinese literature and culture courses and credit
for study abroad normally may be counted toward
the major.
Students interested in majoring or minoring in
Chinese should consult with the section head of
Chinese as soon as possible.
First- through fourth-year Chinese language
courses are offered each year, as is an introductory
course on reading Classical Chinese. First-year
Chinese and the Introduction to Classical Chinese
have no prerequisites and are open to the entire
student community. Literature, culture, and film
courses in translation also are offered each year
and are open to all students. Students o f Chinese
are particularly urged to take these classes as a
means of gaining perspective on traditional and
modem Chinese literature and culture over more
than two millennia, from early times into the
contemporary. Seminars welcome students not
majoring or minoring in Chinese, with permission
of the instructor.
Introductory and intermediate Chinese language
courses are intensive and carry 1.5 credits per
semester. Students should plan to take these
courses as early as possible so that studying in
China can be incorporated into their curriculum.

Course Major in Chinese
1. A minimum o f nine credits in courses
numbered 003B and above.
2. Mandatory completion o f the following
courses: 020,021,033 or equivalent; at least one
course or seminar on modem Chinese
literature/film in translation, and at least one
course or seminar on pre-modem 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. A minimum o f six credits o f work must be
completed at Swarthmore.
5. A culminating exercise, honors seminar, or
thesis.
6. Senior Colloquium.

Course Minor in Chinese
1. A minimum of five credits o f work in courses
numbered 004B and above.
2. At least two credits in Chinese language
courses numbered 004B and above.
3. At least two credits in classical or modem
literature/culture/film.
4. A minimum of three credits o f work must be
completed at Swarthmore.

MLL: Chinese
5. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
minor.
6. Senior Colloquium.

Honors Major in Chinese
Requirements for the honors major in Chinese
essentially are the same as those for the course
major, excepting the culminating exercise. An
honors major in Chinese will consist of
examinations in Chinese language, literature and
culture. Work done abroad may be incorporated,
where appropriate. Honors preparations in Chinese
consist of 2-credit seminar; designated pairs of
courses (or 1-credit attachment to designated 1credit course); or a 2-credit thesis. Senior honors
study is mandatory and normally is done in the
spring semester of the senior year. Work is
arranged on an individual basis, and candidates
may receive up to one credit for completion of the
work. Honors examinations normally will consist
o f three 3-hour written examinations and a 30minute oral for each examination.
Honors students o f Chinese may also consider a
special major in interdisciplinary Chinese studies
that is coordinated by the section head of Chinese,
or an honors major in Asian studies (see under
Asian studies).

Honors Minor in Chinese
It is possible to prepare for an honors minor in
Chinese in either Chinese language or in Chinese
literature in translation. Requirements for the
honors minor in Chinese essentially are the same
as those for the course minor. The honors
preparation will consist of a 2-credit seminar, or a
designated pair o f courses (or a 1-credit
attachment to a designated 1-credit course). Senior
honors study is mandatory and normally is done in
the spring semester of the senior year; work is
arranged on an individual basis, and candidates
will have the option o f receiving 0.5 credit for
completion of the work. The Honors examination
normally will consist of one 3-hour written
examination and a 30-minute oral examination.
Students o f Chinese may also consider an honors
minor in Asian studies (see under Asian studies).

Special Major in Interdisciplinary
Chinese Studies
1. A minimum of 10 credits in courses numbered
003B and higher.
2. Must complete the following courses: 012 or
higher; at least three additional courses on
language/literature/culture/film, at least one of
these concerning the modem period and at least
one concerning the pre-modem period.

p. 299
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 six credits o f work must be
completed at Swarthmore.
5. At least one and up to three credits can be
earned from other departments on China-related
subjects with the approval of the Chinese section.
6. A culminating exercise, honors seminar or
thesis.
7. Senior Colloquium.

Off-Campus Study
Study abroad is particularly encouraged for
students of Chinese; academic credit (full or
partial) is generally approved for participation in
several recommended programs o f varying
duration in the People’s Republic o f China and in
Taiwan. In the People’s Republic, these include,
but are not limited to, the Inter-University
Program (IUP) Program at Tsing-hua University,
the Associated Colleges in China (ACC) Program,
the CET Program in Harbin, and the Middlebury
program in Kunming. In Taiwan, these include the
International Chinese Language Program (ICLP),
the Mandarin Training Center in Taipei, and the
Chinese Language Center, National Cheng Kung
University in Taiwan.

Courses
CHIN 001B-002B. Introduction to Mandarin
Chinese
Students who start in the 001B-002B sequence
must complete 002B to receive creditfo r 001B.
An intensive introduction to spoken and written
Mandarin Chinese, with emphasis on oral Chinese
practice. Designed to impart an active command of
basic grammar. Introduces 350 to 400 characters
and develops the ability to read and write in simple
modem Chinese.
1.5 credits.
CHIN 001B.
Fall 2014. Speidel, Kang.
CHIN 002B.
Spring 2015. Speidel, Kang.
CHIN 003B, 004B. Second-Year Mandarin
Chinese
Designed for students who have mastered basic
grammar and 350 to 400 characters. Combines
intensive oral practice with writing and reading in
the modem language. Emphasis is on rapid
expansion of vocabulary, idiomatic expressions,
and thorough understanding Of grammatical
patterns. Prepares students for advanced study at
the College and in China.
1.5 credits.

MLL: Chinese
CHIN 003B.
Fall 2014. Ma, Chiu.
CHIN 004B.
Spring 2015. Ma, Chiu.
CHIN 005. Chinese for Advanced
Beginners I
Designed for students of Chinese heritage who are
able to communicate in Chinese on simple daily
life topics and perhaps read Chinese with a limited
vocabulary (about 100 characters). An intensive
introduction to spoken and written Mandarin
Chinese, with emphasis on the development of
reading and writing ability. Prepares students for
advanced studies at the College and in China.
Prerequisite: Permission o f the instructor.
1 credit.
Fall 2014. Chiu.
CHIN 006. Chinese for Advanced
Beginners II
Designed for students of Chinese heritage who are
able to communicate in Chinese with a command
of basic grammar and a vocabulary (about 800
characters). An intensive introduction at the
intermediate level to Mandarin Chinese, with
emphasis on the development of reading and
writing ability. Prepares students for advanced
studies at the College and in China.
Prerequisite: CHIN 005, or CHIN 002B, or
equivalent language skills.
1 credit.
Spring 2015. Chiu.
CHIN 007. Chinese/Japanese Calligraphy
(Cross-listed as JPNS 007)
Calligraphy is the art o f beautiful handwriting.
This course will introduce students to the
importance of calligraphy in East Asian Culture.
In addition to being a valuable cultural skill,
calligraphy is also a process o f self-cultivation and
self-expression, which reflects the mind-set of the
writer. Thus, students will have the opportunity to
learn Chinese/Japanese characters not only as
linguistic symbols but also as cultural emblems
and as an art form. Course objectives include
learning to appreciate the beauty of
Chinese/Japanese calligraphy, experiencing
calligraphy by writing with a brush and ink, and
studying various philosophies of calligraphy. In
addition to learning several different calligraphic
scripts, students will be introduced to the origin,
evolution, and aesthetic principles o f the Chinese
and Japanese writing systems, as well as
calligraphy’s close connections with painting and
poetry. Persistent hands-on practice will be
required of all students; course work will include
in-class practice, individual/group instruction,
reading assignments, and take-home assignments.
This class is open to all students and has no
language requirement. Due to the course’s

p. 300
practicum component, enrollment will be limited
by lottery to 10 students. The course can be
repeated for credit.
0.5 credit.
Spring 2015. Jo.
CHIN 009. First-Year Seminar: Heaven,
Earth, and Man: Ways of Thought in
Traditional Chinese Culture
(Cross-listed as LITR 009CH)
This introductory course explores the most
influential currents o f thought and culture in
traditional China, through directed readings and
discussions o f original sources in translation.
1 credit.
Not offered 2014-2015.
CHIN 011. Third-Year Chinese
Concentrates on strengthening and further
developing skills in reading, speaking, and writing
modem Chinese, through a diversity o f materials
and media.
Classes are conducted in Chinese, with precise
translation also a component.
Prerequisite: CHIN 004B or equivalent language
skills.
1 credit.
Fall 2014. Ma.
CHIN 011 A. Third-Year Chinese
Conversation
This course meets once a week for 75 minutes and
concentrates on the further development of skills
in speaking and listening through multimedia
materials (including selected movies and clips).
Students are required to read chosen texts
(including Internet materials and short stories) and
prepare assignments for the purpose o f generating
discussion in class. Moreover, students will write
out skits or reports for oral presentation in Chinese
before they present them in class. The class is
conducted entirely in Chinese.
Prerequisite: CHIN 004B or equivalent language
skills.
0.5 credit.
Fall 2014. Kang.
CHIN 012. Advanced Chinese
A multimedia course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety o f cultural and
literary contexts, through a diversity o f authentic
materials in various media, including the Internet.
Prerequisite: CHIN 011 or equivalent language
skills.
1 credit.
Spring 2015. Ma.
CHIN 012A. Advanced Chinese
Conversation

MLL: Chinese
This 0.5-credit course meets once a week for 75
minutes and concentrates on the further
development of skills in speaking and listening
through multimedia materials (including movies
and clips). Students are required to read chosen
texts (including Internet materials and short
stories) and prepare assignments for the purpose of
generating discussion in class. Moreover, students
will write out skits or reports for oral presentation
in Chinese before they present them in class.
The class is conducted entirely in Chinese.
Prerequisite: CHIN 011 and/or 011A or equivalent
language skills.
0.5 credit.
Spring 2015. Kang.
CHIN 013A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are developed
together throughout the course o f the semester.
Students can serve the Swarthmore community by
teaching a foreign language to local elementary
school students in an after-school program that
meets two times/week. Students must teach for the
entire 6-week session, two days per week. During
the evening pedagogy sessions held on campus,
we will discuss writing weekly lesson plans,
foreign language acquisition in children, teaching
methodologies and approaches. We use a common
goal-oriented curriculum among all the languages.
Students must register for the language or
educational studies course that they will be
teaching and for a service time (A) M/W or (B)
T/Th.
0.5 credit.
Not offered 2014—2015.
CHIN 016. Substance, Shadow, and Spirit
In Chinese Literature and Culture
(Cross-listed as LITR 016CH)
This course will explore the literary and
intellectual world o f traditional Chinese culture
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and the
contouring of Chinese culture; immortality, wine,
and allaying the mundane; and the religious
dimension, disengagement, and the appreciation of
the natural world. The course also will address
cultural and literary formulations of conduct and
persona, and the expression o f individualism in an
authoritarian society.
1 credit.
Spring 2015. Berkowitz.
CHIN 020. Readings in Modern Chinese
This course aims to perfect the student’s Mandarin
Chinese skills and at the same time to introduce a
few major topics concerning Chinese literature and
other types o f writing since the May Fourth

p. 301
Movement. All readings, writing, and discussion
are in Chinese.
Prerequisite: Three years o f Chinese or the
equivalent.
1 credit.
Fall 2014. Ma.
CHIN 021. Topics in Modern Chinese
Reading and examination o f individual authors,
selected themes, genres, and periods, for students
with strong Chinese-language proficiency. All
readings, writings, and discussions are in Chinese.
Prerequisite: CHIN 020 or its equivalent.
Writing course.
1 credit.
Spring 2015. Ma.
CHIN 023. Modern Chinese Literature: A
New Novelistic Discourse (1918-1948)
(Cross-listed as LITR 023CH)
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas
underlying 20th-century Chinese history. The class
will discuss fundamental issues of modernity and
new literary developments under the impact of the
May Fourth Movement. All texts are in English
translation, and the class is conducted in English.
1 credit.
Not offered 2014-2015.
CHIN 027. The Story in Dynastic China
(Cross-listed as LITR 027CH)
In this class we will read in translation and discuss
a fair sampling o f imperial China's most renowned
stories. In exploring the most celebrated and
influential examples of narrative literature from
early times into the Qing dynasty, we will look at
these stories, some short, others quite elaborate, in
terms of overt structure and content, as well as
backgrounded literary and cultural material, and
we will address their production and consumption
in literati and popular contexts. We also will
consider these writings in terms of the formulation
of enduring cultural contours of character,
allegory, and lyricism; individual and society;
aesthetics and emotion; imagination and realism;
heroism and valor. All readings will be in English,
mostly translations of original texts, with some
supplementary writings about traditional Chinese
fiction.
1 credit.
Fall 2014. Berkowitz.
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

MLL: Chinese
used for writing in China for well over 2 millennia
until earlier this century. Complemented with
readings in English about Chinese characters and
classical Chinese, this course imparts the principal
structures of the classical language through an
analytical presentation of the rudiments o f the
language and close reading of original texts. It is
not a lecture course and requires active, regular
participation on the part of the student, with
precise translation into English an integral
component. The course is conducted in English.
The course is open to all interested students and
has no prerequisites; no previous preparation in
Chinese is required.
1 credit.
Spring 2015. Berkowitz.
CHIN 035. Readings in Classical Chinese
In this class, we will read some fantastic, enduring
writings from Classical China, all in the original.
Readings will cover many genres, including
stories, biographies, history, philosophy, and
poetry, and will range over the centuries of ancient
and imperial China.
Prerequisite: one semester of classical Chinese or
permission of the instructor.
1 credit.
Notoffered 2014-2015.
CHIN 055. Contemporary Chinese Cinema:
The New Waves (1984-2005)
(Cross-listed as LITR 055CH/FMST 055)
Cinema has become a special form o f cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-l'980s. The course will
develop a better understanding of changing
Chinese culture by analyzing cinematic texts and
the new wave in the era of globalization. All films
are English subtitled, and the class is conducted in
English.
1 credit.
Fall 2014. Kong.
CHIN 069. The Art of Living: Taste and
Aesthetics in Chinese Cultural Traditions
(Cross-listed as LITR 069CH)
This course will explore various dimensions of
taste and aesthetics in traditional Chinese
culture—from the earliest times into the recent
past. Broader aspects of the course will include
concept, form, and substance in classical literary,
and philosophical formulations; ritual practice and
ceremonial performance; and continuities and
disjunctures in private vs. public and individual vs.
societal taste. More focused readings and
discussions will concern food, alcohol, tea, and the
culinary arts; appreciation, aesthetics, and poetics
in music, painting, calligraphy, literature,
sculpture, and theater; the harmony o f the human
body and the evaluation o f beauty and suitability

p. 302
in men and women; landscape appreciation and
visions of the natural world; leisure and the passa
tempo pursuits of Go, flower and tree arrangement,
and elegant gatherings.
No prerequisites, no knowledge o f Chinese
required; all readings in English.
Eligible for ASIA credit.
1 credit.
Spring 2015. Berkowitz.
CHIN 081. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as LITR 081CH)
Chinese civilization has been imbued with Taoism
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 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 o f the instructor.
1 credit.
Not offered 2014-2015.
CHIN 090. Practicum in Bridging
Swarthmore and Local Chinese
Communities
Students will engage in directed projects in local
Chinese communities under the supervision o f the
instructor. The projects will concern tutoring and
translation or other social services within the
immigrant groups. Fieldwork will be tied to
theoretical and applied academic learning and will
foster intercultural understanding and intellectual
growth. A final written project will be required for
credit. Speakers o f any Chinese language/dialects
are particularly welcome, as are students of
Chinese language and others who wish to develop
their interest in this area. Credit is awarded
CR/NC.
1 credit.
Not offered 2014-2015.
CHIN 091. Special Topics in Chinese
Literature and Culture in Translation:
Dancing Across Borders; the Body,
Aesthetics and Ideologies in 20th-Century
China
(Cross-listed as LITR 091CH)
This course uses dance as a unique artistic and
theoretical prism to analyze the complex interplay
among the body, aesthetics, and ideologies in
20th-century China. The goal of the course is to
familiarize the students with the transnational and
transcultural context within which modem dance
was first introduced into China from the West via
Japan, and to show the students how to situate the
evolving trajectory of dance in China in the power

MLL: Chinese
straggles among competing political agendas,
aesthetics, ideologies, and art forms. This course
teaches the basic methods to read, reconstruct, and
analyze dance works. The reading materials are all
in English.
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.
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 o f Chinese or the
equivalent.
1 credit.
Not offered 2014-2015.
CHIN 093. Directed Reading
CHIN 096. Thesis
CHIN 099. Senior Colloquium
0.5 or 1.0 credit.
Spring 2015.

Seminars
CHIN 103. Lu Xun and His Legacy in 20thCentury China
This seminar is focused on topics concerning
modernity, political/social change, gender, and
morality through close examination of
intellectuals’ 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
historical context. All texts are in English
translation, and the seminar is conducted in
English.
2 credits.
Not offered 2014—2015.
CHIN 104. Chinese Poetry
This seminar will explore Chinese poetry
throughout ancient and imperial China. We will
read and discuss a good many of the most
renowned poems and poets, and trace the
immutable role of poetry in Chinese traditional
culture. We will learn how to read a Chinese
poem, investigate predominant styles and genres,
and trace texts and writers in context. And we will
follow the development and significance of themes
and imagery, examine the formulation of a literary
aesthetics, and savor the telling of stories and the
expression o f feeling and philosophy through the
medium of poetry. Readings will be in English,
with many poems also explicated through the
original Chinese. No knowledge o f Chinese is

p. 303
required, but previous background in some aspect
of Chinese literature, history, and culture will be
helpful.
2 credits.
Fall 2014. Berkowitz.
CHIN 105. Fiction in Traditional China:
People and Places, Journeys, and
Romances
In this seminar, we will explore the most
celebrated and influential examples of novelistic
literature in traditional, pre-modem 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 consumption
in literati and popular contexts. We also will
consider these writings in terms of the formulation
of enduring cultural contours of allegory and
lyricism, individual and society, aesthetics and
emotion, imagination and realism, heroism and
valor.
All readings will be in English translation.
2 credits.
Not offered 2014-2015.
CHIN 106. Seminar in Traditional Chinese
Literature
2 credits.
Not offered 2014-2015.
CHIN 108. The Remaking of Cinematic
China: Zhang Yimou, Wong Kar-wai, and
Ang Lee
The seminar focuses on three leading filmmakers,
Zhang Yimou, Wong Kar-wai, and Ang Lee, and
their cinematic products, which have not only won
international praises but also fundamentally
reconstructed the national cinemas. We will
explore their impact on the formation of the new
wave o f Chinese-language cinemas since the mid1980s and its recent new developments by
examining all possible aspects in the context of
social and cultural change.
2 credits.
Spring 2015. Kong.
CHIN 109. Daoism
This seminar will look at the texts and contexts of
both philosophical and religious Daoism, from
intellectual and literary culture to popular belief
and custom. It will explore the ways of Daoism
from early into modem times: texts and contexts;
sectarian religion and individual praxis; cultural
taproot and personal mindset; cosmology and
alchemy; gods, saints, priests, and recluses;
aesthetics and the arts.
All readings will be in English.
Eligible for ASIA credit.
2 credits.
Not offered 2014—2015.

MLL; French and Francophone Studies
CHIN 110. Beijing and Shanghai: Tale of
Two Cities
This seminar focuses on the culture and urban
history of China’s two major cities: Beijing—the
capital of both imperial and post-1949 China—and
Shanghai—one o f the earliest treaty ports open to
the West and the center o f today’s Chinese
economy. Through comparative analyses of urban
planning, fiction about, and film of the two cities,
we will examine the significance of these two
distinct yet connected urban cultures in modem
and contemporary China. The students are
encouraged to develop a research project
comparing the two cities, using either Chinese or
English-language sources. This course is open to
all students above the first year who have finished
previous coursework in Chinese literature, film,
art, urban studies or history, or have permission of
the instructor. The required course readings and all
discussions will be in English.
Eligible for ASIA credit.
2 credits.
Not offered 2014-2015.
CHIN 199. Senior Honors Study

Chinese Courses Not Currently
Offered
CHIN 008. First-Year Seminar: Literary and
Cinematic Presentation of Modem China (Crosslisted as LITR 008CH)
CHIN 009. First-Year Seminar: Heaven, Earth,
and Man: Ways of Thought in Traditional Chinese
Culture (Cross-listed as LITR 009CH)
CHIN 018. The Classical Tradition in Chinese
Literature (Cross-listed as LITR 018CH)
CHIN 019. First-Year Seminar: Singular Lives and
Cultural Paradigms in Early and Imperial China
(Cross-listed as LITR 019CH)
CHIN 025. Contemporary Chinese Fiction: Mirror
of Social Change (1949-2005) (Cross-listed as
LITR 025CH)
CHIN 027. Women Writers in 20th-Century China
(Cross-listed as LITR 027CH)
CHIN 056. History of Chinese Cinema (1905—
2005) (Cross-listed as LITR 056CH)
CHIN 063. Comparative Perspectives: China in
the Ancient World (Cross-listed as LITR 063CH)
CHIN 066. Chinese Poetry (Cross-listed as LITR
066CH)
CHIN 071. Invaded Ideology and Translated
Modernity: A Comparative Study of Modem
Chinese and Japanese Literatures at Their
Formative Stages (1900-1937) (Cross-listed as
LITR 071CH)

French and Francophone Studies
In French and Francophone Studies, you will learn
French and acquire global competence in the

p. 304

Francophone world. Students are introduced to
contemporary France and a variety o f countries
such as Algeria and Senegal. They can expand
their knowledge o f the diversity of Frenchspeaking cultures by developing an appreciation of
literary value and filmic expression. Our courses
also pay careful attention to the major social and
political developments that have shaped France,
and its former colonies, thus providing an
opportunity to understand the forces underlying
these various cultures, literatures, and films.
Students in our program explore interests as
diverse as critical theory, film studies, gender
studies, postcolonial studies, or the Islamic world,
and work directly with primary sources in their
original language.

The Academic Program
French and francophone studies is offered as a
major or minor in the Course Program and as a
major or minor in honors. The prerequisite to take
upper-level courses (numbered 20 and higher) for
both course and honors students is FREN 014 or
015, the equivalent, or evidence of special
competence.
All French and francophone studies majors and
minors, including students preparing a secondary
school certificate, are required to complete a study
abroad program in a French-speaking country.
Majors and minors in the Course and Honors
Programs are expected to be proficient in spoken
and written French to do the larger part of their
work in French, i.e., discussions and papers in
courses and seminars and all oral and written
examinations, including oral defense of the senior
paper and Honors examinations.

Course Major
Requirements
1. Take eight advanced courses or seminars
numbered 014 or above for a minimum o f 8
credits. Note that AP, IB credits will not count
toward the major. FREN 016 can only count once
to fulfill the major credit requirement.
2. Off-campus study is required for all majors.
Students who participate in preapproved programs
may only count 3 credits toward their major. See
the “Off-Campus Study” section for rules on
transfer o f credit.
3. Take one advanced course with a Francophone
component.
4. Take Senior Colloquium (FREN 091) in the
senior year. This includes the writing o f an
original, independent research paper o f 30 pages
on a topic chosen in discussion with the senior
colloquium professor and adviser or one other
professor in the program. The defense o f the paper
with the entire French and Francophone faculty
takes place at the end o f the fall semester.

MLL: French and Francophone Studies
French and Francophone Studies also offers
courses in French literature in translation, but no
more than one such course may count to satisfy the
requirements in the major.
To graduate with a major in French and
Francophone studies, students must have a grade
average of C or better within the discipline, have
studied in a French-speaking country, and have
completed our culminating exercise, described
above.
Acceptance Criteria
To be accepted as a course major, students must
have taken French 014 or the equivalent, earning
grades no less than a C.

Course Minor
Requirements
1. Complete 5 credits in courses or seminars
numbered 014 or above. Three or four of these
credits must be completed on the Swarthmore
campus (See #2 below). Note that AP and IB
credits will not count toward the minor. FREN 016
can only count once to fulfill the minor credit
requirement.
2. Minors are strongly encouraged to complete at
least a six-week summer program o f study in a
French-speaking country. Students who participate
in preapproved programs may only count two
credits toward their minor. See the study abroad
section for rules on transfer of credit.
3. Complete Senior Colloquium (FREN 091) in
the senior year, which includes the writing o f an
original, independent research paper of 20 pages
on a topic chosen in discussion with the senior
colloquium professor.'
French and Francophone studies also offers
courses in French literature in translation, but no
more than one such course may count to satisfy the
requirements in the minor.
To graduate with a minor in French and
Francophone studies, you must have a grade
average of C or better within the discipline,
studied in French-speaking country, and have
completed FREN 091 Senior Colloquium.
Acceptance Criteria
To be accepted as a course minor, you must have
taken French 014 or the equivalent, earning grades
no less than a C.

Honors Major
Requirements
Majors in the Honors Program are expected to
complete the requirements o f majors in course,
including taking Senior Colloquium (FREN 091)
in the senior year.
1. Take eight advanced courses or seminars
numbered 014 or above for a minimum o f 8
credits. Note that AP and IB credits will not count

p. 305

toward the honors major. FREN 016 can only
count once to fulfdl the honors major credit
requirement.
2. Study abroad in a francophone country, for one
semester is required for all honors majors. See the
study abroad section for rules on transfer of credit.
3. Take one advanced course with a Francophone
component.
4. Take Senior Colloquium (FREN 091) in the
senior year. This includes the writing of an
original, independent research paper of 30 pages
on a topic chosen in discussion with the senior
colloquium professor and adviser or one other
professor in the program. The defense of the paper
with the entire French and Francophone faculty
takes place at the end of the fall semester.
Complete at least one advanced course (above
FREN 015) before taking a seminar.
Work on three preparations, two o f which must be
done through seminars while the third may be a
seminar, a two-credit thesis, or an approved paired
course preparation.
French and Francophone Studies also offers
courses in French literature in translation but no
more than one such course may count to satisfy the
requirements in the honors major.
The Honors Exam for Majors and
Preparations
Majors in the Honors Program must do three
preparations (consisting of six units of credit).
Two of the preparations must be done through
seminars chosen from the list below. The third
preparation may be a seminar, a two-credit thesis,
or an approved paired course preparation.
Mode of Examination:
A three-hour written examination, and a one-half
hour oral examination, both in French, will be
required for each preparation.
Acceptance Criteria
Candidates are expected to have a “B” average in
course work both in the department and at the
College, have taken FREN 004 or the equivalent,
and have demonstrated interest in and aptitude, for
the study of literature or culture in the original
language.

Honors Minor
Requirements
Minors in the Honors Program are expected to
complete the requirements of minors in course,
including taking Senior Colloquium (FREN 091)
in the senior year.
1. Complete 5 credits in courses or seminars
numbered 014 or above. Three of these credits
must be completed on the Swarthmore campus.
Note that AP and IB credits will not count toward
the minor. FREN 016 can only count once to
fulfill the minor credit requirement.

MLL: French and Francophone Studies
2. Complete at least a six-week program of study
in a French-speaking country. It is strongly
recommended that honors minors spend at least
one semester abroad. See the study abroad section
for rules on transfer of credit.
3. Complete Senior Colloquium (FREN 091) in
the senior year, which includes the writing o f an
original, independent research paper of 20 pages
on a topic chosen in discussion with the senior
colloquium professor.
4. Complete at least one advanced course (above
FREN 015) before taking a seminar.
5. Work on one two-credit seminar preparation or
an approved paired course preparation.
French and Francophone studies also offers
courses in French literature in translation but no
more than one such course may count to satisfy the
requirements in the honors minor.
The Honors Exam for Minors and
Preparations
Minors must do a single, two-credit seminar
preparation (consisting of two units o f credit) or an
approved paired course preparation.
Mode of Examination
A three-hour written examination, and a one-half
hour oral examination, both in French, will be
required for the preparation.
Acceptance Criteria
Candidates are expected to have a “B” average in
course work both in the department and at the
College, have taken FREN 004 or the equivalent,
and have demonstrated interest in and aptitude for
the study of literature or culture in the original
language.

Thesis / Culminating Exercise
The culminating exercise in French and
Francophone studies consists of completing FREN
091 Senior Colloquium in which you will write an
independent research thesis of 20-30 pages and
defend it in front of a panel o f faculty members.

Application Process Notes for the
Major or the Minor
In addition to the process described by the Dean’s
Office and the Registrar’s Office for how to apply
for a major, we also ask that you speak with the
French and Francophone Studies section head or
one of your professors in French and Francophone
Studies to discuss your options.
If after applying you are deferred, you may apply
again in the fall by addressing the reasons for your
deferral.

Off-Campus Study
Study abroad programs are vital to the French and
Francophone program. Majors may count up to 3
credits toward their French major. Minors may

p. 306

count 2 o f these credits toward their French minor.
To receive more than one credit, students must
take a 1-credit course in French immediately upon
their return. Students should contact a French
faculty member to obtain the current list of
preapproved programs. Students wishing to seek
credit from other disciplines must consult the rules
in the appropriate credit-granting department.
There are also other options to study abroad
available to students who have completed course
work above the equivalent of fourth semester.
Any student attending a preapproved program in a
non-francophone country, and planning to enroll in
a French course there, may petition for one credit
upon their return to campus. To earn this credit,
students must take a one-credit French course in
the semester immediately following their return to
campus.
Preapproved Summer Programs
Any student may study in a preapproved summer
program that is at least 6 weeks long and earn 1
credit in MLL (French). Only Minors in French
and Francophone studies may have this credit
count towards the completion o f their course
requirements.

Research and Service-Learning
Opportunities
Both independent research and service-learning
student-teaching are important ways to continue
using your language and critical analysis skills.
Academic Year Opportunities
Each semester MLL offers a Service-Teaching
Pedagogy course in which students teach French to
local elementary students after or while
completing FREN 014 (or 4th semester course of
foreign language equivalent). It offers first-hand
experience teaching in the classroom and provides
training in classroom management, writing lesson
plans, and effective use o f communicative method
language instruction. Student-teachers share
common curricular goals, use a communicative
method without a textbook, and teach exclusively
in the target language. To enhance the studentteachers’ professionalism, this course includes a
weekly pedagogy session for help with learning
how to prepare lessons with goal-oriented
curriculum, teaching practice, debriefing on the
weeks’ teaching, and discussion of readings about
foreign language acquisition, methodologies, and
approaches.
Summer Opportunities
Students are encouraged to use the summer to
travel to Francophone countries and explore
research for their senior thesis papers. Please
speak with French and Francophone studies
faculty to find out about options for doing this
summer work.

MLL: French and Francophone Studies
Teacher Certification
Students may choose to use French and
Francophone studies as a specialization in a
teacher certification program or for a special major
in educational studies. Although students may
develop their own course of study, they must
complete FREN 015, or the equivalent, and study
abroad for at least one semester in a Frenchspeaking country.

Life After Swarthmore
Opportunities for a major/minor in French and
Francophone studies after graduation are varied.
Our curriculum provides students with valuable
skills in cultural analysis, communication in
another language, and the ability to understand and
adapt to cross-cultural situations. Many majors and
minors in French and Francophone studies
continue their research with Fulbright awards, go
to graduate school, law school, and medical
school, and follow diverse career paths in
teaching, journalism, business, and NGOs. Recent
French and Francophone alumni who are Fulbright
recipients are continuing their studies in North
Africa and the Middle East; those who have gone
to graduate school are studying library science,
ethnomusicology, French history, public policy,
educational policy, and public health. Many
alumni are in education, law, business, journalism,
medicine, the arts, and international affairs, etc.

Courses
The following courses are taught in French. For
courses on French and Francophone content taught
in English, see the section on Literatures in
Translation above.
# = Francophone
FREN 001-002, 003. Intensive French
Students who start in the 001-002 sequence must
complete 002 to receive creditfo r 001.
For students who begin French in college.
Designed to impart an active command of the
language. Combines the study o f grammar with
intensive oral practice, writing, and readings in
literary and expository prose. FREN 001 is offered
in the fall semester only.
1.5 credits.
FREN 001. Intensive First Year of French
Fall 2014. Blanchard, Rice-Maximin, Courgey.
FREN 002. Intensive First Year of French
Spring 2015. Gueydan-Turek, Cherel, Courgey.
FREN 003. Intensive Intermediate French
FREN 003 is offered in the fall semester only.
Fall 2014. Gueydan-Turek, Cherel.

p. 307

FREN 014. Advanced French: La France et
le monde francophone contemporains 1
(W)
Offered each semester, this course gives students
the opportunity to develop French language skills
through explorations of culture and society in
France and the Francophone World. Controverses
(textbook) will be used for learning the art of
writing in French. Particular attention will be paid
to oral communication, grammar review, and
writing skills. FREN 003 or placement required.
1 credit.
Fall 2014. Cherel.
Spring 2015. Blanchard.
FREN 015. Advanced French: La France et
le monde francophone contemporains 2
Offered each semester, this course gives students
the opportunity to further develop French language
skills through the study of articles, essays, and
images. Engage in reading, discussing, and writing
about cultural and visual texts selected from ads,
newspapers, literature, television shows, comic
strips, videos, and film from France and the
Francophone World. Writing skills will be
addressed using the second half of Controverses
(textbook). Particular attention will be paid to oral
and written communication and cultural analysis.
FREN 004, FREN 014, or placement required.
1 credit.
Fall 2014. Yervasi.
Spring 2015. Yervasi.
FREN 016. 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 with a
different instructor, but can only count once to
fulfill major/minor credit requirement.
Prerequisite: For students previously in FREN 015
Advanced French 2, or the equivalent Placement
Test score.
0.5 credit.
Fall 2014. Gueydan-Turek.
Spring 2015. Cherel.
FREN 040. Panorama de la Littérature
française
This course is designed to provide students with a
broad knowledge o f French literature, from the
Renaissance to the present. Among the authors
included on the syllabus are: Corneille, Graffigny,
Balzac, Proust and Genet. Students will read
works in their entirety, discuss their significance in
class, and listen to short lectures to situate the
readings in a historical and cultural context.
1 credit. Fall 2015. Yervasi.

MLL: French and Francophone Studies

p. 308

FREN 024. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are developed
together throughout the course o f the semester.
Students can serve the Swarthmore community by
teaching a foreign language to local elementary
school students in an after-school program that
meets two times/week. Students must teach for the
entire 6-week session, two days per week. During
the evening pedagogy sessions held on campus,
we will discuss writing weekly lesson plans,
foreign language acquisition in children, teaching
methodologies and approaches. We use a common
goal-oriented curriculum among all the languages.
Students must register for the language or
educational studies course that they will be
teaching and for a service time (A) M/W or (B)
T/Th.
0.5 credit.
Not offered 2014-2015.

sociocultural and aesthetic changes, as well as
antiestablishment discourses. In the context of
issues such as social class, cultural diversity, and
feminity/masculinity, this course will connect
canonical comics (such as Asterix and Tintin) with
more current cutting-edge forms including la
nouvelle Manga and graphic novels from Rwanda,
Algeria, Lebanon and Iran.
1 credit.
Spring 2015. Gueydan-Turek.

FREN 043. Ecrire le Moi/Writing the Self
Reading the texts by authors of various parts of the
Francophone world who, through their
confessions, memoirs, autobiographies, auto­
fictions, journals, etc., narrate different moments
of their life. We will explore the role of history,
social class, language, education, race, colonial
past, in the construction o f their subjectivity and
identity, and will also read their texts as keys to
the understanding o f the cultures and societies they
inhabit. Parallel reading of studies on the various
forms of the autobiographical genre will inform us
on the writings of authors such as Rousseau,
Sartre, Ferraoun, Bouraoui, Nothomb, Genet,
Lefevre, Zoble, Condé, Pineau, Maximin, Lahens,
Sarraute, Duras. In French.
1 credit
Fall 2014. Rice-Maximin.

FREN 093. Directed Reading

FREN 045C. Le Monde Francophone
Spring 2016. Rice-Maximin
FREN 045D. Le monde francophone :
African Cinema#
This course is an introduction to the history of
Francophone West African cinemas. Students will
study the colonial and postcolonial history and
culture of this region, be introduced to key film
concepts, and develop their ability to do in-depth
film analysis. Student must attend weekly
screenings.
Eligible for BLST credit.
1 credit.
Spring 2015. Yervasi.
FREN 057. Bande dessinée, nouvelle
Manga et romans graphiques
The bande dessinée, the Francophone analog to
comics, has evolved alongside contemporary
youth culture to become a locus for expressions of

FREN 091. Senior Colloquium:
This course will be dedicated to discussions of the
various topics chosen by majors and minors for
their senior thesis. Although this course is required
of French/Francophone majors and minors, it is
open to other advanced students.
Writing course.
1 credit.
Fall 2014. Gueydan-Turek.
Spring 2016. Yervasi.

FREN 096. Thesis

Seminars
FREN 111. Le Désir colonial:
représentations de la différence dans
l’imaginaire français#
This course addresses how the colonial encounter
has shaped modem perceptions of race, ethnicity,
gender, and sexuality through the production,
circulation and consumption o f deformed images
of its colonial subjects. From noble savages and
whimpering slaves to hideous monsters and
seductive harem girls, we will examine the
dynamics o f representation embedded in colonial
narrations and visual constructions of the “Other,”
focusing on conceptualizations of power as they
relate to race, sexual politics and the gendering of
the colonial subject. Primary texts include
literature of the slave trade, orientalist fictions and
photographs, colonial films, museum exhibitions
and world’s fairs, and contemporary works of
fiction that deal with the legacy and sometimes
continue the colonial desire.
Eligible for BLST or GSST credit.
2 credits.
Fall 2016. Gueydan-Turek.
FREN 112. Le Monde comique de Molière
This seminar is designed to acquaint students with
the major works o f Molière and 17th-century
culture. We will investigate: Molière’s political
relationship with Louis XIV at Versailles, the
discourse of early modem feminism of the
précieuses and the femmes savantes; the critique
of religious hypocrisy, and the influence o f early
modem notions of anthropology, notably
medicine, on Molière’s notions of selfhood. These

MLL; French and Francophone Studies
aspects will be brought forward through close
attention to the poetics of comedy and the art of
the comedian.
2 credits.
Spring 2015. Blanchard.
FREN 180. Honors Thesis
FREN 199. Senior Honors Study
Courses with a Francophone component are
marked with a #.

French Courses and Seminars
Not Currently Offered
FREN 022. Panorama du cinéma français et
francophone#
FREN 044. Tyrants and Revolutionaries
FREN 045A. Le Monde francophone: Postcolonial
cities in the Francophone World#
FREN 046. Poésies d’écritures françaises#
FREN 054. Cinéma français: jeunesse et résistance
FREN 056. Ces femmes qui écrivent/Reading
French Women
FREN 058. The Representation o f Alterity in
French Literature and Cinema#
FREN 104. Le Roman du XIXe siècle
FREN 106. La Modernité
FREN 108. Littérature et cinéma moderne et
contemporain: La question de représentation
FREN 110. Histoires d’îles#
FREN 115. Paroles de femmes#
FREN 116 Théâtre Francophone
LITR 061FJ. Manga, Bande Dessinée, and the
Graphie Novel: A Transnational Study o f Graphie
Fiction
LITR 071F. French Cultural and Critical Theory
LITR 078F. Francophone Cinema

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MLL: German Studies
German Studies
Core Faculty
Hansjakob Werlen, Professor3
Sunka Simon, Professor
Tessa Wegener, Visiting Assistant Professor
Christopher Schnader, Lecturer
Affiliated Faculty
Peter Baumann, Professor (Philosophy)
Richard Eldridge, Professor (Philosophy)
Tamsin Lorraine, Professor (Philosophy)
Braulio Munoz, Professor (Sociology and
Anthropology)
Robert Weinberg, Professor (History)
Thomas Whitman, Associate Professor (Music)
3Absent on leave, 2014-2015.

The German Studies Program offers students a
wide variety o f courses in language, literature,
film, and culture taught in German, as well as
classes in anthropology and sociology, history,
music, philosophy, and political science. Stressing
the interrelatedness o f linguistic competency and
broad cultural literacy, German studies classes
cover a wide range of literary periods, intellectual
history, and film and visual culture. The diverse
approaches to German culture(s) prepare students
for graduate work in several academic disciplines,
as well as for a variety of international careers.
German studies can be pursued as course major or
minor or as a major and minor in the Honors
Program.
Majors are expected to be sufficiently proficient in
German when they graduate. To this end, we
strongly advise students to spend an academic
semester—preferably spring semester—in a
German-speaking country before their senior year.

The Academic Program
Not all advanced courses or seminars are offered
every year. Students wishing to major or minor in
German studies should plan their program in
consultation with the program coordinator. All
German courses numbered 50 and above are open
to students after GMST 008 or 020. Seminars in
German are taught in fall semesters only and are
open to students with advanced skills in reading
and writing German. For seminar enrollment in
our affiliated departments, please consult the
guidelines and German studies adviser of those
departments (art, history, music, philosophy,
political science, religion, sociology and
anthropology).

Course Major: Options,
Requirements, and Acceptance
Criteria
• Completion of a minimum of 8 credits in
courses numbered 003 and above.

p. 310
• Majors in course are required to take GMST
091: Special Topics, and enroll in at least one
seminar taught in German in their junior or senior
year. (See the note on enrolling in seminars)
• Three o f the 8 credits may be taken in English
from among the courses relevant to German
studies listed in the catalog under literature in
translation (e.g., LITR 054G or LITR 066G) or
from courses listed as eligible for German studies
(see list below).
• Comprehensive requirement: Seniors in course
are required to submit a bibliography of 20 works
to form the basis of a discussion and an extended,
integrative paper (approximately 15 double-spaced
pages in length) on a topic agreed to by the
program coordinator. This paper, due before the
date for the comprehensive examination, is
complemented by a discussion o f the paper with
members of the program, in German.
• Students are strongly encouraged to spend a
semester in Germany or at least participate in a
summer program in a German-speaking country.
O f the classes taken abroad, a maximum of 2
credits will normally count toward the major. In
cases of double majors, this number might be
increased in consultation with the German studies
chair. After studying abroad, majors must take two
additional German studies classes.
Typical Course of Study:
Minimum of 5 credits in German above GMST
001 and 002:
GMST 003
GMST 008
GMST 020
GMST 091
GMST Seminar (104 and above, 2 credits)
Maximum of 3 credits taught in English from
LITR, such as:
LITR 020: Expressions of Infinite Longing.
German Romanticism and its Discontents
LITR 051G: European Cinema
LITR 054G: German Cinema
LITR 066G: History of German Drama
Or the equivalent, taught in English, and from List
of Courses eligible for German Studies (taught in
English in other departments, e.g. HIST 035 and
PHL 049 or SOAN 101)

Course Minor: Options,
Requirements, and Acceptance
Criteria
• Students must complete a minimum o f 5 credits
in courses and seminars, at least 3 of which are
taught in German and numbered 003 or above. Of
these courses, GMST 008,020 and GMST 091:
Special Topics are required.

MLL: German Studies
• Up to two credits can come from courses
eligible for German studies numbered 008 or
above.
• Students are strongly encouraged to spend a
semester in Germany or at least participate in a
summer program in a German-speaking country.
O f the classes taken abroad, a maximum of 2
credits will normally count toward the minor. In
case o f double majors, this number can be
increased in consultation with the German Studies
coordinator.
Typical Course of Study:
GMST 003
GMST008
GMST 020
GMST 091
1-2 advanced courses or 1 seminar taught in
German or in English from the list o f courses
eligible for German studies (from LITR or from
an affiliated department, e.g. HIST 036 and
MUSI 035 or PHL 137)

Honors Major and Minor in
German Studies
Majors and minors in the Honors Program are
expected to fulfill the minimum requirements for
course majors above and be sufficiently proficient
in spoken and written German to complete all their
work in the language. All majors and minors in
honors are strongly advised to spend at least one
semester o f study in a German-speaking country.
Candidates are expected to have a B average in
coursework both in the department and at the
College.
Preparations
Honors Major: The honors major requirements
are identical to the course major requirements. All
honors majors must include GMST 020 and
GMST 091 in their course o f study. In addition:
1. Honors majors in German studies take three
seminars, two taught in German and one taught in
English from an affiliated program. In consultation
with the German studies chair, two advanced
courses in German studies (such as GMST 054
and a second special topics course, GMST 091)
may be taken in lieu of one seminar.
2. Honors majors participate in the external
examination process required o f all Swarthmore
honors students and the Senior Honors Study
process explained below. (Total: Minimum o f 8
credits, 6 credits for seminars + 1 credit for GMST
091 + 1 credit for GMST 020)
Honors Minor: The honors minor prepares for the
examination in German studies by following the
minimum course minor requirements. All honors
minors must take one seminar taught in German
for their honors preparation and complete Senior
Honors Study (described below). (Total: 5 credits)

p. 311
Senior Honors Study (SHS) and Mode of
Examination
For SHS, students are required to present an
annotated bibliography o f criticism—articles or
books—concerning at least five o f the texts in
each seminar offered for external examination.
Students are required to meet with the respective
instructors) of the seminars being examined by
Feb. 15 to discuss their planned bibliography and
to meet with the instructors for a second time
when the approved bibliography is handed in by
May 1. The annotated bibliography, which carries
no credit, will be added to course syllabi in the
honors portfolio. The honors examination will take
the form o f a 3-hour written examination based on
each seminar and its SHS preparation as well as a
1-hour oral panel examination based on the three
written examinations for majors or a 30- to 45minute oral examination for minors.

Off-Campus Study
Students of German are strongly encouraged to
spend at least a semester in a German-speaking
country. There are several excellent opportunities
to participate in an approved program, such as the
Columbia Consortium Program in Berlin, Duke
University in Berlin, the Macalester College
German Study Program in Berlin/Vienna, or the
Dickinson College Program in Bremen. Students
should consider going abroad in the spring
semester. This will enable them to participate fully
in the semester schedule o f German and Austrian
Universities.

Eligible Courses in German
Studies
ARTH 005. Modem Art
ARTH 019. Contemporary Art
ARTH 077. Exhibiting the Modem
ARTH 166. Avant-Gardes
GMST 008. Texts in Content: Topics in German
Culture and Society from the Reformation Until
Today
GMST 020. Introduction to German Studies
GMST 024. German: Teaching and Pedagogy
GMST 054. German Cinema (Cross-listed
LITR054G and FMST 054)
GMST 091. Special Topics: TBA
GMST 104. Goethe und seine Zeit
GMST 108. Wien und Berlin
GMST 111. Genres
HIST 028. Nations & Nationalism-E. Europe
HIST 029. Sexuality and Society in Modem
Europe
HIST 035. From Emancipation to Extermination:
European Jewry’s Encounter with Modernity
HIST 036. Modem Germany

MLL: German Studies
HIST 037. History and Memory; Perspectives on
the Holocaust
HIST 125. Fascist Europe
LITR 016. First-Year Seminar: Transcultural
Mediations: How Texts Travel
LITR 020. Expressions of Infinite Longing:
German Romanticism and its Discontent
LITR 051. European Cinema (Cross-listed as
FMST051)
LITR 066G. History of German Drama
MUSI 003A. Jazz Today: USA, Europe & the
African Heritage
MUSI 006B. Music of Holocaust & W W II Era
MUSI 007A. W.A. Mozart
MUSI 007B. Beethoven and the Romantic Spirit
MUSI 022.19th-Century European Music
MUSI 034. J.S. Bach
MUSI 101. J.S. Bach
MUSI 103. Mahler and Britten
MUSI 105. Beethoven
PHIL 029. Philosophy of Modem Music
PHIL 039. Existentialism
PHIL 048. German Romanticism
PHIL 049. Marx, Nietzsche, Freud
PHIL 114. 19th-Century Philosophy
PHIL 139. Phenomenology, Existentialism, and
Poststructuralism
POLS 053, The Politics o f Eastern Europe:
Polities in Transition
POLS 059. Contemporary Euro Politics
POLS 073A. Migration, Immigration and
Globalization in Europe
POLS 107. Comparative Politics: Greater Europe
SOAN 044D. Colloquium: Critical Social Theory
SOAN 044E. Colloq: Modem Social Theory

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GMST 001. Intensive Elementary German
Fall 2014. Wegener, Schnader.
GMST 002. Intensive Elementary German
Spring 2015. Wegener, Schnader.
GMST 003. Intensive Intermediate German
Fall 2014. Wegener, Schnader.
GMST 005. German Conversation
A 0.5-credit conversation course, concentrating on
the development o f the students’ speaking skills.
Prerequisite: GMST 008 in a current or a previous
semester or the equivalent placement test score.
0.5 credit.
Fall 2014. Schnader.
GMST 006. German Conversation
A 0.5-credit conversation course, concentrating on
the development of the students’ speaking skills.
Prerequisite: GMST 008 in a current or a previous
semester or the equivalent placement test score.
0.5 credit.
Spring 2015. Schnader.
GMST 008. Texts In Contexts: Topics in
German Culture and Society from the
Reformation until Today
GMST 008 is a 4th semester course integrating the
continued work on advancing the students’
linguistic skills with the acquisition of cultural,
historical, and literary content about German­
speaking countries. This course is the gateway to
all upper level courses in the German studies
curriculum. Topics alternate every year.
Prerequisite: placement test score or GMST 003.

Not all advanced courses or seminars are offered
every year. Students wishing to major or minor in
German should plan their program in consultation
with the section. All courses numbered 050 and
above are open to students after GMST 020. (See
note on enrolling in seminars.)

Topic for Spring 2015: Deutsche Popmusik
- Von G a s se n h a u e r bis Hip Hop
In this course, we will trace the development of
German popular music from Weimar era street and
vaudeville hits, musical films o f the Third Reich
and the postwar decades, to post-1968 protest
songs, German Schlager, New German Wave, and
Hip Hop. While fine-tuning your knowledge of
German cultural history, advancing your stylistic,
lexical and grammatical competency in German
will be the overall goal.
1 credit.
Spring 2015. Wegener.

GMST 001-002, 003. Intensive German
Students who start in the 001-002 sequence must
complete 002 to receive creditfo r 001.
For students who begin German in college.
Designed to impart an active command of the
language. Combines the study o f grammar with
intensive oral practice, writing, and readings in
expository and literary prose. See the explanatory
note on language courses earlier. Normally
followed by 008, or 020.
1.5 credits.

GMST 020. Introduction to German
Studies: Topics in German Literature and
Culture
This course serves as the introduction to the
interdisciplinary field o f German studies. What is
German “culture,” how has it been defined, which
narratives, theories, and events have shaped the
national imaginary from the 18th century to today?
Students will develop speaking and writing skills
through short assignments and presentations
intended to familiarize them with the vocabulary

Courses

MLL: German Studies
of literary and cultural analysis in German. Topics
change every year.
Prerequisite: placement test score or GMST 008.
Topic for Fall 2014: Verlorene Unschuld:
literarische und filmische Jugendportrats
This course will explore representations of youth
and coming-of-age in literature and film of the
German-speaking world. We will read both
canonical and non-canonical texts beginning in the
18th century and extending into the 21st that
engage with themes of love, education and crisis.
What do these narratives reveal about national,
cultural and individual identity formation during
early stages of maturity? How are these narratives
shaped by various political and historical contexts?
In addition to works by authors such as Johann
Wolfgang von Goethe, Frank Wedekind, Ingeborg
Bachmann, Bernhard Schlink, and Jana Hensel, we
will also examine key theoretical texts and films
that focus on narratives of youth.
1 credit.
Fall 2014. Wegener.
GMST 054. German Cinema
(Cross-listed as LITR 054G/FMST 054)
This course is an introduction to German cinema
from its inception in the 1890s until the present. It
includes an examination o f early exhibition forms,
expressionist and avant-garde films from the
classic German cinema o f the Weimar era, fascist
cinema, postwar rubble films, DEFA films from
East Germany, New German Cinema from the
1970s, and post 1989 heritage films. We will
analyze a cross-match of popular and avant-garde
films while discussing mass culture, education,
propaganda, and entertainment as identity- and
nation-building practices.
Eligible for FMST credit, fulfills national cinema
requirement.
Writing course.
1 credit.
Not offered 2014-2015.
GMST 091. Tatort Deutschland: History,
Practice and Theory of German Crime
Fiction and Film
Crime - real and fictional - has always been an
important part o f German culture, symbolizing,
defining and analyzing its own boundaries as well
as intersections with Others. Think about Fritz
Lang’s M (1931) or the 40+ long run of the cult
series Tatort (1973-). This course will investigate
the history, practice and theory o f crime fiction,
TV and film with an emphasis on the post-1945
German landscapes (East and West). How and
why do crime narratives, in formal structure and
content, deal with the legacy o f the German Past
(Weimar Years, Third Reich and Holocaust) and a
divided Germany (1949-89)? How do they
incorporate and interrogate watershed political
events? What contributions do Krimis make to the

p. 313
theory of narrative? Why are some o f Germany’s
longest running TV-series crime dramas? What
accounts for their popularity? These and other
questions will shed light on the ways in which the
crime genre interacts with concepts of nationality,
as well as regional and local identity constructions.
In addition to weekly readings, students will watch
episodes o f the most famous classic and current
crime dramas, prepare presentations on specific
aspects o f German crime, and write two shorter
papers (one on fiction and one on film). Taught in
German.
Course Prerequisite: GMST 008 or 020.
1 credit.
Spring 2015. Simon.
GMST 093. Directed Reading

Seminars
Five German seminars are normally scheduled on
a rotating basis. Preparation of topics for honors
may be done by particular courses plus
attachments only when seminars are not available.
Note. Students enrolling in a seminar are expected
to have done the equivalent o f at least one course
beyond the GMST 020 level.
GMST 104. Goethe und seine Zeit
This seminar familiarizes students with arguably
the greatest German writer whose literary works
revolutionized German poetry, drama, and the
novel. Often regarded as the founder of German
classicism, Goethe’s literary writings, spanning
over six decades, defy easy categorization. Texts
read in the seminar include the early drama Gotz
von Berlichingen and the influential epistolary
novel The Sorrows of Young Werther, the
classical drama Iphigenie auf Tauris, the novels
Wilhelm Meisters Lehrjahre and Die
Wahlverwandtschaften, early essays on
Shakespeare and Gothic architecture, poetry from
all periods o f his life, and, o f course, Faust. We
will also look at Goethe’s scientific ideas
(morphology of plants and theory o f optics) and
his philosophical and economic worldview.
2 credits.
Not offered 2014-2015.
GMST 105. Die deutsche Romantik
Romanticism as the dominant movement in
German literature, thought, and the arts from the
1790s through the first third o f the 19th century.
Focus on Romantic aesthetics and poetics,
including the influence o f German Idealism.
2 credits.
Not offered 2014-2015.
GMST 108. Wien und Berlin
Between 1871 and 1933, Vienna and Berlin were
two cultural magnets drawing such diverse figures

MLL: Japanese

p. 314

as Sigmund Freud, Ludwig Wittgenstein, Gustav
Klimt, Gustav Mahler, Leon Trotsky, Gerhard
Hauptman, Käthe Kollwitz, Rainer Maria Rilke,
Bertolt Brecht, Kurt Tucholsky, Else LaskerSchUler, Richard Strauss, Arnold Schönberg, and
Adolf Hitler. This course will examine the
multiple tensions that characterized “fin-de-siecle”
Vienna and Berlin, such as the connection between
gender and the urban landscape, the pursuit of
pleasure and the attempt to scientifically explore
human sexuality, and die conflict between avantgarde experimentation and the disintegration of
political liberalism.
2 credits.
Not offered 2014-2015.

19th—21 st century German-speaking countries.
From print and popular press culture, letters and
postcards, to radio, film, television and digital
media, the seminar will devote two weeks to each
major medium with authentic material made
available on a course website and on reserve.
Students are responsible for one oral presentation
(submitted in written form a week later) and
researching, composing and constructing a
detailed analytical project in digital form in
German, which they will present as a poster
session at a German Studies event in early
December.
2 credits.
Fall 2014. Simon.

GMST 110. German Literature After World
War II
The aim of the seminar is to acquaint students with
literary developments in the German-speaking
countries after the end o f 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” o f the 1970s, and
literary postmodemity of the 1980s. We will also
study the literature o f the German Democratic
Republic and texts dealing with post-wall, unified
Germany. Authors included are Böll, Eich, Grass,
Frisch, Bachmann, Handke, Bernhard, Jelinek,
Strauss, Wolf, Delius, Plenzdorf, Süskind, and
Menasse.
2 credits.
Not offered 2014—2015.

GMST 112. German Short Fiction
(Erzählungen, Novellen, Gerschichten)
When the Austrian writer Hugo von
Hoffmannsthal, himself an accomplished writer of
stories (Erzählungen), published a collection of
19th-century German Erzählungen, he stated that
he only needed to remember the most moving
reading experiences of his youth to establish a
long list of indelible stories written by the greatest
writers of the century. The popular genre of
German (short) prose fiction, characterized by
thematic diversity and narrative innovation, has
been flourishing in various literary movements
from Goethe to the present time. In this seminar,
we will read a great variety of prose fiction
(Erzählungen, Geschichten, Novellen), from the
late 18th century onward, and examine the
changing narrative forms and thematic
preoccupations found in these texts. Authors
include: Goethe, Tieck, E.T.A. Hoffmann, Amim,
Eichendorff, Kleist, Büchner, Keller, Gotthelf,
Droste-Hülshoff, Stifter, Hebbel, Grillparzer,
Schnitzler, Rilke, Hofmannsthal, Kafka,
Langgässer, Kaschnitz, Koeppen, Lenz,
Bachmann, Hildesheimer, Böll, Aichinger, Lenz,
Wohmann, Handke, und Hein.
2 credits.
Not offered 2014-2015.

GMST 111. Genres
This seminar will explore in depth a particular
genre of literary and media production.
Scheduled topics include the following:
• Deutsche Lyrik
• Populärliteratur
• Der deutsche Film
• Das deutsche Drama
• Das deutsche Roman
1 credit
Fall 2014. Simon.
GMST 111: Medienkultur-German Media
Culture
German Media Culture, beginning with the first
Western book printed in movable type in the
1450s (Gutenberg’s Bible), is a rich source of
inquiry for historical, political, sociological,
philosophical, technological, and aesthetic reasons.
In this interdisciplinary senior seminar, we will not
only read, view and listen to primary media
sources in their specific historical contexts, but we
will also investigate and analyze media theories by
Freud, Marx, Benjamin, Heidegger, Adorno,
Brecht, Enzensberger, Habermas, Kracauer, and
Kittler (among others) that develop alongside and
in reaction to the rapidly changing mediascapes of

GMST 199. Senior Honors Study

Japanese
The Academic Program
Courses in Japanese language, literature, and
culture may be combined with courses taken at
Haverford, Bryn Mawr and with study abroad
toward a special major or a minor in Japanese or
may be counted toward a major or minor in Asian
studies (see Asian studies). Interested students
should consult with the section head o f Japanese
or with the chair of Asian studies.

MLL: Japanese
Special Majoring and Minoring in
Japanese
Students may construct a special major in
Japanese, featuring intensive study in Japanese
language, literature, and culture. Japanese special
majors will complete their coursework through a
combination of study at Swarthmore, courses at
Haverford or Bryn Mawr, and study abroad.
Students interested in a Japanese special major or
minor should consult with the section head of
Japanese as soon as possible.
Students seeking a broader exposure to East Asian
society and culture may consider a Japanese
concentration within the Asian studies major.
Students who wish to concentrate on linguistics
rather than Japanese literature and culture may
construct a special major in Japanese Language
and Linguistics, with a combination of advanced
language study at Haverford and Bryn Mawr,
study abroad and courses and seminars in the
Linguistics department at Swarthmore College.
Students wishing to pursue this possibility should
consult with the Japanese section head.

Special Major in Japanese
Language,Uterature and Culture
At least 10 total credits starting with 001,
including at least one credit outside the
department, are required for a special major in
Japanese. Special majors should complete the
following sequence of language courses JPNS 001,
002,003, 004,012, 012A, 013,013A or thenequivalent. Japanese special majors are strongly
encouraged to study abroad in a program approved
by the section; transfer credits normally may be
counted toward the special major.
Special majors should complete at least two
courses on Japanese culture o f level 015 and
higher and at least two additional courses of level
30 and higher or their equivalent in coursework
outside the department. Students are encouraged to
combine their study of Japanese literature and
culture with coursework in Japanese history,
anthropology and sociology, religion, art, music,
economics, political science, education,
comparative literature, and other related fields
within the tri-college consortium. At least two
courses on Japanese literature and culture should
normally be taken within the department.
All special majors will complete a culminating
project

Minor in Japanese Language,
Literature and Culture
A minimum o f 5 credits numbered 004 and above
is required for the course minor. At least one credit
must be taken in Japanese literature, film or
culture in translation, either in coursework offered
by the Japanese section or its equivalent in
coursework outside o f Swarthmore, with the

p. 315
approval o f the section. A minimum of 3 credits
should be taken at Swarthmore.
The section strongly encourages study abroad in a
section-approved program; transferred credits
normally may be counted toward the minor. One
credit may be earned from another department on
a Japan-related subject with the approval o f the
section.

Honors Special Majors and
Minors in Japanese
Honors study for qualified students may be
substituted for the culminating project in the
major. Students are encouraged to consult with the
Japanese section head to discuss Honors special
majors and honors minors.

Courses
JPNS 001-002. Introduction to Japanese
Students who start in the 001-002 sequence must
complete 002 to receive creditfo r 001.
This intensive introduction to Japanese develops
the four language skills o f speaking, writing,
listening, and reading. The spoken component will
cover both formal and casual forms of speech; the
written component will introduce the hiragana and
katakana syllabaries; and about 200 kanji
characters.
1.5 credits.
JPNS 001.
Fall 2014. Jo, Schad.
JPNS 002.
Spring 2015. Jo, Schad.
JPNS 003-004. Second-Year Japanese
Combines intensive oral practice with writing and
reading in the modem language. The course
attempts to increase students’ expressive ability
through the introduction o f more advanced
grammatical patterns and idiomatic expressions.
The course will introduce approximately 300 new
kanji characters in addition to the 200 covered in
JPNS 001-002.
1.5 credits.
JPNS 003.
Fall 2014. Gardner, Jo.
JPNS 004.
Spring 2015. Gardner, Jo.
JPNS 007. Chinese/Japanese Calligraphy
(Cross-listed as CHIN 007)
Calligraphy is the art o f beautiful handwriting.
This course will introduce students to the
importance o f calligraphy in East Asian Culture.
In addition to being a valuable cultural skill,
calligraphy is also a process of self-cultivation and
self-expression, which reflects the mind-set of the
writer. Thus, students will have the opportunity to

MLL:Japanese
learn Chinese/Japanese characters not only as
linguistic symbols but also as cultural emblems
and as an art form. Course objectives include
learning to appreciate the beauty of
Chinese/Japanese calligraphy, experiencing
calligraphy by writing with a brush and ink, and
studying various philosophies of calligraphy. In
addition to learning several different calligraphic
scripts, students will be introduced to the origin,
evolution, and aesthetic principles o f the Chinese
and Japanese writing systems, as well as
calligraphy’s close connections with painting and
poetry. Persistent hands-on practice will be
required of all students; course work will include
in-class practice, individual/group instruction,
reading assignments, and take-home assignments.
This class is open to all students and has no
language requirement. Due to the course’s
practicum component, enrollment will be limited
by lottery to 10 students. The course can be
repeated for credit.
Eligible for ASIA credit.
0.5 credit.
Spring 2015. Jo.
JPNS 012-013. Third-Year Japanese
These courses aim to lead Japanese students into
the intermediate-advanced level, deepening
students’ exposure to Japanese culture through the
study of authentic materials and the application of
language skills in diverse linguistic contexts. They
will combine oral practice with reading, viewing,
and discussion of authentic materials including
newspaper articles, video clips, and literary
selections. Students will continue to develop their
expressive ability through use of more advanced
grammatical patterns and idiomatic expressions,
and will gain practice in composition and letter
writing. These courses will introduce
approximately 300 new kanji characters in
addition to approximately 500 covered in first- and
second-year Japanese.
Prerequisite: Completion of JPNS 004 or
demonstration o f equivalent language skills.
These courses are recommended to be taken
together with JPNS 012A in the fall semester and
JPNS 013A in the spring semester, which will
provide additional opportunities for application
and extension o f newly acquired skills.
1 credit.
Spring 2015. Schad.
JPNS 012A. Japanese Conversation
This course aims to improve students’ command
of spoken Japanese at the intermediate level. Can
be repeated for credit. Prerequisite: completion of
JPNS 004, or instructor’s permission.
Eligible for ASIA credit.
0.5 credit.
Spring 2015. Schad.

p. 316
JPNS 013A. Readings in Japanese
This course aims to improve students’
intermediate-advanced reading skills, while
introducing them to the world of Japanese
literature in the original. We will examine texts in
various genres, such as personal essays, short
stories, folk tales, manga, haiku, and free-verse
poetry, and discuss the distinctive features of each
genre as well as the cultural context for each work.
Readings and discussion will be in Japanese. The
course may be repeated for credit. Prerequisite:
completion o f JPNS 012, or instructor’s
permission.
Eligible for ASIA credit.
0.5 credit.
Fall 2014. Gardner.
JPNS 014A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are developed
together throughout the course o f the semester.
Students can serve the Swarthmore community by
teaching a foreign language to local elementary
school students in an after-school program that
meets two times/week. Students must teach for the
entire 6-week session, two days per week. During
the evening pedagogy sessions held on campus,
we will discuss writing weekly lesson plans,
foreign language acquisition in children, teaching
methodologies and approaches. We use a common
goal-oriented curriculum among all the languages.
Students must register for the language or
educational studies course that they will be
teaching and for a service time (A) M/W or (B)
T/Th.
0.5 credit.
Spring 2015. Staff.
JPNS 017. First-Year Seminar; The World
of Japanese Drama
(Cross-listed as LITR 017J/THEA 017)
This first-year seminar will explore the unique
dramatic traditions of Japan from diverse angles,
including a study of dramatic texts, videos of
performance, and films based on famous dramatic
works. Our seminar will focus on the three great
dramatic traditions of Noh masked drama,
Bunraku puppet theater, and Kabuki. We will also
examine the cultural background of these dramatic
forms, including the influence of Buddhism,
Shint6, and shamanism, as well as the
philosophical background and methodology of
training and performance.
1 credit.
Not offered 2014-2015.
JPNS 019. Topics in Japanese
This fourth-year level advanced Japanese course
aims to develop students’ language proficiency in
reading, writing, listening, and speaking, through

MLL: Japanese
examination and discussion of a variety of
authentic materials on selected topics such as
literature, language, history, education, and
society. Readings and discussion will be in
Japanese.
Prerequisite: completion of JPNS 013 or
equivalent.
1 credit.
Not offered 2014-2015.
JPNS 021. Modern Japanese Literature
(Cross-listed as LITR 021J)
An introduction to Japanese fiction liom the Meiji
Restoration (1868) to the present day, focusing on
how literature has been used to express the
personal voice and to shape and critique the
concept of the modem individual. We will discuss
the development of the mode o f personal narrative
known as the “I novel” as well as those authors
and works that challenge this literary mode. In
addition, we will explore how the personal voice
in literature is interwoven with the great
intellectual and historical movements o f 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 o f an affluent consumer
society in the postwar period, and the impact of
global popular culture and the horizon o f new
transnational identities in the 21st century. All
readings and discussions will be in English.
1 credit.
Not offered 2014-2015.
JPNS 024. Japanese Film and Animation
(Cross-listed as LITR 024J/FMST 057)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions will
center on the historical context o f Japanese film,
including how films address issues of modernity,
gender, and national identity. Through our
readings, discussion, and writing, we will explore
various approaches to film analysis, with the goal
o f developing a deeper understanding o f formal
and thematic issues. A separate unit will consider
the postwar development o f Japanese animation
(anime) and its special characteristics. Screenings
will include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki.
Eligible for ASIA credit.
1 credit.
Not offered 2014—2015.
JPNS 035. Narratives of Disaster and
Rebuilding in Japan
(Cross-listed as LITR 035J)
This course will explore documentary and fictional
representations of the modem Japanese landscape
and cityscape in crisis, with special attention to the
role o f the March 2011 earthquake, tsunami, and

p. 317
nuclear disaster as a catalyst for change in
contemporary Japan. Documentaries and
fictionalizations of the 2011 “triple disaster”
reignited debates over cultural trauma and the
ethics of representing disaster. Through the study
o f literature, film, and critical discourse, we will
examine the historical and cultural implications of
such famous 20th-century disaster narratives as
Godzilla and Japan Sinks, as well as the latest
writing and films from Japan, in the context of
public debates about safety, sustainability, and
social change after the March 2011 tsunami and
nuclear disaster.
The course is a part o f the BMC 360” course
cluster “Perspectives on Sustainability: Disasters
and Rebuilding in Japan.” The final project for the
360° course cluster will involve an exhibition
utilizing objects and texts in the Trico special
collections and archives. Readings and discussions
will be in English. Course enrollment is limited;
priority for registration will be given to 360”
students and Japanese and Asian Studies majors
and minors.
Eligible for ASIA or ENVS credit.
1 credit.
Not offered 2014—2015.
JPNS 041. 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 authors
have turned to the fantastic to explore the
pathways of cultural memory, the vicissitudes of
interpersonal relationships, die limits of mind and
body, and the nature of storytelling itself. In this
course, we will consider the use o f 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 mysteries
by authors such as Tanizaki Junichiro, Edogawa
Rampo, Kurahashi Yumiko, and Murakami
Haruki. Readings will be in English; no previous
experience in Japanese studies is required.
Writing course.
1 credit.
Not offered 2014-2015.
JPNS 051. Japanese Poetry and Poetics
(Cross-listed as LITR 051 J)
Japanese poetic forms such as haiku, renga, and
tanka have had a great impact on modem poetry
across the world, and have played a central role in
the development o f Japanese literature and
aesthetics. This course will examine Japanese
poetry from its roots in ancient oral tradition
though the internet age. Topics include the role of
poetry in courtship, communication, religion, and

MLL: Russian
ritual; orality and the graphic tradition; the
influence of poetic models from China and the
West; social networks and game aesthetics in
renga linked poetry; and haiku as a worldwide
poetic form. Course projects will include
translation and composition in addition to
analytical writing. Readings will be in English,
and there are no language requirements or other
prerequisites; however, the course will include a
close examination of Japanese poetic sound,
syntax, meter, and diction, or how the poems
“work” in the original language.
1 credit.
Fall 2014. Gardner.
JPNS 061. Manga, Bande Dessinée, and
the Graphic Novel: A Transnational Study
of Graphic Fiction
(Cross-listed as L1TR 061FJ)
1 credit.
Not offered 2013-2014.
JPNS 074. Japanese Popular Culture and
Contemporary Media
(Cross-listed as LITR 074J)
Japanese popular culture products such as manga
(comics), anime (animation), television,
film, and popular music are an increasingly vital
element of 21st-century global culture, attracting
ardent fans around the world. In this course, we
will critically examine the postwar development of
Japanese popular culture, together with the
proliferation of new media that have accelerated
the global diffusion of popular cultural forms.
Engaging with theoretical ideas and debates
regarding popular culture and media, we will
discuss the significance o f fan cultures, including
the “otaku” phenomenon in Japan and the United
States, and consider how national identity and
ethnicity impact the production and consumption
of popular cultural products. We will also explore
representations o f technology in creative works,
and consider the global and the local aspects of
technological innovations, including the internet,
mobile phones, and other portable technology.
Readings and discussion will be in English. The
course will be conducted in a seminar format with
student research and presentations comprising an
important element of the class. Previous
coursework in Japanese studies or media studies is
recommended but not required.
I credit.
Spring 2015. Gardner.
JPNS 083. War and Postwar in Japanese
Culture
(Cross-listed as LITR 083J)
What was the Japanese experience o f World War
II and the Allied Occupation? We will examine
literary works, films, and graphic materials
(photographs, prints, advertisements, etc.),

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together with oral histories and historical studies,
to seek a better understanding of the prevailing
ideologies and intellectual struggles of wartime
and postwar Japan as well the experiences of
individuals living through the cataclysmic events
of midcentury. Issues to be investigated include
Japanese nationalism and imperialism; women’s
experiences of the war and home front; changing
representations and ideologies of the body; war
writing and censorship; the atomic bombings of
Hiroshima and Nagasaki; Japanese responses to
the Occupation; and the war in postwar memory.
The course readings and discussions will be in
English.
1 credit.
Not offered 2014-2015.
JPNS 094. Independent Study
JPNS 096. Japanese Thesis
Writing course.

Russian
The Academic Program
The major in Russian language and literature
covers the rise and development of Russian
literature and culture up to the present. Students
will encounter critical theory and develop skill in
critical analysis, approaching Russian and Soviet
literature and culture in relationship to historical
and social forces. The emphasis in our courses is
on culture as well as literature: indeed,
understanding Russian literature and other arts is
impossible without some background in the
history and culture. Because Russian is a small
program, we are very responsive to student
demand and can develop courses almost to order,
if there is sufficient interest. 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 or the University of Pennsylvania and
the Linguistics Department at Swarthmore
College.
Russian in Combination with Other
Programs
In the Course Program, Russian can contribute
toward majors in comparative literature, film and
media studies, and linguistics and to the
concentrations in interpretation studies and gender
and sexuality studies. Thematic courses in Russian
culture can support majors or minors in history,
music, philosophy, and political science and
concentrations in Asian studies, environmental
studies, and Islamic studies. A Russian honors
minor fits well into an honors major in the
humanities or social sciences, and nicely rounds
out majors in engineering or the natural sciences.
In the Honors Program, Russian contributes
toward the major or minor in comparative
literature. By including coursework in second

MLL: Russian
language acquisition at Bryn Mawr College,
Russian can be part of a special major in
educational studies for teacher certification.
There is no distinction between qualification for
the Russian Course Program and for the Honors
Program. We recommend a minimum of one
semester or summer of study in Russia. Majors
and minors are urged to build and maintain
fluency by taking Russian Conversation (RUSS
006A), and to support their work in the field with
courses in anthropology, art, cognitive science,
film and media studies, history, music, philosophy,
political science, religion, sociology, theater, and
other literatures.
RUSS 091, the seminar attachment, may be added
to any course numbered 020 or above to convert it
to a seminar, for a total of two credits. The
additional work is done in the original language
and supported by regular meetings with the
professor, readings, discussions, and significant
writing assignments in Russian. We anticipate that
most seminar work will be done in this format. If
there is sufficient student demand, we can offer
advanced seminars in any of the following areas:
Seminar Topics:
RUSS 101. Tolstoy
RUSS 102. Russian Short Story
RUSS 103. Pushkin and Lermontov
RUSS 104. Dostoevsky
RUSS 105. Literature o f the Soviet Period
RUSS 106. Russian Drama
RUSS 107. Russian Lyrical Poetry
RUSS 108. Russian Modernism
RUSS 109. Chekhov
RUSS 110. Bulgakov
RUSS 111. Tsvetaeva and Mayakovsky
RUSS 112. Akhmatova and Mandelshtam
RUSS 113. Russian and Soviet Cinema
RUSS 114. Folklore in Russian Literature
RUSS 115. The Many Faces of the Russian
Literary Anecdote
RUSS 116. The Petersburg Myth in Russian
Literature
RUSS 117. Post-Soviet Russian Literature
RUSS 118. Russian Jewish Writers
RUSS 119. Russian Women Writers
RUSS 120. Russian Science Fiction and
Fantasy
The Russian section webpage includes
descriptions o f the possible seminar topics listed
above.
The Russian Program offers a course major or
minor and an honors major and minor. Courses in
Russian literature and culture (and courses in
allied subjects, such as East European Prose or the
Translation Workshop) may also be part o f a
special major.

p. 319

Course Major
Requirements
A minimum o f eight credits, which must include:
1. RUSS 004 (unless placed higher)
2. RUSS 010 or RUSS 011 (or equivalent course
in Russia)
3. One survey course: RUSS 013 or RUSS 014
4. Four content credits: RUSS 013—RUSS 086. At
least one full content credit must be earned
through: two half-credit attachments to these in­
translations courses, RUSS 091 (Seminar
Attachment), RUSS 093 (Directed Reading), or
RUSS 094 (Independent Study). Credit from study
abroad may be used toward 3 of these credits.
5. One two-credit seminar: RUSS 100 and above.
For students who choose not to emphasize
literature, one Russian history course may be used
to fulfill one content credit. Possible courses
include HIST 001Q, HIST 038, and HIST 039.
Students should consult Russian Section Faculty
regarding attachments to these courses.
Acceptance Criteria
To be accepted as a major or minor, you must have
earned a minimum grade o f “B” in Russian
language and literature courses taken at
Swarthmore and present linguistic ability and clear
potential for sophisticated study in the original
literature, criticism, and cultural history of
imperial Russia, the Soviet Union, and Post-Soviet
Russia.

Thesis / Culminating Exercise
The culminating exercise for a course major in
Russian is one three-hour written examination
(answering two questions in Russian, one in
English), scheduled after the end of regular exams
in the spring semester o f senior year.

Course Minor
Requirements for a minor in course in
Russian
A minimum o f five credits, which must include:
1. RUSS 004 (unless placed higher)
2. RUSS 010 or RUSS 011 (or equivalent course
in Russia)
3. One survey course: RUSS 013 or RUSS 014
4a. Two content credits: RUSS 013-RUSS 086
or
4b. One content credit (RUSS 013-RUSS 086)
plus an attachment.
Credit from study abroad may be used toward all
content credits.
5. One two-credit seminar: RUSS 100 and above.

MLL: Russian

p. 320

Honors Major

Honors Minor

Prerequisites for Majors:
A minimum o f eight credits, which must include:
1. RUSS 004 (unless placed higher)
2. RUSS 010 or RUSS 011 (or equivalent course
in Russia)
3. One survey course: RUSS 013 or RUSS 014
4. Four content credits: RUSS 013-RUSS 086. At
least one full content credit must be earned
through: two half-credit attachments to these in­
translations courses, RUSS 091 (Seminar
Attachment), RUSS 093 (Directed Reading), or
RUSS 094 (Independent Study). Credit from study
abroad may be used toward 3 of these credits.
5. One two-credit seminar: RUSS 100 and above.
For students who choose not to emphasize
literature, one Russian history course may be used
to fulfill one content credit. Possible courses
include HIST 001Q, HIST 038, and HIST 039.
Students should consult Russian Section Faculty
regarding attachments to these courses.
6. The minimum grade for acceptance into the
Honors Program is “B” level work in Russian
language courses taken at Swarthmore and in
RUSS 011 or its equivalent.
At least one semester of study in Russia is strongly
encouraged.

Prerequisites for Minors:
A minimum of five credits, which must include:
1. RUSS 004 (unless placed higher)
2. RUSS 010 or RUSS 011 (or equivalent course
in Russia)
3. One survey course: RUSS 013 or RUSS 014
4a. Two content credits: RUSS 013-RUSS 086
or
4b. One content credit (RUSS 013-RUSS 086)
plus an attachment.
Credit from study abroad may be used toward all
content credits.
5. One two-credit seminar: RUSS 100 and above.
6. The minimum grade for acceptance into the
Honors Program is “B” level work in language
courses taken at Swarthmore and in RUSS 011 or
its equivalent.
At least one semester of study in Russia is strongly
encouraged. See item 2 above for Senior Honors
Study Paper.

Senior Honors Study
Please see the information on seminars and
seminar attachments, above.
At the beginning o f final semester, seniors will
meet with the Russian section head.
1. Honors majors write three 3,000-3,500 word
papers in Russian, one for each honors
preparation, or else one 6,000-word paper which
integrates the three honors preparations. These
three papers (or one long paper) become part of
the portfolio presented to the external examiners,
along with the syllabi o f the three (2-credit) honors
preparations and any other relevant material.
2. Minors will be expected to write one 3,0003,500-word paper in Russian. This paper will
become part of the portfolio presented to the
examiner along with the syllabus o f the one (2credit) honors preparation and any other relevant
material.
3. Majors will take three three-hour written
examinations prepared by external examiners, plus
one half-hour oral exam for each, based on the
contents of the written examination and materials
submitted in the portfolio. Minors will take one
three-hour written examination prepared by an
external examiner and one half-hour oral
examination based on the written examination and
materials submitted in the portfolio.

Special Major
Courses in Russian language, literature, and
culture may be integrated into special majors of a
variety of kinds, for example: Russian area studies,
Russian cinema in history, or Russian and East
European literature and/or culture.

Off-Campus Study
Study abroad is strongly encouraged for students
of Russian. We recommend four programs
(ACTR, CIEE, Middlebury, and die Smolny
Institute) for semester and academic-year study in
Russia. Credit may also be available for study
through other programs, with appropriate
documentation. Consult your professor for more
information on programs and sources o f funding
support.

Research and Service-Learning
Opportunities
Russian participates in the Service-Teaching
Pedagogy course and can offer support in various
ways to students teaching Russian in the
elementary school.
Summer Opportunities
Besides summer abroad study or internships, and
the possibility of arranging for summer humanities
research under the supervision o f Russian program
faculty, students interested in summer language
study in Russia or in summer programs in the U.S.
may apply for financial support from the Olga
Lamkert Fund.
Russian is certified as a critical language by U.S.
government agencies, meaning that for both
summer study and study abroad there is funding

MLL: Russian
available to support students working in Russian,
especially if they are working to reach a high level
o f proficiency. Ask us for information on this
financial assistance and support in applying.

Life After Swarthmore
A major or minor in Russian can enhance a variety
o f career choices: strong language skills enhance
any other program of work, research or study,
while knowledge o f literature and culture offers
subtle or obvious advantages in business, politics,
science and medicine. Like other less commonly
taught languages, Russian on your college
transcript suggests to potential employers or
graduate school admissions committees that you
are smart and adventurous, willing to try a
challenging new subject o f study—and able to
master it by completing a major or a minor.
Graduate School and Other Study
Several recent Russian majors and minors have
completed area studies M.A. degrees at Harvard
University; others have entered the Flagship
Program, which aims to bring students to the
highest levels o f language fluency for subsequent
work in politics, scholarship, or NGOs. Students
with majors in Russian Literature have gone on to
doctoral work in Political Science. Others have
done graduate study in Linguistics, English
Literature, and Comparative Literature. The
systematic nature of Russian grammar makes it no
surprise that some of our majors and minors have
gone on to medical school or to graduate work in
Physics and Astronomy. One graduate received a
Fulbright fellowship to study Russian authors who
covered the Spanish Civil War as journalists, and
how their writing influenced the later development
of Soviet literature as well; another received a
Fulbright to study plant genetics in southern
Russia and Kazakhstan. One o f our former
students left the Swarthmore area to dance with
the Boston Ballet.
Career Options/Opportunities
As the paths of study above suggest, Russian can
be combined with almost any field to enhance the
possibilities available. Whether immediately after
graduation or later, our alumni have found work as
editors or English teachers in Russia. Some have
gone into the State Department or have become
medical doctors. Graduate study may lead to
careers as college and university professors or
directors o f university Title VI centers.
Whatever your career choice, chances are we can
put you in touch with alumni of Swarthmore’s
Russian program who will be able to offer you
advice, support, and connections in the field.

Courses
Not all advanced courses or seminars are offered
every year. Students wishing to major or minor in

p. 321
Russian should plan their program in consultation
with the department faculty.
Seminars in Russian are only offered when there is
sufficient demand. Otherwise students who wish to
take a literature course in translation for seminar
credit must register for a Seminar Attachment (1
additional credit), adding an A to the course
number: 21A, 33A, 41A, etc. Courses numbered
under 20 cannot be taken as seminars.
RUSS 001-002, 003. Intensive Russian
Students who start in the 001—002 sequence must
complete and pass 002 in order to receive credit
fo r 001.
For students who wish to begin Russian in college
or who did not move beyond an introduction in
high school. Designed to impart an active
command of the language. Combines the study of
grammar with intensive oral practice, work on
phonetics, writing, web materials, and readings in
literary and expository prose. Conducted primarily
in Russian; normally followed by RUSS 004,
RUSS 011 and ideally by RUSS 010, and RUSS
008A.
See the explanatory note on language courses in
the first section o f modem languages and
literatures.
1.5 credits.
RUSS 001.
Fall 2014. Johnson, Yordanova.
RUSS 002.
Spring 2015. Johnson, Yordanova.
RUSS 003.
Fall 2014. Forrester, Yordanova.
RUSS 004. Intermediate Intensive Russian
For majors and those interested in reaching
advanced levels of proficiency in the language.
Advanced conversation, composition, translation,
and stylistics. Considerable attention to writing
skills, phonetics, and spontaneous speaking.
Readings include short stories, poetry,
newspapers, and the Russian web.
1.5 credits.
Spring 2015. Forrester, Yordanova.
RUSS 006A. Russian Conversation
This course meets once a week for 1.5 hours.
Students will read newspapers, explore the
Internet, and watch videos to prepare for
conversation and discussion. Each student will
design and complete an individual project based
on his or her own interests and goals. This course
may be repeated once for credit.
Prerequisite: 004 in the current or a previous
semester or by permission o f the instructor.
0.5 credit.
Spring 2015. Yordanova.

MLL: Russian
RUSS 009. Cross-Cultural Pragmatics
Students in this course will explore how American
and Russian speakers perceive politeness, and how
sociocultural values underlying both cultures
affect the performance and perception of speech
acts, such as greetings, requests, apologies,
compliments, complaints, and gratitude. This
course will focus on language and culture-specific
features o f speech acts. This class will help
American learners of Russian to improve their
pragmatic competence so that they can
successfully interact with Russian native speakers
in everyday-life situtations. Students will read
primarilty in English and analyze Russian and
English examples in various sociocultural
contexts. Russian 001 required.
0.5 credit.
Not offered 2014—2015,
RUSS 010. Advanced Russian
The course includes practice in speaking,
understanding, reading and writing Russian
through the use of authentic Russian language
materials, including film. Students will consolidate
previous knowledge of Russian grammar, and will
significantly increase their vocabulary and
improve their level of coherent language and
writing. Students will acquire conscious
knowledge of the meanings of the grarmnatical
forms applied to discourse, i.e. to specific verbal
situations, based not only on the underlying
linguistic phenomena, but also on the content of
lingua-cultural situations.
1 credit.
Fall 2014. Yordanova.
RUSS 011. Introduction to Russian Culture
This advanced intensive writing course will
reinforce previous stages o f work in Russian and
will focus on composition rather than translation
from English. Students will develop advanced
skills in comprehension and active use of the
written language through the use of authentic
Russian language materials. The course will
concentrate on contemporary Russian culture and
also on changes in the Russian language— with a
wide variety o f materials from fiction, newspapers,
journals and other media sources.
Conducted in Russian.
Prerequisite: RUSS 004 or permission from the
instructor.
Writing course.
1 credit.
Spring 2015. Yordanova.
RUSS 012A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are developed
together throughout the course of the semester.
Students can serve the Swarthmore community by

p. 322
teaching a foreign language to local elementary
school students in an after-school program that
meets two times/week. Students must teach for the
entire 6-week session, two days per week. During
the evening pedagogy sessions held on campus,
we will discuss writing weekly lesson plans,
foreign language acquisition in children, teaching
methodologies and approaches. We use a common
goal-oriented curriculum among all the languages.
Students must register for the language or
educational studies course that they will be
teaching and for a service time (A) MAY or (B)
T/Th.
0.5 credit.
Spring 2015. Staff.
RUSS 013. The Russian Novel: The Classic
Tradition
(Cross-listed as LITR 013R)
This course surveys the rise o f the Russian novel
during the nineteenth century. We will read works
by Lemontov, Gogol, Turgenev, Dostoevsky and
Tolstoy. Our examination o f the literary and
rhetorical strategies o f these authors will be
grounded in an understanding o f their cultural
context. We will probe issues of Russia’s national
identity, class system, and tendency toward
authoritarianism during this paradoxical century of
inertia and upheaval. As a writing course, polished
academic writing and the process of revision is
given particular emphasis.
Writing course
1 credit
Fall 2014. Johnson.
RUSS 014. The Russian Novel: Revolution,
Terror and Resistance
(Cross-listed as LITR OMR)
This course surveys the Russian novel during the
twentieth century, from the years leading up to the
Bolshevik Revolution, through the Soviet era, and
into the post-Cold War period. Works include
Andrei Bely’s modernist novel Petersburg, Yuri
Zamiatin’s sci-fi dystopia We, and Mikhail
Bulgakov’s Faustian masterpiece M aster and
Margarita. In addition to exploring ideas o f genre
and artistic strategy, particular focus will be paid
to the ways in which these and other authors resist
the terror and repression of their respective eras.
1 credit.
Fall 2015. Staff.
RUSS 015. First-Year Seminar: East
European Prose in Translation
(Cross-listed as LITR 015R)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and turbulent
region. Analysis of individual works and writers to
appreciate the religious, linguistic, and historical
diversity of Eastern Europe in an era of war,
revolution, political dissent, and outstanding

MLL: Russian
cultural and intellectual achievement Readings,
lectures, writing, and discussion in English;
students who are able may do some readings in the
original languages.
Writing course.
1 credit.
Fall 2014. Lukic.
RUSS 017. First-Year Seminar: Love and
Sex in Russian Literature
(Cross-listed as LITR 017R)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern o f love
and sex. We will read significant and provocative
works from traditional folk tales through the 20th
century to discuss their construction o f these most
“natural” impulses —and how they imagine the
relationship of human attraction to art, politics and
philosophy.
Writing course.
Eligible for INTP credit.
1 credit.
Not offered 2014-2015.
RUSS 021. Dostoevsky (in Translation)
(Cross-listed as LITR 021R)
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one of the great writers of the
modem age. His work influenced Nietzsche,
Freud, Woolf, and others and continues to exert a
profound influence on thought in our own society
to the present. Dostoevsky confronts the “accursed
questions” o f troth, justice, and free will set
against the darkest examples o f 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 2016. Staff.
RUSS 023. The Muslim in Russia
(Cross-listed as LITR 023R)
The long and strong relationship o f Russia and
Islam has been neglected in scholarship until
recently. This course will examine texts (and
films) spanning more than a thousand years, to
introduce actual interactions o f Russians and
Muslims, images of Muslims in Russian literature
(and a few Muslim images o f Russia), the place of
Muslim writers in Soviet literature, and the current
position of Muslims in Russia and in Russian
discourse.
1 credit.
Not offered 2014-2015.
RUSS 026. Russian and East European
Science Fiction

p. 323
(Cross-listed as LITR 026R)
Science fiction enjoyed surprisingly high status in
Russia and Eastern Europe, attracting such
prominent mainstream writers as Karel Capek,
Mikhail Bulgakov, and Evgenii Zamiatin. In the
post-Stalinist years o f stagnation, science fiction
provided a refiige from stultifying official Socialist
Realism for authors like Stanislaw Lem and the
Strugatsky brothers. This course will concentrate
on 20th-century science fiction (translated from
Czech, Polish, Russian and Serbian) with a glance
at earlier influences and attention to more recent
works, as well as to Western parallels and
contrasts.
1 credit.
Spring 2015. Forrester.
RUSS 042. Revolutionary Theater
(Cross-listed as LITR 042R)
We start with Konstantin Stanislavsky’s founding
o f the Moscow Art Theatre, whose revolutionary
approach to acting, directing and set design exerts
a profound effect on Western theater to this day.
Concurrently we will examine Anton Chekhov’s
four major plays and their integral part in the
success of file Moscow Art Theatre. We then
examine the effect of the Soviet revolution on
Russian theater from two viewpoints. On the one
hand, we will follow the arc of directors and
playwrights such as Vsevelod Meyerhold who
embraced the Soviet revolution and reflected this
embrace in their radically innovative and futuristic
productions and set designs. On the other hand, we
will follow the tragic arc o f playwright Mikhail
Bulgakov and his stormy relationship with the
Moscow Art Theater and the Soviet regime by
reading his plays and his bitingly funny satire
Black Snow.
1 credit.
Spring 2015. Johnson.
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 o f Russian fairy tales in their aesthetic,
historical, social, and psychological context. We
will trace the continuing influence o f fairy tales
and folk beliefs in literature, music, visual arts,
and film. The course also provides a general
introduction to study and interpretation o f folklore
and fairy tales, approaching Russian tales against
the background of the Western fairy-tale tradition
(the Grimms, Perrault, Disney, etc.). No fluency in
Russian is required, though students with adequate
language preparation may do some reading, or a
course attachment, in the original.
Eligible for INTP credit.
1 credit.
Spring 2016. Forrester.

MLL: Spanish
RUSS 070. Translation Workshop
(Cross-listed as LING 070 and LITR 070R)
This workshop in literary translation will
concentrate on both theory and practice, working
in poetry, prose, and drama as well as editing.
Students will participate in an associated series of
bilingual readings and will produce a substantial
portfolio o f work. Students taking the course for
linguistics credit will write a final paper supported
by a smaller portfolio of translations. No
prerequisites exist, but excellent knowledge of a
language other than English (equivalent to a 004
course at Swarthmore or higher) is highly
recommended or, failing that, access to at least one
very patient speaker of a foreign language.
1 credit.
Fall 2014. Forrester.
RUSS 0$6. Nature and Industry in Russian
Literature and Culture
(Cross-listed as LITR 086R)
From pre-Christian religion and folklore based in
forest, steppe and tundra and the enduring role of
peasant culture to today’s Neo-Pagans, Russian
culture has been closely bound to nature,
developing sustainable agricultural practices,
honoring “Moist Mother Earth” and (even
sophisticated city dwellers) heading out to gather
berries and mushrooms. But the Soviet era pursued
science-fictional plans to redesign whole
landscapes, make rivers flow backwards and even
revolutionize plant genetics (Trofim Lysenko). In
practice, such projects led to a shrinking Aral Sea,
massive pollution o f industrial and agricultural
sites, and the worst nuclear disaster in human
history (Chernobyl) - at great human cost. Writers
have both supported industrial transformation and
resisted industrialization. This course will trace the
evolution o f these elements of Russian culture,
focusing on expressions of ideology in literature.
No knowledge of Russian is necessary, but
students with the language may do some reading
in the original.
1 credit
Fall 2014. Forrester.
RUSS 091. Special Topics
For senior course majors. Study of individual
authors, selected themes, or critical problems.
1 credit.
Offered on demand.
RUSS 093. Directed Reading
RUSS 094. Independent Study

Seminars
Seminars in Russian are offered when there is
sufficient demand. See the summary o f the
academic program for a list of seminar topics. The

p. 324
Russian section webpage includes descriptions of
possible seminar topics.

Russian Courses Not Currently
Offered
RUSS 016. History of the Russian Language
RUSS 024. Russian and East European Cinema
RUSS 025. The Poet and Power
RUSS 028. Tolstoy
RUSS 033. Terror in Russia: Method, Madness,
and Murder
RUSS 041. War and Peace in Russian Literature
and Culture
RUSS 045. Poetry in Translation/Translating
Poetry
RUSS 067. Jews in Russia: Culture, Film,
Literature
RUSS 075. Comedy, Satire, Humor

Spanish
Spanish, the second national language of the
United States, is the official language of twenty
countries—spoken by close to 500 million people
in the world. A living and migrating language with
a long history, Spanish is the gateway to one o f the
most vital and heterogeneous literatures and
cultures in the world.

The Academic Program
Our program incorporates a wide range o f themes,
texts and geographic areas. While we pay close
attention to canonical texts that have shaped a
certain understanding of Iberian and Latin
American literatures, we also explore the marginal
voices and texts that challenge our preconceived
notions. We cross the boundaries of literature,
incorporating films and documentaries, as we
consider new critical methods and reading
practices.
The Spanish Program provides a strong foundation
for graduate studies in Spanish and Latin
American literatures, and our students pursue
careers in a wide range o f disciplines. Whether
you plan to be an engineer, biologist, historian, or
political scientist, the study of Spanish language
and its cultures will open your mind to unexplored
worlds.

Course Major
The Spanish major consists of eight courses and a
culminating senior exercise. The Spanish major
seeks to provide training in literary and cultural
analysis, as it enables students to acquire linguistic
proficiency.
Requirements
1. Students majoring in Spanish must spend one
semester in a Spanish-speaking country enrolled in
a program approved by the Section. Only two

MLL: Spanish
courses taken abroad that pertain to the curriculum
of the section may count toward fulfillment o f the
major. For full immersion, all courses taken
abroad must be taken in Spanish. Only advanced
language courses taken abroad may receive
Spanish credit but will not count toward the major.
2. Upon returning from abroad, students must
enroll in a one-credit advanced course in the
Section.
3. Students must complete a minimum o f eight
credits of work in courses numbered 008 and
above. One o f these courses must be SPAN 022 or
023, except in special cases when the section
waives this requirement or approves a similar
course taken abroad.
4. Students may count only one o f these courses
toward the major: 008, 010 or 011. SPAN 006A
and SPAN 024 will not count toward fulfillment of
the major. Note that neither AP nor IB credits will
count towards the major.
5. One o f the eight credits of advanced work may
be taken in English from the courses listed in the
catalog under “Literatures in Translation: Spanish”
(LITRS) offered by the section.
6. All majors are encouraged to take at least one
seminar in the section. Students can take a seminar
after one advanced course (numbered 050 to 089)
or with permission o f the instructor. Only one
seminar in the major will count for two credits.
7. A minimum of four o f the eight courses must be
taken at Swarthmore College. Only two courses
taken abroad may count toward the major.
8. Majors must maintain a balance in their overall
program, taking advanced work in different
historical periods from Spain and Latin America.
Acceptance Criteria
For admission to the course major, the student
needs a minimum of B level work in courses taken
at Swarthmore taught in Spanish or the required
introductory-level literature course (SPAN 022 or
023), demonstrated ability and interest in language
and literature, and a minimum C average in course
work outside the department
Prerequisite: SPAN 004 or its equivalent is the
language prerequisite for entering the Spanish
major. It does not count as one of the 8 credits
required for the major.

Thesis / Culminating Exercise
Along with development o f analytical literary and
cultural abilities, majors are expected to reach an
advanced level o f linguistic proficiency. The
Spanish comprehensive exam has oral and written
components, both entirely in Spanish.
In their senior year, majors will re-write one o f the
best term papers they wrote for courses in the
section. The new research paper will: a) deepen
the original analysis; b) enhance the critical work
on which it is based to include ample

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documentation; and c) increase the paper’s length
to at least 25 pages, plus bibliography. The first
draft o f this paper will be turned in to Spanish
faculty at the end o f the fall semester. The final
version will be turned in at the end of April. The
oral examination is based on the content o f the
written essay and on overall course preparation.
This essay—and the student’s overall course
preparation—will provide the basis for the oral
examination in May, conducted exclusively in
Spanish. The Spanish language ability of majors,
as exhibited in this paper and the oral examination,
will be part o f the final evaluation.

Course Minor
Requirements
1. Completion o f at least one semester of study
abroad in a Spanish-speaking country in a program
approved by the Spanish section. Only two courses
taken abroad that pertain to the curriculum o f the
section may count towards fulfillment o f the
minor. To ensure full immersion, all courses taken
abroad must be taken in Spanish. In special cases,
depending on the student’s language proficiency,
this requirement may be fulfilled with a summerlong study abroad program identified and
approved by the section. For summer programs,
only one relevant course taken abroad may count
towards fulfillment o f the minor. Only advanced
language courses taken abroad may receive
Spanish credit but will not count toward the minor.
2. Upon returning from study abroad, students are
expected to register in a one-credit advanced
course in the section.
3. All minors must take a total o f five courses
and/or seminar offerings numbered 008 and above.
Only one o f these may overlap with the student’s
major or other minor. Note that AP and IB credits
will not count towards the minor.
4. Students may count only one o f the following
towards their minor: 008, 010 and OIL SPAN
006A, SPAN 024 and courses in English
translation will not count toward fulfillment o f the
minor.
5. All minors must take either SPAN 022 or 023,
except in special cases when the section waives
this requirement or approves a similar course taken
abroad.
6. All minors are strongly encouraged to take
seminars offered by the section. Seminars count as
one credit toward die minor.
7. To graduate with a minor in Spanish, a student
must maintain a minimum grade of B in the
discipline, and a C average in course work outside
the department. Candidates to the minor must
prove their ability and interest in the language,
cultures and literatures of the Spanish-speaking
world.
Prerequisite: SPAN 004 or its equivalent is the
language prerequisite for entering the Spanish

MLL: Spanish
minor. It does not count as one of the 5 credits
required for the minor.

Honors Major and Minor
Requirements
Candidates for the major or minor in Spanish must
meet these requirements to be accepted into
Honors:
1. A “B” average in Spanish coursework at the
College.
2. Completion at Swarthmore of either SPAN 022
or 023 (except in cases when the section waives
this requirement or approves a similar course taken
abroad) and one course numbered 050 to 089.
3. Completion o f one semester of study in a
Spanish-speaking country in a program approved
by the Spanish Section. In special cases,
depending on the student’s language proficiency,
honors minors may fulfill this with a summer-long
study abroad program identified and approved by
the Spanish section.
4. Demonstrated linguistic ability in the language.
5. Present fields for external examination based on
either two-credit seminars offered by the section,
or the combination of two advanced courses
numbered between 050—089 that form a logical
pairing.
6. All majors in the Honors Program must do three
(3) preparations for a total of six units o f credit
while all minors must complete one (1)
preparation consisting of two units o f credit.
The Honors Exam for Majors and Minors
Majors will take three (3) three-hour written
examinations prepared by external examiners, as
well as three (3) half-hour oral exams based on the
contents of each field of preparation.
Minors will take one (1) three-hour written
examination prepared by the external examiner, as
well as one (1) half-hour oral exam based on the
contents of die written examination and their
overall preparation in the field presented.
All Honors exams will be conducted exclusively in
Spanish.

Special Majors
Students have the possibility of designing a special
major, such as Spanish and Latin American
Studies; Spanish within comparative literature;
Spanish and linguistics; etc.
Special Major in Spanish and Educational
Studies
The Spanish Program prepares students who wish
to pursue a special major in Spanish and
educational studies, and also those who are
seeking certification to teach Spanish in primary
and secondary schools in the Commonwealth of
Pennsylvania or the 45 states with which
Pennsylvania certification is reciprocal.

p. 326
Requirements for the Special Major in
Spanish and Educational Studies
1. Complete six courses in Spanish. None o f those
courses may be taught in English.
2. A student may only count one o f these courses
for the major: 008,010 or 011.
3. Complete a minimum of five courses in
Educational Studies.
4. In consultation with the Spanish adviser, as a
culminating exercise, develop a set of original
teaching materials with the following criteria:
• Focus on a grammar topic and a specific
aspect of language acquisition, such as listening
comprehension, speaking skills, discrete
reading or writing.
• Incorporate a variety o f class exercises or
activities.
• Take into account different learning styles.
• The total volume o f this portfolio may be the
equivalent of a 15-20 page paper.
Note: The special major itself does not
constitute preparation toward certification.
Requirements for the Special Major in
Spanish and Educational Studies with
Teacher Certification
In addition to the requirements of the Educational
Studies Department (Introductionto Education;
Educational Psychology; Adolescence; one
additional course in educational studies; and
Curriculum and Methods/Practice Teaching),
including LING 001, students must meet the
following requirements:
1. Complete the requirements for the Spanish
major. No course taught in English, however, may
be included among their 8-credit total.
2. By the middle of the fall semester o f the senior
year, complete 10 hours of observation of
language classes in the Spanish Program in
consultation with the Spanish adviser.
3. Under the guidance of the Spanish adviser,
write a short paper on the relevance of observed
pedagogical approaches to a K-12 Spanish
classroom.
4. In consultation with the Spanish adviser, as a
culminating exercise, develop a set o f original
teaching materials with the following criteria:
• Focus on a grammar topic and a specific
aspect of language acquisition, such as listening
comprehension, speaking skills, discrete
reading or writing.
• Incorporate a variety of class exercises or
activities.
• Take into account different learning styles.
• The total volume o f this portfolio may be the
equivalent o f a 15-20 page paper.

MLL: Spanish

In addition to the process described by the Dean’s
Office and the Registrar’s Office for how to apply
for a major/minor, we recommend you to meet
with the Spanish faculty to discuss your plans.
If after applying you are denied admission to the
major/minor, you may apply again once you have
addressed the recommendations made by the
Spanish section. If your application is deferred, the
Spanish section will make a decision immediately
after you have taken the necessary steps to address
the reasons for being deferred.

Off-Campus Study
Study abroad is an enriching intellectual
experience when it is fully integrated into the
student’s overall academic experience at
Swarthmore. Since the principal educational
advantages of study abroad are in-depth crosscultural exposure and language learning, the best
study abroad programs are those that maximize
these benefits by fully immersing students in the
host country’s culture and society. This goal can
only be effectively achieved by choosing full
immersion study abroad programs. Pursuing
academic coursework in English in a Spanish­
speaking country does not comply with the
academic goals and mission o f the Spanish
section.
The Spanish section encourages students to choose
programs that build on previous language study. In
order to be better prepared for academic work in
Spanish, we recommend that students take a
writing course in Spanish (010, 011, 022, 023) at
Swarthmore prior to going abroad.
Upon returning from abroad, majors or minors
must enroll in an advanced literature course in the
section.

Courses
Students wishing to major in Spanish should plan
their program in consultation with the department.
Spanish is the only language used in class
discussions, readings, and assignments in all
courses, except in LITR courses. Students must
have taken SPAN 022 or 023 before they can take
an advanced literature or film course in Spanish
unless they receive special permission from the
instructor. Courses numbered 50 to 89 belong to
the same level of complexity, requiring the same
level of preparation. The numbering does not
imply a sequence.
SPAN 001-002. Intensive First Year of
Spanish
Students who start in the SPAN 001/002 sequence
must complete SPAN 002 to receive creditfo r
SPAN 001.
Note: SPAN 001 is offered in the fall semester
only. Students must take SPAN 001 before

p. 327
proceeding to SPAN 002. This course is intended
for students who begin Spanish in college. The
first year of Spanish is designed to encourage the
development o f communicative proficiency
through an integrated approach to the teaching of
all four language skills—listening and
understanding, reading, writing, and speaking. It
also fosters awareness of the Spanish-speaking
world through authentic cultural materials (films,
music, news) and information, thus deepening the
student’s living understanding o f the multi-faceted
Spanish-speaking world.
1.5 credits.
SPAN 001.
Offered each fall.
1.5 credits.
Fall 2014. Gras-Velazquez, Chindemi Vila.
SPAN 002.
Offered each spring.
1.5 credits.
Spring 2015. Gras-Velazquez, Chindemi Vila.
SPAN 002B. Intensive Spanish for
Advanced Beginners
SPAN 002B is intended for those students who
have had at least a year o f Spanish but have not yet
attained the level of SPAN 003. This intensive,
accelerated course covers the materials o f SPAN
001 / SPAN 002 in one semester, allowing for the
review of basic concepts learned in the past. It
encourages development o f communicative
proficiency through an interactive task-based
approach, and provides students with an active and
rewarding learning experience as they strengthen
their language skills and develop their cultural
competency. Engaging, award-winning shortsubject films from various Spanish-speaking
countries are integrated into the lessons, serving as
springboards for the vocabulary, grammar, and
cultural topics presented. After completing this
course, students will be prepared to take SPAN
003 and further advanced courses.
Offered each fall.
1.5 credits.
Fall 2014. Gras-Velazquez, Vargas.
SPAN 003. Intensive Intermediate Spanish
SPAN 003 is an intensive third semester Spanish
course for students who seek to develop fluency
and accuracy in order to express, interpret, and
negotiate meaning in context. The course presents
a ftmctionally sequenced grammar review and
expansion that builds on basic concepts. Special
emphasis will be placed on the basic skills—
listening, speaking, reading, and writing—as
building blocks toward proficiency and
communication.
Offered each semester.
1.5 credits.

MLL: Spanish
Fall 2014. Buiza, Chindemi Vila.
Spring 2015. Buiza, Chindemi Vila.
SPAN 004. Intensive Advanced Spanish
This course is designed for students who have
already learned the basic aspects of Spanish
grammar. Through careful attention given to
literary texts, films, and cultural media, the
students develop further their writing and oral
skills in Spanish. The course focuses on providing
myriad opportunities for students to integrate an
advanced understanding of grammar with
communication-oriented activities, therefore
allowing for the expression of advanced concepts
and ideas in speech and writing that will enable
students to take upper-level Spanish courses in
literature and culture.
Note: Students who receive a final grade o f “B-”
or below in SPAN 004 need to take SPAN 008 as
the next course in language sequence. Students
who receive a final grad of “B” or higher in SPAN
004 may continue to SPAN 010 or SPAN O il.
Offered each semester.
1.5 credits.
Fall 2014. Valencia, Vargas.
Spring 2015. Valencia, Vargas.
SPAN 006A. Spanish Communication
Workshop
An exciting course that effectively stimulates
lively conversational Spanish. This course meets
once a week for 1.5 hours; the class will be
divided into small groups to facilitate discussion.
The aim o f the course is for the student to acquire
well-rounded communication skills and socio­
cultural competence. The selected materials
(newspapers, movies, music, literature, etc.) seek
to stimulate students’ curiosity and engagement
with the ultimate goal o f awakening a strong
desire to express themselves in the language.
Note: Upon returning from abroad, Spanish majors
and minors must enroll in a one-credit Spanish
course. This course is not appropriate for native
speakers. SPAN 006A can be taken only once.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
0.5 credit.
Spring 2015. Vargas.
SPAN 008. Spanish Conversation and
Composition
Recommended for students who have finished
SPAN 004, have received a 5 in the AP/IB exam
or want to improve Spanish oral and written
expression. This is a practical course for writing
and rewriting in a variety of contexts, and it will
prepare the student to write at an academic level of
Spanish. It includes a review o f grammar and
spelling, methods for vocabulary expansion, and
attention to common errors o f students of Spanish
living in an English-speaking society. Films and

p. 328
literary texts will serve as a stimulus for advanced
conversation with the goal o f improving fluency
and comprehension in Spanish.
Prerequisite: SPAN 004 or the equivalent or
permission o f the instructor.
Offered each semester.
Writing course.
1 credit.
Fall 2014, spring 2015. Martinez.
SPAN 009. First-Year Seminar: A New
World: Conquests, Encounters and
Dialogues in and around Latin America (W)
(Cross-listed as LITR 009S)
In this first-year seminar we will explore the New
World that resulted from the “discovery,”
colonization and exploitation o f Latin America by
the Europeans, particularly the Spanish. The
encounter between the “Old” and the “New”
Worlds was a two-way exchange in which new
cultures emerged from the ruins of those
destroyed, and the way o f conceiving o f the world
and the self was utterly transformed for all
involved. We will read texts by Europeans who
encountered others and imposed upon them, but
also texts by the defeated, where they tell their
side of the story. Furthermore, we will pay special
attention to those subjects in between different
worlds, from Florida and Peru to Mozambique and
Japan. Readings include texts by Columbus,
Cortés and Las Casas; Aztecs, Mayans and Incas;
and More, Montaigne and Shakespeare. In
English.
Writing course.
Eligible for LASC Credit.
1 credit.
Fall 2014. Valencia.
SPAN 010. En busca de Latinoamérica
This course seeks to provide students with a
critical understanding o f Latin America and to
introduce its cultural history. Through a
multidisciplinary perspective, we will study the
interaction o f social, political, ethnic, and gender
dynamics and its resulting transformations in Latin
America. After a study o f pre-European contact
and Amerindian civilizations, we will examine
critically the moment o f contact between the Old
and the New World and the ensuing conflicts that
characterized the three centuries of colonial rule.in
Latin America. Later, we will focus on the nation
building process and the cultural campaigns of
tum-of-the-century elites, the causes and
consequences o f U.S. interventions, the dilemmas
of economic development, the rise o f state terror,
and the lives o f transnational migrants today.
Lectures and textbook readings provide a
panoramic analysis of complex cultural processes
(colonialism, transculturation, modernization,
globalization, etc.); documentaries and films

MLL: Spanish
provide other points o f entry as we think through
the processes that have shaped Latin America.
Prerequisite: SPAN 004 or the equivalent or
permission o f the instructor.
Offered each fall.
Writing course.
Eligible for LASC credit.
1 credit.
Fall 2014. Buiza.
SPAN 011. Culturas de España
Embark on a cultural journey through Spain!
Focusing primarily on transcultural and
interdisciplinary perspectives, we will explore
topics pertaining to all periods of Spanish history,
society, culture, literature, politics, art, music, and
film. We will devote special attention to
contemporary Spanish film and current events. We
will study these aspects in relation to different
regions (Cataluña, Andalucía, Galicia, País Vasco,
and Castilla) and particular cities (Madrid,
Barcelona, and Sevilla). We will examine how the
medieval concept o f Spain (“las Españas”) may
still apply today with respect to the linguistic,
cultural, ethnic, social, and political diversity
within the Iberian Peninsula. Other topics for
exploration include migration and the emergence
o f hybrid identities, including those pertaining to
culture, gender, and sexuality. Students will
develop advanced skills in speaking, writing, and
reading in Spanish.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Offered each spring.
Writing course.
1 credit.
Spring 2015. Guardiola.
SPAN 022. Introducción a la literatura
española
This course covers representative Spanish works
from medieval times to the present. Works in all
literary genres will be read to observe times o f
political and civic upheaval, of soaring ideologies
and crushing defeats that depict the changing
social, economic, and political conditions in Spain
throughout the centuries. Each reading represents a
particular literary period: middle ages, renaissance,
baroque, neo-classicism, romanticism, realism,
naturalism, surrealism, postmodernism, etc.
Emphasis on literary analysis to introduce students
to further work in Spanish literature.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Offered each fall.
Writing course.
1 credit.
Fall 2014. Guardiola.

p. 329
SPAN 023. Introducción a ia literatura
latinoamericana
This introduction to the study o f Latin American
literature and related visual documentation will
place special emphasis on the changing
relationships between aesthetics and politics. We
will analyze different genres and artistic styles that
emerge within the sociocultural sphere in moments
of political crisis, such as the independence from
Spain, the Mexican and Cuban revolutions, the
dictatorships of the Southern Cone, migration, and
other contemporary social processes. Within this
framework, we will discuss the work o f major
writers (Borges, García Márquez, Vargas Llosa,
Fuentes, Neruda) as well as emerging writers.
Since we will also be mapping the representation
o f race, class, and gender, close attention will be
given to selected works in literary theory, gender
and queer theory, and cultural studies.
Eligible for LASC credit.
Prerequisite: SPAN 004 or the equivalent or
permission o f the instructor.
Offered each spring.
Writing course
1 credit.
Spring 2015. Martinez.
SPAN 024A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are developed
together throughout the course o f the semester.
Students can serve the Swarthmore community by
teaching a foreign language to local elementary
school students in an after-school program that
meets two times/week. Students must teach for the
entire 6-week session, two days per week (M/W or
T/Th). During the evening pedagogy sessions held
on campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
teaching methodologies and approaches. We use a
common goal-oriented curriculum among all the
languages. Students must register for the language
or educational studies course that they will be
teaching and for a service time (A) M/W or (B)
T/Th.
0.5 credit.
Spring 2015. Staff.
SPAN 049. Cervantes’ Don Quixote: The
Narrative Quest
(Cross-listed as LITR 049S)
What is it about Don Quixote’s tilting at windmills
and acting as if life followed the rules of fiction
that has captivated the imagination of so many
writers and thinkers ever since it was written in
Spain four hundred years ago? This course
explores Cervantes’s Don Quixote (1605—1615)
through theoretical texts, from Bakhtin to
Foucault, from Lukács to Borges, in order to think

MLL: Spanish
about Cervantes’s innovations in narrative
technique, the possibility of interpretation, and the
nature of fiction and reality. Students will acquire
tools o f literary analysis and theory. In English.
1 credit.
Spring 2015. Valencia.
SPAN 063. Cine Contemporáneo español
Following dictator Franco’s death in 1975, Spain’s
transition to democracy was characterised by two
distinct singularities: a sudden moral, sexual, and
political liberation and, simultaneously, a
collective social and political ‘pact of oblivion’,
which indefinitely postponed any national
reckoning by Spain with its dictatorial past. This
course studies the films o f post-Franco Spain,
which are at once bursting with themes of
liberation yet haunted by the ghosts o f its recent
past. We will chart the development o f Spanish
culture through the examination and interpretation
of 1990s and 2000s Spanish films. Students will
become familiar with important Spanish topics
such as national stereotypes, European integration,
violence, race, sexual identities, and gender
relations, as well as relevant concepts in Film
Studies such as cinematic genre, gaze theory, and
spectatorship.
Eligible for FMST credit
1 credit
Spring 2016. Gras-Velázquez.

p. 330
Films will include documentaries as well as classic
and contemporary features.
1 credit.
Fall 2015. Guardiola.
SPAN 069. Cartografías urbanas
The city as a cultural artifact offers writers myriad
narrative possibilities; mere location, cultural
symbolism or the link for values and concepts that
determine the human being’s place in its own
society and historical moment. We will explore
cultural representations o f the city as an icon of
industrialization in the nineteenth century and the
declining o f the modem city and its narratives in
post-industrial and post-colonial times. Cultural
cartographies of the city will help us to better
understand new urban configurations and
subjectivities. The discussion will focus on
Madrid, Barcelona and other Spanish cities o f the
19th, 20th and 21st centuries. We will see urban
representations in novels by Galdós, Pardo Bazán,
Baroja, Laforet, Cela, Rodoreda, Roig, Mendoza
and representative films.
1 credit.
Spring 2015. Guardiola.

SPAN 066. Escritoras españolas: una voz
propia
In this course we will explore the work of
representative Spanish women writers o f the last
three centuries in order to study the development
of female self-awareness. We will read texts by
Carolina Coronado, Gertrudis Gómez de
Avellaneda, Emilia Pardo Bazán, Mercé
Rodoreda, Esther Tusquets, Carme Riera,
Almudena Grandes, etc. The main objective o f the
course is to analyze female discourse within the
historical, psychoanalytical, metafictional and
allegorical realm o f the texts to find multiple
female voices.
Eligible for GSST credit.
1 credit.
Fall 2014. Guardiola.

SPAN 070. Género y sexualidad en
Latinoamérica
In recent years, sexual minorities achieved major
political victories in several Latin American
countries, which opened a new social and legal
horizon not only for them but also for the society
as a whole by strengthening democratic values.
This course seeks to analyze the complex socio­
political and cultural process that enabled these
changes, and to challenge preconceived notions
about gender and sexuality in Latin American
shaped in the “progressive” center. A selected
body of literature, essays and films will allow us to
study the cultural politics of gender and sexuality
in Latin America. We will explore these issues
through theoretical concepts provided by Latin
Americanists active in such fields as cultural
studies, history, literary criticism, queer studies,
and other relevant disciplines.
Eligible for LASC credit.
1 credit.
Fall 2014. Martinez.

SPAN 067. La Guerra civil en la literatura y
el cine
A literary and filmic study o f different works
generated by the Spanish Civil War (1936-1939).
We will contemplate the antagonistic
interpretations of the conflict itself, its roots, and
its impact for a better understanding o f modem
Spain. We will study the themes and questions of
the war echoed in Spanish poetry, short fiction,
novels, and films from the time o f the war up
through the present day. Readings will include
works by Machado, Cemuda, Hernández, Sender,
Matute, Orwell, Laforet, Llamazares, Mendez, etc.

SPAN 073. El cuento latinoamericano
We will study the modem and contemporary short
stories that have transformed Latin American
literature and moved its fiction into the forefront
of world literature. By focusing on close reading
and analysis, we will outline the distinctive
characteristics of the Latin American short story
and trace its development. We will examine the
thematic issues and narrative features that
characterize works belonging to Fantastic
Literature, Magical Realism, the Boom and PostBoom, and place them within their particular
historical and cultural contexts. Authors will

MLL: Spanish
include Horacio Quiroga, Jorge Luis Borges, Juan
Rulfo, Gabriel Garcia Márquez, Julio Cortázar,
Rosario Ferré, and Ana Lydia Vega, among others.
This course offers students a deeper appreciation
of regional differences and cultural richness in
Latin America as revealed in the short-story genre.
Eligible for LASC credit.
1 credit.
Fall 2015. Martinez.
SPAN 074. Queer Issues in Latin American
Literature & Cinema
(Cross-listed as L1TR 074S)
This course will map new forms of representation
and interpretation at play in a set of queer issues
emerging on recent Latin American literature and
cinema. Emphasis will be on gay, lesbian,
bisexual, and transgender subjectivities. The aim is
not merely assembling a corpus of readings around
the notion of minority sexualities but to analyze
how sexuality is culturally constructed in specific
spatial and temporal geographies. We will also
investigate the ways in which literary genres are
disturbed and redeployed by queer interventions,
and how cinema becomes a privileged medium for
empowerment and visibility. Taught in English.
Eligible for LASC and GSST credit.
1 credit.
Spring 2016. Martinez.
SPAN 082. México lindo y maldito:
Representaciones culturales de la Ciudad
de México
This course explores the complex cultural
representations o f Mexico City, where preColumbian traditions meet Western
hypermodemity in an atmosphere o f ritualized
chaos, tumultuous politics, choking pollution, and
overpopulation. This course studies literature,
urban chronicles, and films that treat Mexico’s
megalopolis as their central figure. Readings will
also include theoretical texts that will help us
understand the different socioeconomic and
cultural layers that shape the city and its
inhabitants. Main topics to explore include:
modernization, neoliberalism, social inequality,
urban society, social degradation, and cultural
identity.
Eligible for LASC credit.
1 credit.
Fall 2015. Buiza.
SPAN 087. Cruzando fronteras: migración
y transnacionalismo en el cine mexicano
This course studies Mexican films and
documentaries that engage issues of migration and
transnationalism. The aim is to understand how
these cinematic genres portray the complexities of
cultural identity and the social and interpersonal
struggles caused by displacement and
globalization. We will also look at how some

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Mexican communities have been transformed by
the consequences o f migration to the IJ.S. In
addition, die course will incorporate border
literature and Mexican music that add different
dimensions to the themes explored in the course.
Eligible for LASC credit.
1 credit.
Spring 2015. Buiza.
SPAN 088. Pasados desgarradores:
trauma y afecto en la literatura
centroamericana de posguerra
This course focuses on contemporary Central
American literature. It begins with the
revolutionary poetry, narrative o f resistance, and
testimonio that emerged out o f the sociopolitical
turmoil of the isthmus during the decades of war,
revolutions, and genocide. We will then study the
atmosphere o f disenchantment during the postwar
period and the aesthetic shift in representations of
trauma, violence, and disaffection. We will study
novels, short stories, poems, films, music, and read
scholarly articles to understand the sociohistorical
and literary context o f the war and the postwar
periods in Central America.
Eligible for LASC credit.
1 credit.
Fall 2014. Buiza.

Seminars
Students wishing to take seminars must have
completed at least one course in Spanish numbered
030 or above. Students are admitted to seminars on
a case-by-case basis by the instructor according to
their overall preparation.
SPAN 103. Horacio Castellanos Moya:
Centroamerica en las venas
This seminar focuses on the literary work o f ,
Horacio Castellanos Moya, one o f Central
America’s most prominent and controversial
writers, whose literature has become
internationally recognized. His narrative is often
piercingly sarcastic, crude and raunchy and always
unsettling. By studying Castellanos Moya’s
narratives and self-destructive characters, the
course will explore the social disintegration and
legacy of violence left by the decades of civil wars
in Central America. The course will examine his
novels and essays, and will incorporate recent
literary criticism and theoretical approaches on
trauma, affect, and violence.
Eligible for LASC credit.
2 credits.
Spring 2016. Buiza.
SPAN 108. Jorge Luis Borges
This seminar focuses on Jorge Luis Borges, one of
the most influential writers o f the 20th century. He
devoted his entire life to literature, as a writer but
also as an irreverent and subversive reader. None

MLL: Spanish
of his lines, none o f his declarations happened
inadvertently. Hated or held dear, Borges is
incessantly quoted. The objective of this course is
to read Borges from the double perspective
required by his worldwide fame: as a universal
writer who transcends national borders, but also as
a writer that seeks to reinvent the history and the
traditions of his own country, Argentina.
Eligible for LASC credit.
2 credits.
Spring 2015. Martinez.

Spanish Courses Not Currently
Offered
J
SPAN 060. Memoria e identidad
SPAN 061. El “otro” en la literatura y la cultura
SPAN 072. Seducciones literarias-traiciones
filmicas
SPAN 074. Laberintos borgeanos
SPAN 076. La novela latinoamericana
SPAN 077. Latinoamérica queer: cine, literatura y
cultura
SPAN 080. Los hijos de la Malinche:
Representaciones culturales de la Revolución
Mexicana
SPAN 083. Género, historia e identidad: literatura
centroamericana escrita por mujeres
SPAN 084. México, 1968: La violencia de ayer y
hoy
SPAN 104. La voz de la mujer a través de los
siglos
SPAN 105. Federico García Lorca
SPAN 107. Héroes y villanos: el siglo XIX
español y la democratización literaria
LITR 075S. Borges: Aesthetics & Theory
LITR 076S. Latino and Latin American
Sexualities

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Music and Dance

p. 333

Music
GERALD LEVINSON, Professor o f Music
THOMAS WHITMAN, Professor of Music23
BARBARA MILEWSKI, Associate Professor o f Music and Chair
JONATHAN KOCHAVI, Assistant Professor of Music
MICAELA BARANELLO, Visiting Assistant Professor of Music
MARK LOMANNO, Visiting Assistant Professor of Music and Mellon Post-Doctoral Fellow
JANICE HAMER, Visiting Associate Professor of Music (part time)
ANDREW HAUZE, Associate in Performance
MARCANTONIO BARONE, Associate in Performance (part time)
INYOMAN SUADIN, Associate in Music and Dance Performance
JOSEPH GREGORIO, Associate in Performance (part time)
BERNADETTE DUNNING, Administrative Coordinator
SUSAN GROSSI, Administrative Assistant
Dance
SHARON E. FRIEDLER, Professor o f Dance, Director of the Dance Program
KIM D. ARROW, Associate Professor of Dance2
PALLABICHAKRAVORTY, Associate Professor of Dance
GREGORY KING, Visiting Assistant Professor and Consortium on Faculty Diversity Fellow
JUMATATU POE, Assistant Professor of Dance (part time)
JON SHERMAN, Associate in Dance Performance (part time)
LADEVA DAVIS, Associate in Dance Performance (part time)
NI LUH KADEK KUSUMA DEWI, Associate in Dance Performance (part time)
DOLORES LUIS GMITTER, Associate in Dance Performance (part time)
HANS BOMAN, Dance Accompanist
BERNADETTE DUNNING, Administrative Coordinator
SUSAN GROSSI, Administrative Assistant
TARA WEBB, Arts Publicity and Costume Shop Supervisor
2 Absent on leave, spring 2015.
3 Absent on leave, 2014-2015.

Music
The study o f music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields being
essential to the understanding o f music as an
artistic and intellectual achievement. Theory
courses train students to understand and hear how
compositions are organized. History courses
introduce students to methods of studying the
development of musical styles and genres and the
relationship o f music to other arts and areas of
thought. The department encourages students to
develop performing skills through private study
and through participation in the chorus, gamelan,
jazz ensemble, orchestra, wind ensemble, and the
Fetter Chamber Music Program, which it staffs
and administers.
The department assists instrumentalists and singers
to finance the cost of private instruction. (See
“Individual Instruction” under the heading “Credit
for Performance.”)

The Academic Program
Course Major
The music major curriculum normally includes the
following components. However, we welcome

individualized proposals, which will be evaluated
and approved on the basis of consultations with
the music faculty. We continue to emphasize the
importance of depth and mastery o f musical skills
and understanding; and we also recognize the
value of studying die diversity of musical cultures.
A. Required. 5 courses in harmony and
counterpoint plus musicianship sections (MUSI
040). MUSI 040 may be taken for 0.0 or 0.5 credit
at the student’s option.
• MUSI 011 and 040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
• MUSI 115
B. Required 4.5 courses in Music History and
Literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 094 (Senior Research Topics in Music)
plus at least three o f the following:
• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Century Europe)
• MUSI 023 (20th Century)
• Any other history course numbered above 023

Music and Dance
• Courses with lower course numbers in areas
such as Jazz or World Music, including extra or
higher-level work, with approval o f the instructor.
Course M ajors are strongly advised to take 5
history courses i f possible.
C. World Traditions Component. This
requirement may be fulfilled in either of two ways:
• One o f the 4.5 course listed in category B,
above, in Music History and Literature is to be a
course in non-Westem traditions numbered above
023; OR
• Two semesters o f participation in the Gamelan,
Taiko, or Dance/Drum ensembles. (This also helps
fulfill the ensemble requirement in category D,
below).
D. A dditional Requirem ents fo r Course M ajors:
• Keyboard skills
• Score reading or MUSI 018: Conducting and
Orchestration
• Department ensemble for at least four
semesters
• Senior comprehensive examination (MUSI
094,0.5-credit course)
The follow ing is a description o f these additional
requirements:
Keyboard skills. This program is designed to
develop keyboard proficiency to a point where a
student can use the piano effectively as a tool for
studying music. Students learn to perform
repertoire and, in addition, play standard harmonic
progressions in all keys. The department offers a
free weekly private lesson to any student enrolled
in a Harmony and Counterpoint numbered 011 or
higher who needs work in this area and requires it
of all students in MUSI 012. Music majors and
minors who have completed the theory sequence
but who need further instruction are still eligible.
No academic credit is given for these lessons. All
music majors are expected to be able to perform a
two-part Invention of J. S. Bach (or another work
of similar difficulty) by their senior year.
Score reading. By the end o f their senior year, all
majors are expected to be able to read an
orchestral score that includes c-clefs and some
transposing instruments. Students may take MUSI
018 (Conducting and Orchestration) to satisfy this
requirement.
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 exam ination. During their senior
year, majors in the Course Program will take the
departmental comprehensive examination, which
normally consists of the study o f a single musical

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work (selected in advance by the student, subject
to the approval o f the department) which
demonstrates skills in the three areas o f analysis,
historical research, and performance. Majors in
course will enroll in MUSI 094 (Senior Research
Topics in Music) in the spring semester of their
senior year to help them prepare for their senior
comprehensive examination.

Course Minor
Required. At least two courses in harmony and
counterpoint plus musicianship sections (MUSI
040):
• MUSI 011 and 040A
• MUSI 012 and 040B
Required. At least two courses in music history
and literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Century Europe)
• MUSI 023 (20th Century)
• Another history course numbered above 023 (or
a lower-level history course, with approval o f the
faculty)
Required. At least one o f 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; and at least one o f the following,
subject to departmental approval of a written
proposal:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music

Honors Major
Summary: The music major in honors is identical
to the music major in course in its prerequisites,
required coursework, and requirements for
keyboard skills, score reading, and Department
Ensemble membership. The honors major differs
in that there is no senior comprehensive exam.
Instead, honors majors do three honors
preparations in music.
Three Honors Preparations
• Music theory. A 2-credit honors preparation in
music theory is normally based on MUSI 015 in
combination with one lower-level harmony and
counterpoint course.
• 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

Music and Dance
subsequent additional research, directed reading,
or tutorial, with faculty approval.
• Elective (may be based on any o f the
following):
• At least two semesters of MUSI 019
(Composition)
• An additional preparation in another area of
music history
• A senior honors recital
A 2-credit senior honors recital preparation is
available to only students who have distinguished
themselves as performers. It is, therefore, limited
to those who have won full scholarships through
MUSI 048. Students who wish to pursue this
option must follow all o f the steps listed in the
departmental guidelines for senior recitals (see
department website) and obtain approval o f their
program from the music faculty dining the
semester preceding the proposed recital. They
should register for MUSI 099: Senior Honors
Recital. This full credit, together with at least
another full credit o f relevant coursework in
music, will constitute the 2-credit honors
preparation. One faculty member will act as head
adviser on all aspects o f the honors recital. As part
of the honors recital, the student will write incisive
program notes on all of the works to be performed.
This work will be based on substantive research—
including analytical as well as historical work—
and will be overseen by one or more members o f
the music faculty.
Students are encouraged to propose honors
preparations in any areas that are o f particular
interest, whether or not formal seminars are
offered in those areas. The music faculty will
assist in planning the most appropriate format for
these interests.
Thesis / Culminating Exercise
Oral examinations are given for all honors
preparations in music. Written examinations, in
addition to oral examinations, are given only for
those preparations based on courses or seminars.

Honors Minor
Required. Four courses in harmony and
counterpoint plus musicianship sections (MUSI
040):
• MUSI 011 and 040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
R equired Two courses in music history and
literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Century Europe)
• MUSI 023 (20th Century)
• Another history course numbered above 023

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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 fo r course
minors.
• Departmental ensemble for at least two
semesters and at least one o f the following, subject
to departmental approval:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music

Special Major
The department welcomes proposals for special
majors involving music and other disciplines.
Recent examples include the following:
• Special major in music and education
• Special major in enthnomusicology
Other special majors are possible. For more
information, contact the department chair.

Application Process Notes for the
Major or the Minor
We do not have a minimum grade point average
(GPA) for admission as a major or minor. In its
place is a consensus o f music faculty that the
student can do good work in the discipline. The
situation is perhaps more complex in music than in
other fields because we think that a major (or
minor) should have basic musical as well as purely
intellectual abilities, not all o f which can be
measured by a GPA. We do consider the
likelihood of a student’s passing the
Comprehensive Examination. Students applying
for admission as majors in the Honors Program
should have done exceptionally high-quality work
in the department and should have shown strong
self-motivation.
Prerequisites for acceptance into the program:
MUSI 011/040A and one Music History course
numbered 020 or above. These courses are
strongly recommended for first-year students and
should be completed before the junior year. If a
student has not completed all of these prerequisites
at the time of an application for a major/minor, but
has done good work in one or more courses in the
department, he or she may be accepted on a
provisional basis.

Off Campus Study/Language
Study
Students are encouraged to seek possibilities for
off campus study, in accordance with their
particular interests, in consultation with the music
faculty and the off-campus study adviser.

Music and Dance
Students are advised that many graduate programs
in music require a reading knowledge o f French
and German.

Additional Resources
A unique resource o f the department is its
ensemble in residence, Orchestra 2001, directed by
Professor Emeritus James Freeman. This
nationally renowned ensemble offers an annual
concert series at the College, focusing on
contemporary music. The series features
distinguished soloists and often includes advanced
Swarthmore students in its concerts.
Special scholarships and awards in music include
the follow ing (see Distinctions, Awards, and
Fellowships):
The Renee Gaddie Award
Music 048 Special Awards
The Boyd Barnard Prize
The Peter Gram Swing Prize
The Melvin B. Troy Prize in Music and Dance

Credit for Performance
Note: A ll performance courses are fo r half-course
credit per semester. No retroactive credit is given
fo r performance courses.
Individual Instruction (MUSI 048)
Academic credit and subsidies for private
instruction in music are available to students at
intermediate and advanced levels. For further
details, consult the MUSI 048 guidelines on the
Music Program website.
Orchestra, Chorus, Wind Ensemble,
Gamelan, Chamber Music, Jazz Ensemble
Students may take Performance Chorus (MUSI
043), Performance Orchestra (MUSI 044),
Performance Jazz Ensemble (MUSI 041),
Performance Wind Ensemble (MUSI 046),
Performance Chamber Music (MUSI 047), or
Performance Gamelan (MUSI 049A) for credit
with the permission o f the department member
who has the responsibility for that performance
group. The amount of credit received will be a
half-course in any one semester. Students applying
for credit will fulfill requirements established for
each activity (i.e., regular attendance at rehearsals
and performances and participation in any
supplementary rehearsals held in connection with
the activity). Students are graded on a credit/no
credit basis.
Students wishing to take Chamber Music (MUSI
047) for credit must submit to the chamber music
coordinator at the beginning of the semester a
proposal detailing the repertory o f works to be
rehearsed, coached, and performed during the
semester. It should include the names o f all student
performers and the proposed performance dates, if
different from the Elizabeth Pollard Fetter

p. 336
Chamber Music Program performance dates. One
semester in a Department Ensemble is a
prerequisite or co-requisite for each semester of
MUSI 047. This applies to all students in each
Fetter Chamber group. It is expected that Fetter
students in Department Ensembles will play the
same instrument/voice in both activities.
A student taking MUSI 047 for credit will rehearse
with his or her group or groups at least 2 hours
every week and will meet with a coach (provided
by the department) at least every other week. All
members of the group should be capable of
working well both independently and under the
guidance of a coach. It is not necessary for every
person in the group to be taking MUSI 047 for
credit, but the department expects that those taking
the course for credit will adopt a leadership role in
organizing rehearsals and performances. Note:
MUSI 047 ensembles do not fulfill the ensemble
requirement for lessons under MUSI 048.

Courses and Seminars
Introductory Courses without Prerequisite
MUSI 001. Introduction to Music
This course is designed to teach intelligent
listening to music by a conceptual rather than
historical approach. Although it draws on
examples from popular music and various nonWestem repertories, the course focuses primarily
on the art music o f 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.
1 credit.
Not offered 2014-2015.
MUSI 002B. Reading and Making Music:
The Basics of Notation
An introduction to the elements o f music notation,
theory (clefs, pitch, and rhythmic notation, scales,
keys, and chords), sight singing, and general
musicianship. Recommended for students who
need additional preparation for MUSI 011 or to
join the College chorus.
1 credit.
Fall 2014. Hauze.
MUSI 003. Jazz History
This course traces the development o f jazz from its
roots in West Africa to the free styles o f the 1960s.
The delineation of the various styles and detailed
analysis o f seminal figures are included. Emphasis
is on developing the student’s ability to identify
both style and significant musicians.
1 credit.
Not offered 2014-2015.

Music and Dance
MUSI 003B. Jazz and the Trans-Atlantic
African Diaspora
From its earliest formations, jazz music has been
inherently transcultural and particularly elemental
to the cultural identity o f individuals and
communities identifying with the African
Diaspora. This course posits improvisation—that
is, encountering and working around borders while
reacting to the impeding and facilitating
possibilities they present—as a necessary and
highly potent condition of cultural liminality.
Accordingly, this course suggests that musical and
cultural improvisatory performances can carve out
discursive space within the socio-political systems
that marginalize these communities. Drawing on
the methodologies and scholarship o f social
sciences and the performing arts, we will explore
this dynamic through interdisciplinary case studies
in the Trans-Atlantic African Diaspora, with
attention to local interpretations of global jazz
culture and fusions of local music with jazz
performance aesthetics. Also, the course will
critically engage with the politics o f collective
identity, exploring how communities drawn
together through a common genre marker or
diasporic affiliation can themselves reproduce
marginalizing hierarchies.
1 credit.
Not offered 2014-2015.
MUSI 004A. Opera
Combine great singing with the vivid colors of an
orchestra, with acting and theater, with poetry,
dance, painting, spectacle, magic, love, death,
history, mythology, and social commentary, and
you have opera: an art of endless fascination. This
course will survey the history of opera (from
Monteverdi through Mozart, Wagner, and Verdi to
Gershwin and Stravinsky), with special emphasis
on and study of scenes from selected works.
1 credit.
Fall 2014. Milewski.
MUSI 004B. The Symphony
This course will examine the history o f the
symphony from its beginnings in music of the late
Baroque period to the end o f the 20th century. We
will examine a number of important symphonic
works by such composers as Haydn, Mozart,
Beethoven, Berlioz, Brahms, Chaikovsky, Mahler,
Shostakovich, and Górecki in order to discuss
issues o f genre, form, and performance forces in
the context o f shifting historical and social trends.
1 credit.
Not offered 2014-2015.
MUSI 005. U.S. Pop Music History
This course will feature a survey of U.S. popular
music from the late 19th century to present day.
Discussion o f individual case studies of music,
musicians, and communities-in-music and
significant movements and musicians—such as

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racial appropriation of R&B in 1950s rock and the
performance of gender in glam rock—and will
also take a look at the process o f history-making
by studying lesser known artists and critiquing the
exclusionary practices of canon formation. We
will discuss popular music as an industry and the
effects o f capitalist commerce on music-making,
as well as political and socio-cultural interventions
on music-making and distribution. Examples will
include radio payola, legislated censorship,
intellectual property law, public noise ordinances,
reality music television, and illegal file-sharing
practices.
1 credit.
Fall 2014. Lomanno.
MUSI 005C. Traditional Musics of World
Cultures
Introduction to world music and ethnomusicology
via a set of case studies on traditional music and
music-making practices. This course stresses
music as an integral to—constitutive of, rather than
separate from—the culture in which it is rooted.
Within this framework we will discuss how the
concept of “tradition” does not necessarily imply
historical fact, but can be more influenced by
understandings of and nostalgic feelings about
“the past” as commentary and critique o f the
present. The course’s final project will consist of
individual ethnographic projects, in which students
engage with a local community group or musicians
involved in some form o f traditional music
practice.
1 credit.
Spring 2015. Lomanno
MUSI 006. The Arts as Social Change
(Cross-listed as DANC 004)
This course aims to bring together students with an
interest in investigating and investing in social
change work through the arts. Our seminar
community will engage in discussion of readings
and video viewings, will host and visit local
leaders from the arts and social change movement,
and will engage in fieldwork opportunities as
required parts o f the course. Papers, journals, and
hands-on projects will all be included.
This course fulfills a prerequisite requirement for
dance major and minors.
Eligible for PEAC credit.
1 credit.
Not offered 2014-2015.
MUSI 006B. Music of the Holocaust and
World War II Era
This course will explore the various contexts and
motivations for music making during the
Holocaust and World War II era. In the universe of
the Nazi ghettos and concentration camps, music
was a vehicle for transmitting political rumors,
controversies, stories, and everyday events as well

Music and Dance
as a form of spiritual resistance. In the broader
context o f war, it was used for political and
nationalist agendas. This course will draw on a
wide range o f music, from folk songs and popular
hit tunes to art music intended for the concert
stage.
1 credit.
Not offered 2014-2015.
MUSI 007B. Beethoven and the Romantic
Spirit
An introduction to Beethoven’s compositions in
various genres. We will consider the artistic,
political, and social context in which he lived and
examine his legacy among composers later in the
19th century (Berlioz, Chopin, the Schumanns,
Brahms, Wagner, and Mahler).
Writing course.
1 credit.
Not offered 2014-2015.
MUSI 008B. Anatomy for Performers:
Bones, Muscles, Movement
(See DANC 008)
0.5 credit.
Not offered 2014-2015.
MUSI 009A. Music and Mathematics
This course will explore the basic elements of
musical language from a scientific and
mathematical perspective. We will work
collaboratively to uncover relationships and
features that are fundamental to the way that music
is constructed. Although intended for science,
mathematics, engineering, and other
mathematically minded students, the course will
introduce all necessary mathematics; no specific
background is required. Some knowledge of
musical notation is helpful but not required. This
course provides the necessary background to
enable students to enroll in MUSI 011.
1 credit.
Not offered 2014-2015.

Theory and Composition
Students who anticipate taking further courses in
the department or majoring in music are urged to
take MUSI 011 and 012 as early as possible.
Advanced placement is assigned on a case-by-case
basis, after consultation with the theory and
musicianship faculty. Majors will normally take
MUSI 011 to 015.
MUSI 011.01. Harmony, Counterpoint, and
Form 1
This course will provide an introduction to tonal
harmony and counterpoint, largely as practiced in
18th- and 19th-century Europe. Topics include
simple counterpoint in 2 parts, harmonization of
soprano and bass lines in four-part textures,

p. 338
systematic study o f common diatonic harmonies,
features o f melody and phrase, and the Blues.
Prerequisites: Knowledge o f traditional notation
and major and minor scales; ability to play or sing
at sight simple lines in treble and bass clef.
All MUSI 011 students must register for an
appropriate level o f MUSI 040A for 0 or 0.5
credit.
Keyboard skills lessons may also be required for
some students.
1 credit.
Fall 2014. Kochavi.
MUSI 011.02. Harmony, Counterpoint, and
Form 1
This seminar will provide an introduction to tonal
harmony and counterpoint, largely as practiced in
18th- and 19th-century Europe. Topics include
simple counterpoint in 2 parts, harmonization o f
soprano and bass lines in four-part textures,
systematic study o f common diatonic harmonies,
features of melody and phrase, the Blues, and
classical theme and variation techniques. Certain
examples for analysis will be drawn from current
repertoire of the College Orchestra, Chorus, and
Jazz Ensemble.
Prerequisites: Knowledge o f traditional notation
and major and minor scales; ability to play or sing
at sight simple lines in both treble and bass clef.
All MUSI Oil students must register for an
appropriate level o f MUSI 040A for 0 or 0.5
credit.
Keyboard skills lessons may also be required for
some students.
1 credit.
Fall 2014. Kochavi.
MUSI 012. Harmony, Counterpoint, and
Form 2
This course will provide continued work on tonal
harmony and counterpoint, largely as practiced in
18th- and 19th-century Europe. Topics include
two-voice counterpoint, harmonization o f soprano
and bass lines in four-part textures, phrase
structure, small and large scale forms, modulation
and tonicization, and analysis using prolongational
reductions. We will also study minuet form in
detail, culminating in a final composition project.
All MUSI 012 students must register for an
appropriate level o f MUSI 040B for 0 or 0.5
credit.
Keyboard skills lessons are required for all
students in MUSI 012.
1 credit
Spring 2015.Levinson.
MUSI 013. Harmony, Counterpoint, and
Form 3
Continues and extends the work of Music 12 to
encompass an expanded vocabulary o f chromatic

Music and Dance
tonal harmony, based on Western art music of the
18th and 19th centuries. The course includes
analysis of smaller and larger works by such
composers as Bach, Mozart, Beethoven, Schubert,
Chopin, Liszt, Brahms, and Wagner; in-depth
study o f such large-scale topics as sonata form;
and written musical exercises ranging from
harmonizations o f bass and melody lines to
original compositions in chorale style.
All MUSI 013 students must register for an
appropriate level o f MUSI 040C for 0 or 0.5
credit.
Keyboard skills lessons may also be required for
some students.
1 credit.
Fall 2014. Levinson.
MUSI 014. Harmony, Counterpoint, and
Form 4
This course provides continued work in chromatic
harmony and 18th-century counterpoint, largely as
practiced in Europe. It will primarily take the form
of a literature survey. For the first half of the
semester, our focus will be on short pieces; during
the second o f the semester we will study keyboard
fugues and other larger-scale works. This course
includes a service-learning project.
All MUSI 014 students must register for an
appropriate level of MUSI 040D for 0 or 0.5
credit.
Keyboard skills lessons may also be required for
some students.
1 credit.
Spring 2015. Levinson.
MUSI 017. Jazz Theory
A course designed for the analysis of the harmonic
structures of jazz repertoire. This is neither an
improvisation nor a performance course.
Prerequisites: MUSI 012 or instructor approval.
Basic keyboard skills and fluency on an instrument
are required.
1 credit.
Not offered 2014-2015.
MUSI 018. Conducting and Orchestration
This course approaches the understanding of
orchestral scores from a variety of perspectives.
We will study techniques of orchestration and
instrumentation, both in analysis o f selected
works, and in practice, through written exercises.
The history, and philosophy of conducting will be
examined, and we will work to develop practical
conducting technique. Score reading, both at the
piano and through other methods, will be practiced
throughout the semester.
Prerequisite: MUSI 012, or permission o f the
instructor.
1 credit.
Spring 2015. Hauze.

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MUSI 061. Jazz Improvisation
A systematic approach that develops the ability to
improvise coherently, emphasizing the Bebop and
Hard Bop styles exemplified in the music of
Charlie Parker and Clifford Brown.
Prerequisite: Ability to read music and fluency on
an instrument.
1 credit.
Not offered 2014-2015.
MUSI 062. Proseminar in Jazz Studies:
History, Theory, and Improvisation
Designed as an intensive, seminar-style
introduction to jazz studies, this course provides
an overview o f major styles, innovations, and
scholarly theories of U.S. jazz through cultural
history, music theory, and performance practice.
Each unit and case study will draw equally on jazz
scholarship and research, analytical listening and
transcription, and an in-class performance lab.
Individual class sessions will vary among seminar
discussions, theory and analysis sessions, guest
presentations, and performance workshops on
improvisation. Students will complete both
individual and group assessments, along with a
culminating final project and presentation on a
particular period or performer.
1 credit.
Not offered 2014-2015.

History of Music
MUSI 020. Medieval and Renaissance
Music
A survey of European art music from the late
Middle Ages to the 16th century. Relevant
extramusical contexts will be considered.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2014-2015.
MUSI 021. Baroque and Classical Music
This course will survey European art music from
the 16th-century Italian madrigal to Haydn’s
Creation. Relevant extramusical contexts will be
considered.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2014-2015.
MUSI 022.19th-Century European Music
This survey considers European art music against
the background of 19th-century Romanticism and
nationalism. Composers to be studied include
Beethoven, Schubert, Chopin, Berlioz, Robert and
Clara Schumann, Wagner, Verdi, Brahms, Dvorak,
Musorgsky, and Chaikovsky.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Fall 2014. Milewski.

Music and Dance
MUSI 023. 20th-Century Music
A study of the various stylistic directions in music
o f the 20th century. Representative works by
composers from Debussy, Stravinsky, and
Schoenberg through Copland, Messiaen, and
postwar composers such as Boulez and Crumb, to
the younger generation will be examined in detail.
Prerequisite: MUSI 011 or the equivalent.
Writing course.
1 credit.
Spring 2015. Milewski.
MUSI 024. Opera Production Workshop
(Cross-listed as THEA 005)
Opera is a collaborative art form, involving
composing, writing, performing, stage directing,
choreography and design. In this workshop-based
class, students will gain a basic understanding of
opera as an art form and experience all aspects of
the rehearsal and production process. The class
culminates in the performance o f an original opera
written, directed and performed by faculty and
students in collaboration with students from a
nearby elementary school.
Open to students with permission o f the
instructors.
1 credit.
Spring 2015. TBD.
MUSI 025. American Musical Theater
Musical theater has often been considered a
quintessentially American genre. But how has it
helped Americans to understand America. This
survey will trace the genre’s musical and dramatic
development and explore representations o f race,
ethnicity, gender, and sexuality. Musicals
considered will include: Show Boat, Porgy and
Bess, Cradle Will Rock, Oklahoma!, West Side
Story, Sweeney Todd and Wicked. Students will
have the opportunity to work with the
department’s Fall 2014 production o f Guys and
Dolls.
Prerequisite: MUSI 011 or permission of the
instructor.
1 credit.
Fall 2014. Baranello.
MUSI 030. Music of Asia
An introduction to selected musical traditions from
the vast diversity o f Asian cultures. Principal areas
will include classical music o f India, Indonesian
gamelan from Bali and Java, ritual music o f Tibet,
ancient Japanese court music, Turkish classical
music and others. These music will be studied in
terms o f their technical and theoretical aspects as
well as their cultural/philosophical backgrounds.
Western musical notation and terminology,
including scale types and intervals, will be used.
This course fulfills the World Traditions
component of the music major.

p. 340
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.
MUSI 033A. Caribbean/Latin America
This course will focus on the collective genius of
the folk, traditional, and popular musics o f Cuba
and Brazil, such as Afro-Cuban and Afro-Brazilian
religious music, changüí, son, danzón charanga,
son montuno, timba, samba enredo, samba reggae,
afoxé, bossa nova, capoeira, maracatú, mangue
beat, pagode, and many others. Selected musical
genres will be studied for their sounds and formal
characteristics, as well as their cultural origins and
histories, and occasionally, comparisons will be
drawn with musical styles from the U.S., and
musics o f the respective immigrant populations in
the U.S. will be discussed. The class will feature
some hands-on demonstrations by guest artists and
the instructor. Materials and assignments will
include audio recordings, videos, journal articles,
textbook chapters, and other writings, mostly
drawn from the field o f ethnomusicology.
Prerequisite: Knowledge of traditional music
notation and major and minor scales.
Recommended, but not required: Knowledge o f
Spanish or Portuguese.
This course fulfills the world traditions component
requirement for the music major.
1 credit.
Not offered 2014-2015.
MUSI 035. Foundations of
Ethnomusicology
This course provides an introduction to the history,
methodologies, and theories o f ethnomusicology.
Through review and analysis o f past case studies,
we will discuss the development of the discipline,
engaging with fundamental questions about the
relationships among music, culture, scholarship,
and advocacy. This course material and
assessments will be designed in an
interdisciplinary fashion, drawing primarily from
music analysis and the social sciences. In addition
to individual and collaborative assignments,
students will produce ethnographic portfolios of a
nearby group or community to be presented at the
end of the semester.
1 credit.
Not offered 2014-2015.
MUSI 038. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
A study o f 20th-century music focusing on the
great renewal o f musical expressions, diverging
from the Austro-German classic-Romantic
tradition, found in the works o f these three very
individual composers, as well as the connections
among them, and the resonance o f their music in
the work of their contemporaries and successors.
Prerequisite: MUSI 011 or the equivalent.

Music and Dance
1 credit.
Not offered 2014—2015.
MUSI 075. Special Topics in Music Theater
Available to students participating in the study
abroad programs coordinated through Swarthmore
in France, Ghana, India, or Japan.
Prerequisites: Consent of the dance program
director and the faculty adviser for off-campus
study.
1 credit.
Not offered 2014-2015.
MUSI 091. Introduction to Performing Arts
Education: Music
(Cross-listed as EDUC 071)
How do we learn in the performing arts? This
course explores a range of performing arts issues
confronting educators in theory and practice.
While the focus is music, we will also consider
dance and theater with the help o f guest lecturers.
We will look at primary education in the United
States, and we will also touch upon some of the
ways music is taught to older students, as well as
in other cultures. Students will draw upon their
own experiences as teachers and learners. The
course will culminate in a collaborative teaching
project in which our class as a whole will develop
and implement a program of performing arts
instruction for children in partnership with an
urban public school.
While some prior study of music might be helpful,
it is not a prerequisite. This course is open to any
student who has taken at least one course in either
education or music.
Writing course.
1 credit.
Not offered 2014-2015.
MUSI 091C. Special Topics (Music
Education)
(Cross-listed as EDUC 091C)
With permission of the instructor, qualified
students may choose to pursue a topic of special
interest in music education through a field project
involving classroom or school practice.
Open to any student who has taken at least one
course in music.
Available as a credit/no credit course only.
0.5 credit.
Not offered 2014—2015.
MUSI 092. Independent Study
1 credit.
MUSI 093. Directed Reading
1 credit.

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MUSI 094. Senior Research Topics in
Music
Required of all senior majors as preparation for the
senior comprehensive in music.
0.5 credit.
Spring semester.
MUSI 095. Tutorial
Special work in composition, theory, or history.
1 or 2 credits.
MUSI 096. Senior Thesis
1 or 2 credits.
MUSI 099. Senior Honors Recital
Honors music majors who wish to present a senior
recital as one of their honors preparations must
register for MUSI 099, after consultation with the
music faculty. See Honors Program guidelines.
1 credit.

Seminars
MUS1102. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
(See MUSI 038)
Prerequisite: MUSI 013 (concurrent enrollment
possible by permission o f the instructor).
1 credit.
Not offered 2014—2015.
MUS1103. Mahler and Britten
This course is an intensive study of the music of
two seminal 20th-century composers. We will
consider song cycles by both composers and their
connections to larger genres: Mahler’s symphonies
and Britten’s operatic works as well as the War
Requiem.
Prerequisites: MUSI 011 to 014; a knowledge of
German is recommended.
1 credit.
Not offered 2014-2015.
MUS1104. Chopin
This course will provide an in-depth historical
study of Chopin’s music. We will examine the full
generic range o f Chopin’s compositions, taking
into account the various socio-cultural,
biographical and historical-political issues that
have attached to specific genres. Throughout the
semester we will also consider such broader
questions as: why did Chopin restrict himself
almost entirely to piano composition? How might
we locate Chopin’s work within the larger
category of 19th-century musical romanticism?
What does Chopin’s music mean to us today?
Prerequisites: MUSI O il.
1 credit.
Not offered 2014—2015.

Music and Dance
MUS1105. Music and War
For centuries, and across different cultures, music
has both served war and illustrated its victories
and terror. Music has also provided powerful
commentary on war, articulating human pain and
protest in equal measure. In this seminar we
consider these functions in a range of musical
works of the 20th century from popular songs, film
shorts, and folk songs from around the world, to
music composed in prisons and concentration
camps and some of the greatest art music o f the
20th century. We will begin our discussion with a
brief excursion into previous periods and conclude
with an examination o f music’s role during the
war in Iraq.
Prerequisites: MUSI 011 or permission of the
instructor.
1 credit.
Fall 2014. Baranello.
MUS1115. Harmony, Counterpoint, and
Form 5
Exploration of a number o f advanced concepts in
music theory including: the study and analytical
application o f post-tonal theory (including set
theory and neo-Riemannian theory), the structure
of the diatonic system, applications of theoretical
models to rhythm and meter, and geometric
models o f musical progression.
Prerequisite: MUSI 014.
1 credit.
Fall 2014. Kochavi.
MUS1118. Introduction to Composition
Prerequisite: MUSI 011 and MUSI 012.
1 credit.
Not offered 2014-2015.
MUS1119. Composition
Repeatable course.
Prerequisite: permission of the instructor.
1 credit.
Fall 2014 and spring 2015. Levinson.

Performance
Note: The following performance courses are for
0.5-course credit per semester.
MUSI 040. Elements of Musicianship
Sight singing and rhythmic and melodic dictation.
Required for all MUSI 011 to 014 students, with
or without 0.5 credit. The instructor will place
students at appropriate levels.
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Hamer.
MUSI 041. Performance (Jazz Ensemble)
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Shanefield.

p. 342

MUSi 043. Performance (Chorus)
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Gregorio.
MUSI 044. Performance (Orchestra)
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Hauze.
MUSI 046. Performance (Wind Ensemble)
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Hauze.
MUSI 047. Performance (Chamber Music)
(See guidelines for this course earlier.)
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Johns.
MUSI 048. Performance (Individual
Instruction)
Please consult the MUSI 048 guidelines on the
Music Program website.
0.5 credit.
Each semester.
MUSI 049A. Performance (Balinese
Gamelan)
Performance o f traditional and modem
compositions for Balinese Gamelan (Indonesian
percussion orchestra). Students will learn to play
without musical notation. No prior experience in
Western or non-Westem music is required. The
course is open to all students.
Two (2) semesters of this course fulfills the World
Traditions Component requirement for the music
major.
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Whitman.
MUSI 049B. Performance (African Dance
Repertory Music Ensemble)
Performance o f traditional and modem
compositions as accompaniment for and
collaboration with the development o f a dance
piece for concert performance.
0.5 credit.
Not offered 2014-2015.
MUSI 050. Performance (Chamber Choir)
Students enrolled in MUSI 050 must also be
enrolled in MUSI 043 (Performance Choms).
0.5 or 0.0 credit.
Fall 2014 and spring 2015. Gregorio.
MUSI 071. Salsa Dance/Drumming
(See DANC 071)
0.5 credit.
Not offered 2014-2015.
MUSI 078. Dance/Drum Ensemble
(See DANC 078)

Music and Dance
0.5 credit.
Fall 2014. Osayande and guest artists.

Dance
At Swarthmore, dance is a global discourse. The
dance and music programs share an integrated
approach to composition, history, performance,
and theory in lecture/discussion and studio
practice courses. We believe this is central to the
understanding o f dance as an artistic, intellectual,
and social inquiry within a liberal arts context.
The Academic Program
The mission o f the program is to offer students
dance experiences that privilege a merging of
embodied practice and history/theory in relation to
more than one situated perspective (those listed
above). Some courses concentrate on one cultural
context only (this is true generally in history,
repertory, and technique). Others put a variety of
perspectives in conversation (choreographic
laboratories, improvisation, history, repertory, and
theory).The role of dance as an agent o f social
change is also present in Swarthmore dance
offerings. All dance studies courses engage
students in an investigation of the relationship of
dance to other arts and areas of thought.
Given the program’s emphasis on developing an
awareness of the global nature of dance, study
abroad opportunities are seen as a very useful
aspect o f a student’s undergraduate dance
experience. Such study is especially encouraged
for dance majors and minors. Study abroad dance
programs developed by members of the dance
faculty are available in France, Ghana, India,
Japan, and United Kingdom. Dance components
are also available in programs in Spain and
Argentina. Social change engagement is available
as an aspect of study abroad experiences in Ghana,
India, and Northern Ireland. Additional
information regarding study abroad experiences is
listed below and can also be found on both the
Dance Program and Off-Campus Study websites.
In order to further enhance student engagement
with the field at large, every year the program
hosts diverse national and international dance
artists and scholars.

Course Major
These prerequisites are strongly recommended for
first and second year students and must be
completed before the junior year. If a student has
not completed all o f these prerequisites at the time
of an application for a major, but has done good
work in one or more courses in the program, the
student may be accepted on a provisional basis.
1. DANC 003,004 or 025A
2. DANC Oil. Dance Lab I: Making Dance
3. One dance technique class (in any style) for
academic credit

p. 343
Prerequisite credits for majors: 2.5
The program offers three possible areas of focus
for majors; composition, history/theory, or an
individual focus. Requirements for each focus are
as follows:
Composition
DANC 008. Anatomy: Bones, Muscles, and
Movement
DANC 012. Dance Lab II: Making Dance or
DANC 013. Dance Composition Tutorial
DANC 022,023, or 025A - one course
DANC 036,038, or 075,077b. or 079 - one course
DANC 048 section 2. Embodying Improvisation: a
global cross-disciplinaiy discourse
DANC 049 (any section), 071,078, one Western
and one non-Westem course
DANC 050,051,053,060, or 061 - one or two
courses
*DANC 094 or 095 - one course
Total credits in focus:
6.5-7.S
History/Theory
DANC 022,023, or 025A - two courses
DANC 036, 038, or 075, 077b. or 079 - two
courses
DANC technique and repertory courses - one
Western and one non-Westem course
*DANC 094/095 - one course
Total credits in focus:
6.5-7
Individually created focus - See Special Major
Total prerequisites and credits required for
majors:
9.0-10.0
*The senior project/thesis is required o f all majors.
The dance faculty encourages students to pursue a
senior project/thesis that incorporates a
comparison or integration of dance with some
other creative or performing art (creative writing,
music, theater, or visual art), with a communitybased learning component, or with another
academic discipline of the student’s interest.
Requirements
For majors, regular participation in technique
classes throughout a student’s time at Swarthmore
and participation in repertory courses for at least
four semesters. Students may choose any style of
repertory experience as long as they adhere to the
distribution guidelines to participate in both
Western and non-Westem styles. They are also
encouraged to seek out service-learning/
community-based learning experiences that
incorporate dance. These may substitute for
repertory experiences (especially those with a
composition focus). Majors are also strongly
encouraged to enroll in THEA 003. Fundamentals
of Design for Theater Performance and THEA
004B. Lighting Design.

Music and Dance
Course Minor
The goal o f the course minor in dance is to expose
a student to the broad scope of the field. The
distribution of required courses for the minor
provides students with an introduction to
composition, history, technique, and theory and
allows them to direct their final credits) 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 colloquia
or individualized meetings with guest artists and
instructors and will be encouraged, but not
required, to develop an extended paper or a
significant dance performance piece as part of
their program. Whether they enroll for credit or
audit, all dance majors and minors are strongly
encouraged to participate in technique and
repertory classes each term.
These prerequisites are strongly recommended for
first and second year students and must be
completed before the junior year. If a student has
not completed all of these prerequisites at the time
of an application for a minor, but has done good
work in one or more courses in the program, the
student may be accepted on a provisional basis.
1. DANC 003,004 or 025A
2. One technique or repertory course for academic
credit
Prerequisite credits for minor:
l.S
Course requirements fo r minor:
1. DANC O il. Dance Lab I: Making Dance
2. DANC 022, 023, or 025A - one course
3. DANC 036,038, or 075,077b. or 079 - one
course
Additional courses proposed by the student and
approved on an individual basis by the faculty
from a combination o f composition, history,
repertory, technique, and theory courses - 2 credits
Total credits in minor:
5
Total prerequisites and credits required for
minor:
6.5
Requirements
For minors, regular participation in technique
classes throughout a student’s time at Swarthmore
and participation in repertory courses for at least
two semesters is required. Students may choose
any style o f repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance. These may substitute for
repertory experiences.

Honors Major
The minimum requirement for admission to the
honors major is at least the following 4 courses (3
credits) in dance; an introductory history/theory
course (003, 004, or 025A), DANC Lab I: Making

p. 344
Dance (DANC O il), one dance technique class
(DANC 040-048,050-053, or 060-061) and
DANC 008. 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
department office.
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 beyond the introductory-level
course DANC 011). 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 DVD that provides examples of the student’s
choreographic and/or performance work at
Swarthmore (a maximum of 20 minutes in length).
Each student’s program will include the following:
History and theory. One area of emphasis linking a
course from DANC 022, 023 or 025A with a
course from DANC 036,038, or 077B. Each
student will demonstrate this integration via a
paper written as an attachment. This paper, along
with appropriate papers from each history and
theory class submitted for preparation, will be sent
to the examiner. The written and oral exam for this
preparation will consist o f a response to three
questions set by the examiner.
Composition. Each student may submit a
combination of Dance Lab I: Making Dance
(DANC O il) plus either Dance Lab II: Making
Dance (DANC 012), or Composition Tutorial
(DANC 013) two times. The syllabi (where
appropriate), a DVD of the final work, and a paper
concerning the choreographic process from each
class will be submitted to the examiner.
Seniorproject/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 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.
Total prerequisites and credits required for
honors major: 6-7
Requirements
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least two
semesters. Students may choose any style of
repertory experience, They are also encouraged to
seek out service-leaming/community-based
learning experiences that incorporate dance. These
may substitute for repertory experiences.

Music and Dance
Honors Minor
Students in the Honors Program who are
presenting a major in another discipline and a
minor in dance must do one preparation in dance.
This preparation will take the form of either
composition or history and theory described earlier
in the text concerning honors majors in dance. The
choice regarding focus for a student’s minor will
be determined in consultation with an adviser from
the dance faculty.
These prerequisites are strongly recommended for
first and second year students and must be
completed before the junior year. If a student has
not completed all o f these prerequisites at the time
o f an application for an Honors minor, but has
done good work in one or more courses in the
program, the student may be accepted on a
provisional basis.
1. DANC 003, 004, or 025A
2. One technique or repertory course for academic
credit
Minors in the Honors Program must also have an
overall B grade average before admission. In
addition to the guidelines noted below, each
honors minor will be responsible for the material
designated on a reading and video list for senior
honors study available from the department office.
Total prerequisites and credits required for honors
minor: 3-4
Requirements
For minors, regular participation in technique
classes throughout a student’s time at Swarthmore
and participation in repertory courses for at least
two semesters is required. Students may choose
any style of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance. These may substitute for
repertory experiences.

Special Major
The program for a special major in dance
comprises 4 credits in dance coursework. The two
disciplines in this major may be philosophically
linked or may represent separate areas of the
student’s interest. The faculty encourages students
to consider the philosophical links between the
two disciplines. Examples o f past special majors
include: Dance and Anthropology, Dance and
Psychology, and Dance and Art. All special majors
will design their programs in consultation with a
faculty adviser.
Whether they enroll for credit or audit, special
majors are required to participate in technique and
repertory classes for at least two semesters.

<

p. 345

Additional Information Regarding
the Dance Program
Dance Technique Courses
In a typical semester, more than 30 hours of dance
technique classes are offered on graded levels
presenting a variety o f movement styles.
Technique courses, numbered 040 through 048,
050 to 053, and 060 or 061, may be taken for
academic credit or may be taken to fulfill physical
education requirements. Advanced dancers are
encouraged to consult with instructors regarding
placement in level III technique classes. A total of
not more than 8 full credits (16 0.5-credit courses)
in performance dance technique classes and in
music performance classes may be counted toward
the degrees o f 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 049,071 or 078) and/or
to audition for student and faculty works. These
auditions occur several times each semester; dates
are announced in classes and in postings outside
the dance studios. Formal concerts take place
toward the end o f each semester; informal studio
concerts are scheduled throughout the year.
The Dance Program regularly sponsors guest artist
teaching and performance residencies. In addition,
the program regularly hosts guest choreographers
who work with student ensembles in technique and
repertory classes.

Off-Campus Study
Ghana Program
The Dance Program has an ongoing relationship
with the International Centre for African Music
and Dance and the School of Performing Arts at
the University o f Ghana in Legon, a suburb of the
capital city, Accra. Students choosing to study in
Ghana can anticipate opportunities that include a
composite o f classroom learning, tutorials, some
organized travel, and independent study and travel.
Beyond credits in dance, music, theater, African
studies, and intensive Twi (an Akan language
widely spoken in Ghana), a menu of courses at the
University of Ghana is also available. Students
participating are able to enroll for the equivalent of
a full semester’s credit (4 to 5 credits).
Community-based learning internships, in dance
and other subjects, are also an option. Interested
students should contact the director o f dance as
early as possible for advising purposes and for
updated information.
Additional Opportunities
Additional dance study abroad initiatives of a
more independent nature are under way in France,
India, Japan and Northern Ireland. The program in

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Northern Ireland can incorporate a strong focus on
the arts and social change. Tamagawa University
in Machida, near Tokyo, offers course study in
classical Japanese and folk dance, taiko
drumming, contemporary dance and ballet, and
Japanese language. Students are encouraged to
discuss these programs with the director of dance.

analysis in dance studio. Reading, quizzes,
midterm, final.
This course fulfills a prerequisite requirement for
dance majors.
O. 5 credit.
Spring 2015. Malcolm-Naib.

Introductory Courses

Composition, History, and Theory
Courses

DANC 003. First-Year Seminar: “S h a ll W e
D a n c e ? ” Dance in the Movies

This first-year seminar will investigate how dance
has served as a catalyst and a vehicle for
investigating class, gender, race, romance, and
technology in films from the early 20th century
through the present. Documentaries, narrative,
animated, feature-length and short films, produced
in the United States and abroad by small
independent and major motion picture industry
companies, will be included. One video
viewing/screening session per week in addition to
class meetings. Response and research papers,
digital stories, and poster presentations will all be
included.
This is a reading and writing intensive course open
to all students and fulfills a prerequisite
requirement for dance major and minors.
Writing course.
1 credit.
Fall 2014. Friedler.
DANC 004. The Arts as Social Change
(Cross-listed as MUSI 006)
This course aims to bring together students with an
interest in investigating and investing in social
change work through the arts. Our seminar
community will engage in discussion o f readings
and video viewings, will host and visit local
leaders from the arts and social change movement,
and will engage in community internships as
required parts of the course. Papers, journals, grant
writing exercises, digital storytelling, and handson projects will all be included.
This course is open to all students.
This course fulfills a prerequisite requirement for
dance majors and minors.
Eligible for PEAC credit.
1 credit.
Spring 2015. Friedler.
DANC 008. Anatomy: Bones, Muscles, and
Movement
(Cross-listed as MUSI 008B)
Human musculoskeletal anatomy class that applies
anatomy to dance technique and general
movement. Covers muscles and bones,
kinesiology, strengthening/stretching techniques,
and injury identification/management. Theoretical
knowledge supported with actual movement

DANC 011. Dance Lab I: Making Dance
A study of various basic principles of dance
composition and choreography. We will
explore/invent movement through
experimentations with time, space, and energy
qualities, often using improvisation and generative
movement “games”. Explorations will be geared
toward honing the student’s individual voice
through movement, and challenging preconceived
ideas of what that voice sounds/looks/feels like.
All previous dance/movement experience is
welcome; this class is not exclusive to any one
genre of movement. Reading, video and live
concert viewing, short dance studies, journals, and
a final piece for public performance in the Troy
dance lab are required.
Prerequisite: Any dance course or permission of
the instructor. A course in dance technique must
be taken concurrently.
1 credit.
Spring 2015. Friedler
DANC 011A. Dance Production Practicum
By individual arrangement with the dance faculty
for rehearsal and performance o f work in
conjuction with dance program courses; 012,013,
092, or 094.
P. E. credit.
Each semester.
DANC 012. Dance Lab: Making Dance II
An elaboration and extension o f the material
studied in DANC 011. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups. Coursework
emphasizes using various approaches and methods
(e.g., theme and variation, motif and development,
structured improvisation, and others). Reading,
video and live concert viewing, movement studies,
journals, and a final piece for public performance
that may include a production lab component are
required.
Prerequisites: DANC 011 or its equivalent. A
course in dance technique must be taken
concurrently.
Students with whom the choreographer works and
who commit to 3 hours weekly, may receive PE
credit under DANC 011 A. Dance Production
Practicum.
1 credit.
Not offered 2014-2015.

Music and Dance
DANC 013. Dance Composition: Tutorial
The student enrolling for a tutorial will enter the
semester having identified a choreographic project
and will be prepared to present material weekly.
Projects in any dance style are encouraged. All
students proposing tutorials are advised to discuss
their ideas with a member of the dance faculty
before enrollment. Choreography of a final piece
for public performance is required, as are weekly
meetings with the instructor and directed readings
and video and concert viewings. A journal or
research paper may also be required.
Prerequisites: DANC 011 or its equivalent. A
course in dance technique must be taken
concurrently.
Students with whom the choreographer works and
who commit to 3 hours weekly, may receive PE
credit under DANC 011 A. Dance Production
Practicum.
0.5 credit.
Fall 2014 Chakravorty. Spring 2015. Friedler.
DANC 022. History of Dance:Europe’s
Renaissance Through 1900
A study o f social and theatrical dance forms in the
context o f various European societies from the
Renaissance through thev 19th century, including
an overview o f the development of ballet.
Influential choreographers, dancers, and theorists
representative of the periods and o f different
cultures will be discussed. Reading, writing, inclass presentations, and video viewing in
conjunction with learning several period dances
will lead to a final research paper.
Prerequisite: DANC 003,004 or 025A or
permission o f the instructor.
1 credit
Not offered 2014-2015.
DANC 023. History of Dance: 20th and 21st
Centuries
This course is designed to present an overview of
20th- and 21st-century social and theatrical dance
forms in the context of Western societies with an
emphasis on North America. Focusing on major
stylistic traditions, influential choreographers,
dancers, and theorists will be discussed. Through
readings, video and concert viewings, research
projects, and class discussions, students will
develop an understanding o f these forms in
relation to their own dance practice. Two lectures
and 1-hour video viewing per week.
Prerequisite: DANC 003,004, or 025A strongly
recommended.
1 credit.
Not offered 2014—2015.
DANC 025A. Dance and Diaspora
(Cross-listed as SOAN 020J)
Dance is as unconventional but powerful device
for studying migration and social mobility. This

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course will explore the interrelated themes of
performance, gender, personhood, and migration
in the context of diasporic experiences. By
focusing on specific dance forms from Asia,
Africa and Latin America, we will examine the
competing claims o f placeness, globalization, and
hybridization on cultural identity and difference.
This is a reading and writing intensive course.
Eligible for ASIA or GSST credit.
Writing course.
1 credit.
Fall 2014. Chakravorty.
DANC 036. Dancing Identities
This course explores ways that age, class, gender,
and race have informed dance, particularly
performance and social dance, since 1960. The
impact of various cultural and social contexts will
be considered. Lectures, readings, and video and
concert viewings will be included. Students will be
expected to design and participate in dance and
movement studies as well as submit written
research papers.
Prerequisite: DANC 003, 004,025A or permission
of the instructor.
Eligible for GSST credit.
1 credit.
Not offered 2014-2015.
DANC 038. Performing Ecstasy Dancing
the Sacred
(Cross-listed as RELG 042)
By locating the sacred in the experiences of
ecstatic dance and music, the course will
specifically examine the evolution of Bhakti
(Hindu) and Sufi religious practices from ritual to
performance art. By exploring the sacred in
relation to social processes o f culture and their
transformations, it will connect the sacred not only
to history, tradition, ritual, spirituality and
subjectivity but also to national identity,
commodity and tourism in contemporary culture.
It is a reading and writing intensive course.
1 credit.
Spring 2015. Chakravorty.

Dance Technique and Repertory
Courses
Note: Technique courses (040-048,050-053,060,
and 061) and Repertory courses (049 [all sections],
071 and 078) may be taken for 0.5 academic credit
or may be taken for physical education credit. All
dance technique courses numbered 040 to 048 are
open to all students without prerequisite. Courses
numbered 050 to 058 and 060 to 061 have a
prerequisite of either successful completion of the
introductory course in that style or permission of
the instructor.

Music and Dance
DANC 040. Dance Technique: Modern I
This course introduces students to the Horton
Technique which was designed with studies to
stretch and strengthen different areas o f the body.
The basic warm up is taught: flat backs, primitive
squat, descent and ascent, lateral stretches, release
swings and deep lunges. Many of the beginning
level studies focus on the Achilles tendon,
abdominal muscles and hamstring muscles. Simple
combinations are taught to introduce musicality
and dynamics to the beginning dancer’s
vocabulary.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. King.
DANC 041. Dance Technique: Ballet I
An introduction to the fundamentals of classical
ballet vocabulary: correct body placement;
positions of the feet, head, and arms; and basic
locomotion in the form. If taken for academic
credit, concert attendance and two short papers are
required.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Sherman.
DANC 043. Dance Technique: African I
African Dance I introduces students to
Umfundalai. In a contemporary context, the
Umfundalai dance tradition surveys dance styles
of African people who reside on the continent of
Africa and in the Diaspora. Upon completion of
the course, students will gain a beginning
understanding of how to approach African dance
and the aesthetic principles implicit in Africanoriented movement. Students enrolled in DANC
043 for academic credit are required to keep a
weekly journal and write two short papers.
Eligible for BLST credit.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Staff
DANC 044. Dance Technique: Tap
This course is available to all tappers, from
beginning to advanced. Such forms as soft-shoe,
waltz-clog, stage tap, and “hoofin” will be
explored. If taken for academic credit, concert
attendance and two short papers are required.
0.5 credit or P.E. credit.
Spring 2015. Davis.
DANC 045. Dance Technique: Yoga
Vinyasa Flow/Power Yoga course with a focus on
asanas (physical postures) and pranayama (breath
control) and relaxation techniques. While this is a
vigorous class, the practice is intended to be joyful
and energizing with a goal o f producing calm in
mind and body, a practical knowledge o f body
alignment, injury prevention, and muscle and
skeletal usage. The course will consist of a mix of
styles incorporating elements o f Ashtanga,
Vinyasa Power Yoga, and Byron (AU) Yoga

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Centre Puma. If taken for academic credit, three
short papers are required.
0.5 credit or P.E. credit.
Fall 2014. Arrow.
DANC 046. Dance Technique: Kathak
The class introduces the hot rhythms (/talas/) and
the cool emotions (/rasa/s) of the Indian classical
dance art: Kathak. The dancing involves high
energy, rapid turns, and fast footwork as well as
movement o f eyes, hands, neck, and fingers. This
syncretic dance style from north India draws on
Hindu and Muslim cultural traditions (Bhakti and
Sufi) and forms the raw material for the globalpop Bollywood dance. Students who are enrolled
for academic credit will be required to write
papers and/or create performance texts or
choreographies.
Eligible for ISLM credit.
0.5 credit or P.E. credit.
Fall 2014. Chakravorty.
DANC 047. Dance Technique: Flamenco
This is an introductory flamenco course designed
to develop basic movement vocabulary and
technique associated with flamenco as a dance
form. Flamenco dance involves body attitude and
carriage, braceo (arm movements), floreo
(movements of fingers and hands), taconeo
(footwork), vueltas (turns), and palmas (rhythmic
hand clapping technique). A variety o f exercises
and technique studies in each of these elements
will be presented. All forms of flamenco are
structured around rhythmic patterns which will be
introduced and explored through dance movement
and live guitar music. Students will leam
choreographic sequences that develop and embody
their knowledge o f flamenco rhythms and style.
Class meets one time weekly and includes 4
Saturday meetings. Students taking DANC 047 for
academic credit are required to keep a weekly
journal and write two short papers.
0.5 credit or P.E. credit.
Fall 2014. Gmitter.
DANC 048. Dance Technique: Special
Topics in Technique
Intensive study of special topics falling outside the
regular dance technique offerings. Topics may
include Alexander technique, contact
improvisation, jazz, Pilâtes, and musical theater
dance. If taken for academic credit, concert
attendance and one or two short papers are
required.
Section 2: Embodying Improvisation: a global
cross-disciplinary discourse
This studio course will examine improvisation as a
tool to create and expand performance potentials.
We will explore the practice o f improvisation from
multiple global perspectives. The course is
performance-centered, though we will interrogate

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III, or with permission of instructor. Auditions will
be held at the first class.
0.5 credit or P.E. credit.
Fall 2014. Chipman-Bloom
Spring Sections
Section 1: M odem
This repertory class will explore the physicality
and psychology of performing movement.
Movement sources will range form modem dance
to hip-hop to contact improvisation. Students need
not specialize in any one type o f dance to take this
course, though it is recommended for
intermediate/advanced dancers. Students will be
expected to attend additional ensemble rehearsals.
A technique class should be taken concurrently,
and Modem III is highly recommended.
0.5 credit or P.E. credit.
Spring 2015. Poe
Section 3: African
Auditions for admission to this course will be held
at the first class meeting. Additional information
regarding the course is available from the
instructor. Resulting choreography will be
DANC 049. Performance Dance: Repertory
performed in the spring student concert. Students
The various sections of this course offer
will be expected to attend additional ensemble
opportunities for study of repertory and
performance practice. Students are required to
rehearsals.
perform in at least one scheduled dance concert
Prerequisite: DANC 043,078, or permission o f the
during the semester. Three hours per week. A
instructor.
course in dance technique should be taken
Eligible for BLST credit.
concurrently.
0.5 credit or P.E. credit.
Fall Sections
Spring 2015. Staff
Section 1: Tap
Section 6: Kathak
Open to students with some tap experience, this
This is a moderate level technique course on
class draws on the tradition o f rhythm tap known
Kathak. We will work on teen tala or metrical
as “hoofin’.” A new dance is made each semester,
scale o f sixteen beats to learn complex rhythmical
working with the varying levels o f skill present in
structures called bols. The various patterns of bols
the student ensemble. Students will be expected to
such as tukra. tehai and paran will also be
attend additional ensemble rehearsals.
explored. The two aspects o f Kathak technique
0.5 credit or P.E. credit.
nrtta (abstract movement) and nritya (expressive
Fall 2014. Davis.
gestures) will be used for a final composition.
Section 4: Taiko
The final composition will be presented in a
The class will offer experience in traditional or
scheduled student dance concert.
traditionally based Japanese drumming repertory.
Prerequisite for this course is 048 or prior
The relationship between the drumming and its
knowledge o f any classical Indian dance forms.
concomitant movement will be emphasized. Open
0.5 credit or P.E. credit.
to the general student with performances in
Spring 2015. Chakravorty.
December.
Section 7: Flamenco
Two (2) semesters of this course iulfills the World
This.repertory class consists of choreography set
Traditions Component requirement for the music
to traditional flamenco rhythms with an emphasis
major.
on the embodiment of flamenco style and attitude
0.5 credit or P.E. credit.
in posture, body and arm positions, movement and
Fall 2014. Arrow.
footwork. Ongoing technique practice strengthens
Section 5: Ballet
the dancer’s movement vocabulary and stamina.
Communication between dancer and live guitarist
This class will offer students experience with
is cultivated. Resulting choreography will be
learning and performing classical ballet, while also
performed in the spring student concert. Class
being part of the creative process of new
choreography. Choreography will be performed in
meets lx weekly and includes 5 Saturday
meetings. Attendance at additional rehearsals is
December. Open to advanced students from Ballet

practices that occur in a variety of settings, from
the proscenium stage to the after-hours niteclub,
from the "in front of your mirror when no one is
looking" persona to the pop star stadium highlystaged persona, from the quotidian to the ecstatic.
As a result, we will begin to ponder the presence
of performance in all spaces. We will be informed
by a number of dance and movement techniques
(for example, contemporary improvisation through
shifts o f energetic mode, social partner dances—
salsa, bachata, swing, contact improvisation, viral
sensations—such as twerking), though students do
not need to have a background in dance to
participate in the class. We have all been
accumulating movement information throughout
our lives, and your personal accumulation of this
information will be our raw material for
investigation in class. This course is ideal for any
students with interest in exploring performance
(dance, theater, music, performance art),
transformation, and the immediate moment.
0.5 credit or P.E. credit.
Fall 2014. Poe.

Music and Dance
expected. Students taking DANC 049 for
academic credit are required to keep a weekly
journal and write one or two short papers.
Prerequisites: 047 or its equivalent, or with
permission o f instructor.
0.5 credit or P.E. credit.
Spring 2015. Gmitter.
Section 8: Movement Theater Workshop
(See THEA 008)
Prerequisites: THEA 001 or 002, any dance course
040 to 044, or consent o f the instructor.
1 credit.
DANC 050. Dance Technique: Modern II
An elaboration and extension of the principles
addressed in DANC 040. If taken for academic
credit, concert attendance and two short papers are
required.
Prerequisite: DANC 040 or its equivalent.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Poe
DANC 051. Dance Technique: Ballet II
An elaboration and extension o f the principles
addressed in DANC 041. If taken for academic
credit, concert attendance and two short papers are
required.
Prerequisite: DANC 041 or its equivalent.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Sherman.
DANC 052. Pointe
This course is an intermediate level pointe class,
with a focus on developing pointe technique and
the strength required to utilize and maintain that
technique while dancing en pointe. We will also
explore how musicality informs a dancer’s pointe
work, both through class exercises and by learning
a variation. There is also a possibility that some
students will perform in the Spring Student Dance
Concert.
Previous Pointe work required.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Chipman-Bloom
DANC 053. Dance Technique: African II
African dance for experienced learners aims to
strengthen students’ African dance technique. The
course will use the Umfundalai technique allied
with neo-traditional West African Dance
vocabularies to enhance students’ visceral and
intellectual understanding of African dance.
Students who take African Dance II for academic
credit should be prepared to explore and access
their own choreographic voice through movement
studies.
Prerequisite: DANC 043,
Eligible for BLST credit.

p. 350
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Staff
DANC 060. Dance Technique: Modern III
Continued practice in technical movement skills in
the modem idiom, including approaches to various
styles. If taken for academic credit, concert
attendance and two short papers are required.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Poe
DANC 061. Dance Technique: Ballet III
Advanced level ballet course requiring a strong
technical background in ballet technique.
Challenges students to grasp advanced movement
sequences with a high level of technical
proficiency and performance. If taken for
academic credit, concert attendance and two short
papers are required.
0.5 credit or P.E. credit.
Fall 2014 and spring 2015. Malcolm-Naib.
DANC 071. Salsa Dance/Drumming
(Cross-listed as MUSI 071)
This course provides an opportunity to learn both
the dance and basis for dramming of Cuban salsa,
Dominican merengue and Brazilian samba with an
emphasis on salsa. Students will gain an
understanding and practice of pulse, meter and the
polyrhythmic structure underlying Afro/Caribbean
music generally; hand techniques for conga; and
improvisation and composition for both the dance
and drumming. We will use a form Of “street”
notation in order to write/read/remember the
various rhythms.
No prerequisite required and no experience in
dance or music necessaiy.
0.5 credit or P.E. credit.
Not offered 2014-2015.
DANC 073. Arts Administration for
Performance
This course is available to students participating in
various dance study abroad programs.
By arrangement with the Director o f Dance.
1 credit.
Each semester.
Dance 073B. Community Arts Internship
This course provides students with the opportunity
to conduct a supervised internship at various arts
organizations in Chester and Philadelphia
following an introduction to such work through
enrollment in Dance 004./Music 006. The Arts as
Social Change. Individual placements will be
arranged with the assistance of a faculty
supervisor. Students will devote a minimum o f six
hours per week to their internships. Reflective
papers and reports will be required.
Prerequisite or co-requisite: DANC 004/MUSI006
or with permission o f instructor.

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0.5 credit
Offered every semester.

0.5 academic credit or P.E. credit.
Fall 2014. Osayande and guest artists.

DANC 074. Scenography for Dance
Theater Performance
Available to students participating in the study
abroad programs coordinated by Swarthmore in
Ghana, India, or Japan.
Prerequisites: THEA 004B and THEA 014.
1 credit.
Each semester.

DANC 079. Dancing Desire in Bollywood
Films
(Cross-listed as SOAN 079B)
This course will explore the shifts in sexuality and
gender constructions of Indian women from
national to transnational symbols through the
dance sequences in Bollywood. We will examine
the place o f erotic in reconstructing gender and
sexuality from past notions of romantic love to
desires for commodity. The primary focus will be
centered on approaches to the body from
anthropology and sociology to performance,
dance, and film and media studies.
Eligible for ASIA, FMST, or GSST credit.
1 credit.
Not offered 2014-2015.

DANC 075. Special Topics in Dance
Theater
Available to students participating in the study
abroad programs coordinated through Swarthmore.
By arrangement.
Prerequisites: 003,004, O il, and consent o f the
Director of Dance.
1 credit.
Each semester.
DANC 077B. Anthropology of Performance
(Cross-listed as SOAN 077B)
This course will introduce various approaches to
the study o f visual anthropology as it relates to
movement, body, culture, and power. It will
examine theoretical approaches ranging from
semiotics of the body, communication theory, and
phenomenology to the more recent approaches
drawing on performance, postcolonial, poststructural, and feminist theories. It will also
examine how anthropological issues in dance or
performance are closely tied to issues of
modernity, regional and national identity, gender,
and politics. Various ethnographies and literature
from dance studies, media and film studies, and
feminist studies will be included in the course
material. It will also require students to view
videos to engage in visual analysis.
Writing course.
1 credit.
Not offered 2014—2015.
DANC 078. Dance/Drum Ensemble
(Cross-listed as MUSI 078)
A repertory class in which students will learn,
rehearse and perform traditional Ghanaian dances
and drumming, and a contemporary
movement/rhythm piece consisting of both ‘found’
percussion ‘discovered’ movement. Participants
will be encouraged to both play the rhythms and
learn the dance/movement. Students will be
expected to attend additional ensemble rehearsals.
Performance: LPAC main stage, first week of
December as part o f the fall student dance concert.
Jeannine Osayande (dance) and Wesley Rast and
Alex Shaw (drumming) are guest artists.
Eligible for BLST credit.

DANC 092. Independent Study
Available on an individual or group basis, this
course offers students an opportunity to do special
work with performance or compositional emphasis
in areas not covered by the regular curriculum.
Students will meet with supervising faculty on a
weekly basis and present performances and/or
written reports to the faculty supervisor, as
appropriate. Permission must be obtained from the
program director and from the supervising faculty.
Students with whom the student choreographer
works and who commit to 3 hours rehearsal time
weekly, may receive PE credit under DANC
011 A. Dance Production Practicum. The project
culminates in a public performance.
1 credit.
Each semester. Staff.
DANC 093. Directed Reading
Available on an individual or group basis, this
course offers students an opportunity to do special
work with theoretical or historical emphasis in
areas not covered by the regular curriculum.
Students will meet with a faculty supervisor
weekly and present written reports to the faculty
supervisor. Permission must be obtained from the
program director and from the supervising faculty.
1 credit.
Each semester. Staff.
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
semester is spent conducting independent
rehearsals in conjunction with weekly meetings
under an adviser’s supervision. The project
culminates in a public presentation and the
student’s written documentation o f the process and
the result. An oral response to the performance and
to the documentation follows in which the student,

Music and Dance
the adviser, and several other members of the
faculty participate. In the case o f honors majors,
this also involves external examiners. Proposals
for such projects must be submitted to the dance
faculty for approval during the semester preceding
enrollment.
Prerequisite: Previous or concurrent enrollment in
an advanced-level technique course or
demonstration of advanced-level technique.
Students with whom the choreographer works and
who commit to 3 hours weekly, may receive PE
credit under DANC 011A. Dance Production
Practicum.
1 credit.
Each semester. Staff.
DANC 095, 096. Senior Thesis
Intended for senior majors or minors, the thesis is
designed by the student in consultation with a
dance faculty adviser. The major part of the
semester is spent conducting independent research
in conjunction with weekly tutorial meetings under
an adviser’s supervision. The final paper is read by
a committee of faculty members or, in the case of
honors majors, by external examiners who then
meet with the student for evaluation of its
contents. Proposals for a thesis must be submitted
to the dance faculty for approval during the
semester preceding enrollment.
1 or 2 credits.
Each semester. Staff.

p. 352

Peace and Conflict Studies
Coordinator:

LEE A. SMITHEY (Peace and Conflict Studies, Sociology and Anthropology)
Anna Everetts (Administrative Assistant)

Committee:

Wendy E. Chmielewski (Peace Collection)
Ellen Ross (Religion)
Krista Thomason (Philosophy)
Dominic Tierney (Political Science)
Andrew Ward (Psychology)

The Peace and Conflict Studies Program at
Swarthmore College provides students with the
opportunity to examine conflict in various forms
and at levels stretching from the interpersonal to
the global. The multidisciplinary curriculum
explores the causes, practice, and consequences of
collective violence as well as peaceful or
nonviolent methods o f conducting or dealing with
conflict
Students who minor in peace and conflict studies
at Swarthmore will:
1. understand factors shaping human conflict,
including psychological, social, cultural, political,
economic, biological, religious, and historical
ones;
2. analyze specific cases o f conflict, including
interpersonal, inter-group, inter-state, and
international disputes;
3. examine theories and models of peace-building
and reconciliation and evaluate attempts to
manage, resolve, or transform conflict
nonviolently;
4. investigate forms of oppression and injustice,
and their relationship to conflict, locally and
globally; and
5. explore opportunities to study topics relevant to
peace and conflict through fieldwork, internships,
or other experiences outside the classroom.

The Academic Program
Students with any major, whether in Course or in
the Honors Program, may add a course minor in
peace and conflict studies. Students in the Honors
Program may choose to complete an honors minor
in peace and conflict studies.

Course Minor
A minor in peace and conflict studies consists of
six credits, of which no more than two may be
taken in the student’s major department.
Introduction to Peace and Conflict Studies (PEAC
015) is required and shquld be taken before the
junior year, if possible. It is preferable (but not
always possible) for students to have taken two
courses in the minor, including Introduction to
Peace and Conflict Studies, when applying to join
the program.

p. 353

Honors Minor
Students in the Honors Program who choose an
honors minor in peace and conflict studies must
complete one preparation for external
examination. A standard two-credit preparation
can consist of a seminar, a combination o f two
courses in different departments, a two-credit
thesis, or a combination of a thesis and a course.
According to the Honors handbook: “When the
preparation for the interdisciplinary minor is an
interdisciplinary thesis, the rule is that at least half
o f the work of the thesis should be in a subject
outside the student’s major”. Each student should
propose a standard preparation unless he or she
has obtained the approval o f a sponsoring faculty
member to undertake an honors attachment or
thesis. The proposed preparation must be approved
by the Peace and Conflict Studies Committee.
Students whose honors minor in peace and conflict
studies can be incorporated into the final
requirements for Senior Honors Study in the major
should do so. The Peace and Conflict Studies
Committee will work out the guidelines for the
integration exercise with the student and the major
department.
Applying for the Minor
Students who intend to minor in peace and conflict
studies should submit a copy o f their Sophomore
Plan 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 below, specify the courses to
count toward the minor, share the student’s
interest in peace and conflict studies, and identify
how the program complements the student’s
academic goals.
The application form for the minor may be found ,
at: http://bit.ly/pcsprog. This form should be
submitted to the Programs Office, preferably with
the Sophomore Plan.
Honors students’ sophomore papers should
describe and justify their proposed honors
preparation in terms of its suitability for
examination and its contribution to the student’s
interests in peace and conflict studies. Students
should obtain advance approval from faculty
members who teach the courses that are to he
included in an honors preparation. If the

Peace and Conflict Studies
preparation involves a thesis, the student should
specify a thesis topic and a thesis adviser. All
applications must be approved by the Peace and
Conflict Studies Committee.

Special Major
Applications for special majors are considered on
a case-by-case basis. Students who wish to
propose a special major should consult with the
program coordinator and should identify a
sponsoring faculty member in the early stages of
developing the major.
Students must complete the special major form
available from the Registrar’s Office, and submit it
to the Programs Office along with an updated
Sophomore Plan that explains in detail the
rationale for a special major. For further guidance
on proposing a special major, please visit the
program’s special major information located at:
http://bit.ly/pcsspecmaj.
If you are proposing an honors special major,
please also complete the Honors Program in Peace
and Conflict Studies form. This form requires that
you describe your proposed preparation and
explain why you believe it is appropriate, and how
it is central to your study o f peace and conflict. If
your preparation involves two one-credit
components, please explain how the components
work together to constitute a cohesive preparation.

Off-Campus Study
Off-campus study is encouraged for both special
majors and minors of peace and conflict studies. In
particular, the Northern Ireland Semester, based in
Derry/Londonderry and Belfast, focuses on
ongoing efforts to understand the legacy of the
Troubles and build peace. A unique feature of the
semester involves placements in local community
groups, which contribute to the development of a
shared and sustainable democratic future in
Northern Ireland.
Swarthmore students attend this program under the
College’s Semester/Year Abroad Program. One
credit is awarded for community placement, one
credit for a required course on peace and conflict
in Northern Ireland, and two credits for peace and
conflict studies courses taken in Belfast at the Irish
School o f Ecumenics (Trinity College). Normally,
no more than three courses taken outside of
Swarthmore College may be counted toward the
major or minor, subject to the approval of the
peace and conflict studies coordinator. In the case
of the Northern Ireland semester, all four courses
may be applied, subject to the approval o f the
peace and conflict studies coordinator. Further
information is available at
http://northemireland.swarthmore.edu.
Possibilities exist for summer research and/or
service work in Northern Ireland arising from
participation in the program.

p. 354

Research and Service-Learning
Internships
Student programs can include an internship or
fieldwork component, and an internship is highly
recommended. Fieldwork and internships normally
do not receive credit. However, students can earn
up to one credit for special projects that are
developed with an instructor and approved in
advance by the Peace and Conflict Studies
Committee.
Summer Opportunities
Peace and conflict studies minors and honors
minors are encouraged to apply for funding from
the Julia and Frank Lyman Student Summer
Research Fellowship, the Joanna Rudge Long ’56
Award in Conflict Resolution, the Simon Preisler
Student Research and Internship award and/or the
Howard G. Kurtz, Jr. and Harriet B. Kurtz
Memorial Fund. Applications are due in February,
and information can be obtained from the
program’s website.
Additional information on funding, internships,
training, and career opportunities are also available
on the Peace and Conflict Studies Program website
at www.swarthmore.edu/peacestudies.

Life After Swarthmore
Peace and conflict studies alumni often develop or
work in organizations that promote peace and
justice locally and globally. Many pursue graduate
work in fields directly or closely related to peace
and conflict studies. You may find a growing
digest of student and alumni activities on the
program’s website at
http://blogs.swarthmore.edu/pcsstudents/.

Courses
The following courses may be applied toward a
minor in peace and conflict studies. Each of the
courses designated as PEAC is open to all students
unless otherwise specified. In the event o f an
oversubscribed course, preference in enrollment
will be given to declared peace and conflict studies
minors. Courses that are eligible to count toward a
concentration or minor in Peace, Justice, and
Human Rights at Haverford College or Peace,
Conflict, and Social Justice at Bryn Mawr College
may also be applied toward a course minor in
peace and conflict studies at Swarthmore. Student
programs may, subject to prior approval by the
committee, also include independent study; special
attachments to courses that are not listed here;
courses offered at the University o f Pennsylvania;
and courses taken abroad.
Courses noted with an asterisk * are eligible for a
peace and conflict studies minor by obtaining
written approval o f the instructor and the program
coordinator before the drop/add period ends.
Course materials may be requested for
confirmation after course completion. Course

Peace and Conflict Studies
approval forms may be downloaded from the
Peace and Conflict Studies Program website.
PEAC 015. Introduction to Peace and
Conflict Studies
In Introduction to Peace and Conflict Studies, we
learn that peace and conflict are not mutually
exclusive. To paraphrase Conrad Brunk, the goal
of peace and conflict studies is to better
understand conflict in order to find nonviolent
ways o f turning unjust relationships into more just
ones. We examine both the prevalence of coercive
and non-peaceful means of conducting conflict as
well as the development of nonviolent alternatives,
locally and globally, through institutions and at the
grassroots. The latter include: nonviolent
collective action, mediation, peacekeeping, and
conflict transformation work. Several theoretical
and philosophical lenses will be used to explore
cultural and psychological dispositions, conflict in
human relations, and conceptualizations of peace.
The course will take an interdisciplinary approach
with significant contributions from the social
sciences.
1 credit.
Fall 2014. Smithey.
PEAC 070. Research Intemship/Fieldwork
Credit hours to be arranged with the coordinator.
PEAC 071B. Research Seminar: Strategy
and Nonviolent Struggle
This research seminar involves working with The
Global Nonviolent Action Database built at
Swarthmore College. This website is accessed by
activists and scholars worldwide. The database
contains crucial information on campaigns for
human rights, democracy, environmental
sustainability, economic justice, national/ethnic
identity, and peace. Students will investigate a
series o f research cases and write them up in two
ways: within a template o f fields (the database
proper) and also as a narrative describing the
unfolding struggle. Strategic implications will be
drawn from theory and from what the group is
learning from the documented cases of wins and
losses experienced by people’s struggles.
1 credit.
Not offered 2014—2015.
PEAC 077. Gun Violence Prevention:
Peace Studies and Action
The course aims to bridge gaps between peace
research, theory, and implementation by
encouraging students to move between each as we
examine the problem o f gun violence, study
effective interventions, consider nonviolent ways
o f conducting conflict, and assess the challenges
of developing and sustaining effective peace work.
While developing a nuanced understanding o f the
problem of gun violence, we also aim to get close
to the experience o f peacemakers and victims by
consulting with and visiting local organizations

p. 355

and engaging with invited guests. We will
collaborate with a local gun violence prevention
organization to contribute to the work o f the
organization and develop our own analytical and
research skills. Discussion over course readings
will also be emphasized. This course will
encourage collaboration and active participation in
delivering the content o f the course.
Writing course.
1 credit.
Spring 2015. Smithey.
PEAC 090. Thesis
Credit hours to be arranged with the coordinator.
Each semester. Staff.
PEAC 093. Directed Reading
1 credit
Each semester. Staff.
PEAC 180. Senior Honors Thesis
2 credits.
Each semester. Staff.
Anthropology
ANTH 003G. Development and Its Discontent
Arabic
ARAB 025. War in Arab Literature and Cinema
ARAB 030. Literature of Resistance
Dance
DANC 004. The Arts as Social Change
Economics
ECON 012. Game Theory and Strategic Behaviors
ECON 051. The International Economy*
ECON 065. Health, Conflict, and Public Policy
ECON 081. Economic Development*
ECON 082. Political Economy o f Africa
ECON 151. International Economics: Seminar*
History
HIST 001B. Human Rights as History
HIST 001N. Oil and Empire
HIST 006B. Modem Middle East*
HIST 017. Social Movements in the Arab World
HIST 027. Living with Total War: Europe, 1912—
1923
HIST 028. Nations and Nationalism in Eastern
Europe: 1848-1998
HIST 034. Antisemetism Through the Ages
HIST 037. History and Memory: Perspectives on
the Holocaust
HIST 049. Race and Foreign Affairs
HIST 055. Social Movements in the 20th Century*
HIST 134. U.S. Political and Diplomatic History
Literatures
LITR 025A. War in Arab Literature and Cinema

Peace and Conflict Studies
LITR 030A. Literature of Resistance
LITR 083J. War and Postwar in Japanese Culture
Philosophy
PHIL O il. Moral Philosophy*
PHIL 021. Social and Political Philosophy*
PHIL 051. Human Rights and Atrocity
Political Science
POLS 004. International Politics
POLS 013. Political Psychology and Moral
Engagement*
POLS 019. Democratic Theory and Practice
POLS 047. Democracy, Autocracy and Regime
Change
POLS 061. American Foreign Policy
POLS 067. Great Power Rivalry in the 21st
Century
POLS 069. Globalization: Politics, Economics,
Culture, and the Environment
POLS 075. The Causes o f War
POLS 079. Comparative Politics: Revolutions
POLS 112. Democratic Theory and Civic
Engagement in America
POLS 113. International Politics: War, Peace, and
Security
Psychology
PSYC 035. Social Psychology*
Religion
RELG 001C. Religion and Terror in an Age of
Hope and Fear
RELG 005. World Religions*
RELG 023. Living in the Light: Quakers
Past/Present*
RELG 039. Good and Evil
RELG 100. Holy War, Martyrdom, and Suicide in
Christianity, Judaism, and Islam
Sociology
SOCI010J. War, Sport, and the Construction of
Masculine Identity
SOCI 010T. 1968 and Origins of the New Left:
Social Theory, War and Student Revolt
SOCI 025B. Transforming Intractable Conflict
SOCI 035C. Social Movements and Nonviolent
Power
Spanish
SPAN 084. Mexico 1968: la violencia
SPAN 088. Shattered Past: Trauma and Effect in
Postwar Central American Literature
Please consult www.swarthmore.edu/peacestudies
for updates, descriptions, and scheduling

p. 356

Philosophy

p. 357

PETER BAUMANN, Professor
RICHARD ELDRIDGE, Professor
TAMSIN LORRAINE, Professor and Chair
CHARLES RAFF, Professor
ALAN R. BAKER, Associate Professor3
GRACE M. LEDBETTER, Associate Professor
KRISTA THOMASON, Assistant Professor
DONNA MUCHA, Administrative Assistant
3Absent on leave, 2014-2015.

Philosophy analyzes and comments critically on
concepts that are presupposed and used in other
disciplines and in daily life: the natures of
knowledge, meaning, reasoning, morality, the
character of the world, God, freedom, human
nature, justice and history. Philosophy is thus
significant for everyone who wishes to live and act
in a reflective and critical manner.

The Academic Program

philosophy appear in concentrations in gender and
sexuality studies, German studies, medieval
studies, interpretation theory, and environmental
studies.
Prerequisites
Satisfactory completion o f either any section of
PHIL 001 Introduction to Philosophy, or PHIL
012 Logic, or any First-Year Seminar (numbered
002-010) is a prerequisite for taking any further
course in philosophy. Sections of Introduction to
Philosophy and First-Year Seminars are intended
to present introductions to philosophical problems
and techniques o f analysis. There are no
prerequisites for these entry-level courses.
Students may not take more than one introductory
level course (First-Year Seminar or Introduction to
Philosophy), with one exception: students may
take Logic either before or after taking any other
introductory course.
Juniors and seniors may enter intermediate courses
in philosophy without having taken an
introductory level course in philosophy.

The Philosophy Department offers several kinds of
courses, all designed to engage students in
philosophical practices.
A. There are courses and seminars to introduce
students to the major systematic works of the
history o f Western philosophy: works by Plato and
Aristotle (Ancient Philosophy); Descartes, Hume
and Kant (Modem Philosophy); Hegel and Marx
(19th-Century Philosophy); Kierkegaard,
Nietzsche, Sartre, Heidegger, de Beauvoir
(Existentialism); Russell and Wittgenstein
(Contemporary Philosophy).
B. There are courses and seminars that consider
arguments and conclusions in specific areas of
Course Major
Philosophy: Theory of Knowledge, Logic, Moral
One
can major in philosophy in either the Course
Philosophy, Metaphysics, Aesthetics, and Social
Program or the Honors Program. Internal
and Political Philosophy.
distribution requirements are the same for both
C. There are courses and seminars concerned with
programs. Only students who will have
the conceptual foundations o f various other
satisfactorily completed two philosophy courses
disciplines: Philosophy o f Science, Philosophy of
by the end o f their sophomore year will be
Language, Philosophy of Law, Philosophy o f the
considered for acceptance as majors. Normally,
Social Sciences, Philosophy o f Psychology, and
applications to complete a major in philosophy
Philosophy o f Religion.
will not be accepted after the add/drop period in
D. There are courses and seminars on meaning,
the fall term of a student’s senior year.
freedom, and value in various domains of
Philosophy students changing their program from
contemporary life: Values and Ethics in Science
course to honors (or honors to course) must do so
and Technology, Feminist Theory, and Postby the end of the add/drop period of the fall term
Modernism.
of senior year.
Members of the Philosophy Department
Acceptance Criteria
emphasize the engagement o f philosophy with
In addition to having completed two courses,
other disciplines and recognize that philosophical
majors must meet the general requirements for
inquiry is naturally related to concerns in other
remaining in good standing at the College and
areas o f study. They attempt to make these
have the ability to satisfy the department’s
relations explicit, and so course and seminars are
comprehensive requirements. They must further
designed to be accessible to a broad range of
normally have at least a B- average in all
students, not just those who intend to major in
philosophy courses taken at Swarthmore. For
philosophy. Various courses and seminars in
double majors, the standard is somewhat higher,
and the philosophy faculty determines whether the

Philosophy
student has the ability to complete the
comprehensive requirements of two departments
satisfactorily.
Requirements
Students majoring in philosophy must earn a total
of eight credits, exclusive of senior work and
complete at least
A. One course or seminar in logic and
B. Two credits in history: of these 2 credits, at
least 1 must be in either ancient or modem (17th
and 18th century) philosophy and
C. Two credits in at least one course covering one
or more of the following areas: Advanced Logic,
Philosophy of Science, Epistemology,
Metaphysics, Philosophy of Language, Philosophy
of Mind and
D. Two credits in at least one course covering one
or more o f the following areas: Moral Philosophy,
Social and Political Philosophy, Philosophy of
Law, Feminism, Aesthetics.
Note: With the exception o f Logic (PHIL 012) introductory level courses and First Year Seminars
(PHIL 001-010) do not count toward the
distribution requirements.
In addition, students majoring in philosophy are
urged to take courses and seminars in diverse
fields of philosophy. Prospective majors should
complete the logic requirements as early as
possible. Course majors are encouraged to enroll
in seminars. Mastery o f at least one foreign
language is recommended.
Senior Course Study work
A student will complete a course major in
philosophy by registering for a single credit of
Senior Course Study in the spring term of the
senior year. Senior Course Study does not count
toward fulfilling the eight credit requirement for
the major. Under this heading, the student will
produce two independent essays, each of no more
than 4,000 words, based on problems or texts
considered in seminars or courses that they have
already completed, and in response to questions
set by the department faculty. These two
independent essays must fall in two different areas
of philosophy from the following list:
A. History of Philosophy: Ancient Philosophy;
Modem Philosophy; 19th-Century Philosophy;
Existentialism and Phenomenology; and
Contemporary Philosophy;
B. Value Theory: Moral Philosophy; Social and
Political Philosophy; Aesthetics; Feminist Theory;
Philosophy of Law
C. Logic, Metaphysics, and Epistemology: Logic,
Theory of Knowledge, Philosophy of Science,
Philosophy o f Psychology, Philosophy of
Language
Students should inform the chair about the general
areas in which they wish to write their essays by
the 10th week of the fall term. The faculty o f the

p. 358
Philosophy Department will then set questions and
specify additional readings (1-3 articles or book
chapters) for each area. These questions will be
available to students by the end o f the fall term.
It is expected that these essays will demonstrate
initiative in engaging with problems and texts and
that they will develop lines o f argumentation
beyond what is normally expected of course or
seminar papers. Conversation among students who
are preparing these essays is encouraged, but each
student must produce an independent, original
essay. After completing these essays, each course
major will be examined orally on both essays by
two members of the department.

Course Minor
Students may complete a minor in philosophy by
earning any 5 credits in philosophy courses. There
is no distribution requirement for the minor.

Honors Major
Acceptance Criteria
Students undertaking to pursue honors in
philosophy should have B+ grades in philosophy
courses and a B+ average overall. The opinions of
the philosophy faculty concerning the
philosophical ability of students weigh heavily in
borderline cases.
Only students who have already completed two
philosophy courses will be considered for
admission to the Honors Program.
Philosophy students changing their program from
honors to course (or course to honors) must do so
by the end of the add/drop period of the fall term
of senior year.
Preparations
Students will normally prepare for external
examination in a given field in philosophy by
completing a double-credit seminar at
Swarthmore. With the approval of the department,
it is possible to combine one-credit courses or
attachments, taken either at Swarthmore or
elsewhere, to form a preparation. With the
approval of the department, a double-credit thesis
may be counted as one preparation and submitted
to an examiner.
Requirements
Honors majors will register for one-credit of
Seniors Honors Study in philosophy during the
spring term of their senior year. Senior Honors
Study does not count toward fulfilling the eight
credit requirement for the major. External
examiners will set questions and specify additional
readings (3-4 articles or book chapters) for each
preparation that is to be examined. These
questions will be available to students by the end
of the fall term. Honors majors will choose one
question for each preparation.

Philosophy
Senior Honors Study
Honors majors will then produce for each
preparation an independent essay o f no more than
4,000 words in response to the question they have
chosen.
It is expected that these essays will demonstrate
initiative in engaging with problems and texts and
that they will develop lines of argumentation
beyond what is normally expected o f papers
produced for seminar discussion. The preparation
of the essays will not be supervised by members of
the faculty. Conversation among students who are
preparing these essays is encouraged, but each
student must produce an independent, original
essay. The essays must be submitted to the
department to be sent to the external examiners by
the beginning of the written examination period.
There will be no farther written examination of
preparations beyond these independent essays. An
examiner will conduct a 60 minute oral
examination for each preparation on both the
independent essay and the materials considered in
the preparation (typically all the materials listed on
the syllabus for the related seminar).

Honors Minor
Requirements
Honors minors must complete six credits o f work
in philosophy. In special cases, with approval of
the department, one or two o f these credits may be
closely related topics taught outside the
philosophy department that are well-integrated
with their work in philosophy. Minors in
philosophy will register for 0.5 credit of Senior
Honor Study in the spring term o f their senior
year. Senior Honors Study does not count toward
satisfying the six credit requirement for the minor.
Senior Honors Study
Students will prepare one independent, original
essay o f no more than 4,000 words in response to a
question set by an external examiner (as above
with majors). An external examiner will conduct a
60 minute oral examination on both the
independent essay and the materials considered in
the preparation (typically all the materials listed on
the syllabus for the related seminar).

Application Process Notes for the
Major or the Minor
Follow the process described by the Dean’s Office
and the Registrar’s Office for how to apply for a
major. Submit application, with transcript, plan o f
study, and if applicable, honors application.
Transfer students will be deferred until they have
obtained at least 1 philosophy credit from
Swarthmore.
Students who are deferred may apply again after
addressing the reason(s) for being deferred.

p. 359

Off-Campus Study
With prior approval from the Chair, a student may
take philosophy courses abroad for a semester or
year and have them count both toward a major and
as part o f an Honors Program. Courses abroad do
not, however, always fit neatly into a philosophy
major and are not always suitable for fall course
credit. Full consultation with the Chair about study
abroad is essential for constructing a viable
program.

Deadlines
Students wishing to add a major or minor in
Philosophy must do so by the end o f the add/drop
period of the fall term of the senior year.
Philosophy students changing their program from
course to honors (or honors to course) must do so
by the end of the add/drop period o f the fall term
o f the senior year.
Philosophy honors students must declare their
honors preparations by the end o f the add/drop
period o f the fall term o f senior year.
Philosophy students wishing to drop an honors
major or minor must do so by the end o f the
add/drop period of the fall term of the senior year.
Philosophy students wishing to drop a course
major or minor after the add/drop period of the fall
term of the senior year should speak to the chair of
the department.

Courses
PHIL 001. Introduction to Philosophy
Philosophy addresses fundamental questions that
arise in various practices and inquiries. Each ,
section addresses a few of these questions to
introduce a range of sharply contrasting positions.
Readings are typically drawn from the works of
both traditional and contemporary thinkers with
distinctive, carefully argued, and influential views
regarding knowledge, morality, mind, and
meaning. Close attention is paid to formulating
questions precisely and to the technique of
analyzing arguments through careful consideration
o f texts.
1 credit.
Each semester. Staff.
Section 1: Knowledge and Agency
What shall I do? What are the demands of
morality? What is their basis (if there is one)?
What is freedom o f the will and do we enjoy it?
Why is death bad? What is the meaning o f life?
(Does it have a meaning?) What can we know?
What is knowledge? Are we just material beings
or do we possess an immaterial (and, perhaps
immortal) soul? These are and have always been
fundamental philosophical questions. We will deal
with them by reading and discussing classical as

Philosophy
well as contemporary philosophical texts.
Writing course.
1 credit.
Fall 2014. Baumann.
Section 3: Truth and Desire
This course is designed to develop your natural
ability to think philosophically by heightening
your sense of wonder and honing your critical
skills. We will take a historical approach, starting
with Plato and then reading Descartes and
Nietzsche before turning to more contemporary
theorists like Frantz Fanon and Sandra Bartky.
Throughout the course, we will pursue questions
about truth (What is it? How does it relate to
knowledge? When do we know that we know?) as
well as questions about desire (What do we want?
How does that relate to what we should want, our
ideas o f the good life, and the kind of life we
should lead?) and the relationship between the
two.
Writing course.
1 credit.
Fall 2014. Lorraine.
Section 4: Knowledge and the World
“Men fear thought as they fear nothing else on
earth—more than ruin, more than even death.”
Bertrand Russell believed that education’s primary
goal should be to instill in students not only the
ability to seek knowledge, but also the desire for it,
the joy o f it, and the appreciation o f its power. For
Russell, this was also an essential component of
philosophy. In this course, we will investigate the
quest for knowledge itself: what are we looking
for and how should we be looking for it? We will
read some o f the canonical answers to these
questions as well as some answers that are not so
canonical. We will ask what knowledge is, what
kinds o f knowledge we can have, and what it is
exactly that we can know.
Writing course.
1 credit.
Spring 2015. Thomason.
PHIL 003. First-Year Seminar: The Meaning
of Life
What is the meaning of life? Isn’t this question too
big for us? Do we even understand the question?
This course will engage critically with several
philosophical attempts to make sense of this
fundamental question; we will discuss different
answers to it. More specifically, we will deal with
questions like the following: Can life have a
meaning only if there is a God? Isn’t life just
absurd? Is there anything that really matters? Is
death a problem for the attempt to lead a
meaningful life? (and wouldn’t immortality be a
good alternative?) What is the role o f purpose,
purposes and plans in our lives? Is a meaningful
life a happy life? What role do values and goals

p. 360
play in a meaningful life? And, finally: What is a
good life?
Writing course.
1 credit.
Spring 2015. Baumann.
PHIL 005. First-Year Seminar: Human
Nature
Who are we? Who are we becoming? Who could
we become? Are we masters of the universe, co­
participants in a larger whole, or instigators o f an
out-of-control path to destruction? What makes us
distinct? How do we compare with other animals
or machines? What part does our technology play
in who we are? We will read classic conceptions
of human nature drawn from the Western tradition
of philosophy like Plato, Descartes, Rousseau,
Kant, and Nietzsche. And we will consider
interdisciplinary material drawn from evolutionary
theory, animal studies, robotics, and neuroscience
in order to consider how we might revise or
rethink some o f these earlier conceptions.
Writing course.
1 credit.
Not offered 2014—2015.
PHIL 006. First-Year Seminar: Life, Mind,
and Consciousness
Classical problems of the nature and extent o f life,
the modem problems of mind and body, and
contemporary issues that center on consciousness
and thought serve as a chronological introduction
to central philosophical issues. Individual writing
conferences supplement plenary discussion
sessions.
Writing course.
1 credit.
Fall 2014. Raff.
PHIL 008B. First-Year Seminar:
Philosophy, Culture, and Film
On how some major philosophers (Plato,
Descartes, Marx, with some attention to Hegel and
Nietzsche) have criticized forms of social and
personal life and argued against the grains of their
cultures in favor o f life otherwise. Their work will
be continuously compared with creative work on
problems of human life by some major filmmakers
(Herzog, Capra, Hawks).
Writing course.
1 credit.
Spring 2015. Eldridge.
PHIL 010. First-Year Seminar: Questions of
Inquiry
Classical and contemporary philosophical readings
on questions of the nature and rationale for inquiry
in science, morality, religion, and in philosophy
itself.

Philosophy
Writing course.
1 credit.
Fall 2014. Raff.
PHIL 011. Moral Philosophy
‘What should I do?’ This question is as old as
philosophy itself. Just as it is one o f the oldest and
most complex philosophical puzzles, it also
frequently occupies the minds of individuals in
their day-to-day lives. In this course, we will focus
on both ways o f approaching this question. From
the philosophical direction, we will discuss the
ways in which philosophers have attempted to
understand and describe our moral beliefs and
commitments. From the practical direction, we
will ask ourselves what it means to ascribe to these
moral theories and how we might be able to
actually live them.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for PEAC credit.
1 credit.
Spring 2015. Thomason.
PHIL 012. Logic
An introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. The place of
logic in philosophy will also be examined.
No prerequisite. Required o f all philosophy
majors.
Eligible for COGS credit.
1 credit.
Fall 2014. Eldridge.
PHIL 013. Modern Philosophy
Seventeenth- and 18th-century theories of
knowledge, morals, and metaphysics studied in
philosophical masterpieces by Descartes, Spinoza,
Leibniz, Locke, Berkeley, Hume, and Kant.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
1 credit.
Spring 2015. Raff.
PHIL 016. Philosophy of Religion
(Cross-listed as RELG 015B)
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for INTP credit.
1 credit.
Fall 2014. Wallace.
PHIL 017. Aesthetics
On the nature of art and its roles in human life,
considering problems of interpretation and

p. 361
evaluation and some specific medium of art: Who
should care about art? Why? How?
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
1 credit.
Not offered 2014-2015.
PHIL 018. Philosophy of Science
(See PHIL 119)
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
1 credit.
Not offered 2014-2015.
PHIL 019. Philosophy and Literature and
Film
This course will focus on two interrelated issues 1)
the natures of literature and film, and 2) their value
for human life. Close attention will be paid to the
formal, structural, thematic, aesthetic, and material
features o f works of literary and film art.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for INTP credit.
1 credit.
Not offered 2014-2015.
PHIL 020. Plato and His Modern Readers
(Cross-listed as CLAS 020)
Plato’s dialogues are complex works that require
literary as well as philosophical analysis. While
our primary aim will be to develop interpretations
o f the dialogues themselves, we will also view
Plato through the lens of various modem and
postmodern interpreters (e.g., Nietzsche,
Heidegger, Derrida, Jung, Foucault, Irigaray,
Rorty, Lacan, Nussbaum, Vlastos)
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for CLST credit.
Writing course.
1 credit.
Spring 2015. Ledbetter.
PHIL 021. Social and Political Philosophy
The focus of this course is to explore the
relationship between the individual and the state.
We will examine three different conceptions of
individuals and the three different theories o f the
state to which they give rise: political realism,
political liberalism, and critical political theory.
First we examine the historical foundations of
these three theories. Then we will read
contemporary work on particular issues in order to

Philosophy
draw out the implications of the three frameworks.
We will see how each framework deals with
questions about censorship, personal liberty, civil
disobedience, and national security.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for PEAC credit.
1 credit.
Not offered 2014-2015.
PHIL 023. Metaphysics
Traditional issues o f reality and appearance, and
traditional topics o f God, Freedom, and
Immortality are background for contemporary
questions o f being.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
1 credit.
Not offered 2014-2015.
PHIL 024. Theory of Knowledge
What is knowledge? Can we have it? If not, why
not? If yes, how? Can we have a priori, “armchair”
knowledge? Is cognition essentially social? What,
if anything, is problematic about inductive
inferences? How do our different senses relate to
each other? In what consists the value of
knowledge (if any)? We will discuss classic and
contemporary answers to such questions.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for COGS credit.
Writing course.
1 credit.
Spring 2015. Raff.
PHIL 025. Philosophy of Mathematics
Topics will include the nature of mathematical
objects and mathematical knowledge, proof and
truth, mathematics as discovery or creation, the
character of applied mathematics, and the
geometry o f physical space. A considerable range
of 20th-century views on these topics will be
investigated including logicism (Frege and
Russell), formalism (Hilbet), intuitionism
(Brouwer and Dummett), platonism (Gödel), and
empiricism (Kitcher). Important mathematical
results pertaining to these topics, their proofs, and
their philosophical implications will be studied in
depth (e.g., the paradoxes of set theory, GôdeT s
incompleteness theorems, and relative consistency
proofs for non-Euclidean geometries).
Prerequisites: Logic, acceptance as a major in
mathematics, or approval o f instructor.
1 credit.

Not offered 2014-2015.

p. 362
PHIL 026. Language and Meaning
(Cross-listed as LING 026)
Language is an excellent tool for expressing and
communicating thoughts. You can let your friend
know that there will probably be fewer than 25
trains from Elwyn to Gladstone next
Wednesday—but could you do this without using
language? (have you tried?) Even more interesting
is the question how you can do this using
language. How can the sounds I produce or the
marks that I leave on this sheet of paper be about
the dog outside chasing the squirrel? How can
words refer to things and how can sentences be
true or false? Where does meaning come from?
Philosophy has dealt with such questions for a
long time but it was only a bit more than 100 years
ago that these questions have taken center stage in
philosophy. We will read and discuss such more
recent authors, starting with Frege, Russell and
Wittgenstein and leading up to authors like Austin,
Quine, Kripke and Putnam.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for COGS credit.
1 credit.
Fall 2014. Baumann.
PHIL 031. Advanced Logic
A survey of various technical and philosophical
issues arising from the study o f 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, GSdel’s
incompleteness theorem); philosophical questions
(e.g., What distinguishes logic from non-logic?
Could logical principles ever be revised in the
light of empirical evidence?).
Prerequisite: PHIL 012.
Eligible for COGS credit.
1 credit.
Not offered 2014-2015.
PHIL 035. Environmental Ethics
Environmental ethics is normative moral and
political philosophy as it pertains to environmental
questions, concerns and issues. Here are some of
the questions we’ll examine: Who counts in
environmental ethics: animals, plants, ecosystems?
E.g., culling deer in the Crum woods is bad for the
deer killed but good for the flora and other fauna
of the Crum; Does nature possess intrinsic value or
only instrumental value?; Are values merely
subjective e.g., expressions of personal preference
or taste, or can they be, in some sense, objective?;
Is there one sound environmental ethic or several?;
Should we accept the claims of so-called “deep
ecology” or is a more pragmatic approach better?;

Philosophy
Should we be more concerned with sustaining,
restoring, or preserving the environment e.g., with
respect to wilderness?; How do we resolve a
conflict between feeding people and saving
nature?; Can we integrate human rights with
environmentalism? Democratic decision making?
This course is open to all, though it would be
desirable if students had at least one philosophy
course.
Prerequisite: First- and second-year students must
complete one course in PHIL 001 -010, or PHIL
012, before enrolling in this course.
Eligible for ENVS credit.
1 credit.
Not offered 2014-2015.
PHIL 039. Existentialism
In this course, we will examine existentialist
thinkers such as Nietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, and Camus to explore
themes of contemporary European philosophy,
including the self, responsibility and authenticity,
and the relationships between body and mind,
fantasy and reality, and literature and philosophy.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for INTP credit.
1 credit.
Spring 2015. Lorraine.
PHIL 040. Semantics
(Cross-listed as LING 040)
Prerequisite: First- and second-year students must
complete one course in PHIL 001--010, or PHIL
012, before enrolling in this course.
Note: This is not a writing course for PHIL.
1 credit.
Fall 2014 and spring 2015. Staff.
PHIL 045. Futures In Feminism
In this course, we will investigate the future
directions feminist theory in the 21st century could
or should take by looking at recent feminist theory
and asking where we can go from here. Areas we
will investigate include transnational theory,
poststructuralist feminist theory, cultural theory,
third-wave theory, critical race theory, and queer
theory as well as theories that may not easily fit
into any prevailing category of feminist thought.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for GSST credit.
1 credit.
Not offered 2014-2015.
PHIL 049. Marx, Nietzsche, and Freud
This course will examine the work of three 19thcentury “philosophers of suspicion” who

p. 363
challenged the self-presence o f consciousness by
considering consciousness as an effect of other
forces. Their investigations into one’s
understanding of truth as the effect of will-topower (Nietzsche), one’s understanding o f reality
as the effect of class position (Marx), and
consciousness as the effect of unconscious forces
(Freud) provide an important background to
contemporary questions about the nature o f reality,
human identity, and social power.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for INTP credit.
1 credit.
Fall 2014. Lorraine.
PHIL 051. Human Rights and Atrocity
Are there such things as human rights? If so,
where do they come from and how are they best
conceived? What should we do when they are
violated? This course examines the theoretical
underpinnings of human rights. To try to
understand and answer these questions, we will
read traditional philosophical arguments and
accounts of human rights in addition to
philosophical examinations of atrocities like
genocide. We will then use the philosophical
works to examine specific historical examples of
human rights violations such as genocide, war
rape, and apartheid.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for PEAC credit.
1 credit.
Not offered 2014-2015.
PHIL 052. Bioethics
Advances in medicine and biological research
have no doubt contributed both to the body of
human knowledge and to the advances o f modem
life. But these great strides are accompanied by
serious ethical questions and those questions are
the topic o f this course. We will approach issues in
bioethics from two perspectives. First, we will
grapple with the ethical issues themselves, such as
the use o f human subjects in experimentation,
physician-assisted suicide, and the rights of
reproduction (among many others). Second, we
will examine these issues at the level of policy:
what can doctors, patients, researchers, and
lawmakers actually do about any of these issues
and how do we go about making those hard
choices?
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in (his course.
1 credit.

Not offered 2014-2015.

Philosophy
PHIL 055. Philosophy of Law
In this course, we will examine some of the major
theories o f law: what exactly is law and why do
we have to follow it? We then move to specific
questions about criminal law, punishment, and
civil disobedience. We conclude with a discussion
of issues in international law and just war theory.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
1 credit.
Fall 2014. Thomason.
PHIL 059. Humans, Animals, and Robots
The philosophical tradition of phenomenology
takes lived experience as its starting point and
insists upon the embodied nature of human minds.
Once we take our embodiment seriously, how
different are we from other animals? And what
would it take for computer circuits to replicate
something like human sentience? What can
phenomenological descriptions of lived experience
add to our understanding of who we are? This
course will take a phenomenological perspective
on what it is to be human and explore questions
about embodiment, consciousness, rationality,
affect, and identity, as well as the boundaries
between the human and other forms of sentience.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
1 credit.
Not offered 2014-2015.
PHIL 061. Philosophy of Race and Gender
Philosophers have long been interested in
questions of identity, but that topic has largely
been approached from the perspective o f an
abstract self. Female and LBGTQ philosophers
and philosophers of color explore identity from
within particular perspectives that are informed by
gender and race. The authors we will read explore
philosophical questions about race and gender
through a mix of personal narratives and
conceptual analysis. We will be primarily
concerned with three broad issues of identity: (1)
how race and gender have been historically
understood and (2) how race and gender are
experienced by individuals, and (3) how race and
gender ought to be conceived.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for BLST and GSST credit.
Writing course.
1 credit.
Not offered 2014-2015.
PHIL 069. Phenomenology—Then and Now
In this course we will take a phenomenological
perspective on lived experience in order to

p. 364
investigate questions about subjectivity,
perception, temporality, and the roots of
knowledge in being-in-the-world. How does
abstract thought emerge from pre-reflective
immersion in the world and what kind o f light
might a closer look at lived experience shed on
questions about who we are, what we know, and
how we ought to live? In addition to close readings
o f classic figures in phenomenology like Edmund
Husserl, Martin Heidegger, and Maurice MerleauPonty, we will read work that manifests
phenomenology’s continued relevance to
questions we face in the 21st century about what it
means to be human, embodied cognition, and
environmental change.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Eligible for INTP credit.
Writing course.
1 credit.
Not offered 2014-2015.
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.
Prerequisite: First- and second-year students must
complete one course in PHIL 001-010, or PHIL
012, before enrolling in this course.
Writing course.
1 credit.
Not offered 2014—2015.
PHIL 086. Philosophy of Mind
(See PHIL 118)
Prerequisite: First- and second-year students must
complete one course in PHIL 001—010, or PHIL
012, before enrolling in this course.
Eligible for COGS credit.
1 credit.
Not offered 2014—2015.
PHIL 093. Directed Reading
Requires approval of a department faculty member
sponsor.
Each semester. Staff.
PHIL 096. Senior Course Thesis
Requires approval of a department faculty member
sponsor and the department.
Each semester. Staff.
PHIL 099. Senior Course Study
Required for all philosophy course majors.
1 credit.
Spring semester. Staff.

Philosophy
Seminars
PHIL 101. Moral Philosophy
An examination o f the principal theories o f value,
virtue, and moral obligation—and their
justification. The focus will be primarily on
contemporary treatments o f moral philosophy. A
central question o f seminar will be the possibility
and desirability o f moral theory.
2 credits.
Not offered 2014-2015.
PHIL 102. Ancient Philosophy
For the Greeks and Romans, philosophy was a
way of life and not merely an academic discipline.
With this perspective in mind, we will examine
topics in ethics, metaphysics, aesthetics,
epistemology, and theology through close readings
o f Plato’s Republic and Aristotle’s Nichomachean
Ethics. We will also look more briefly at the
thought o f the Presocratics and the Stoics.
2 credits.
Eligible for CLST credit.
Fall 2014. Ledbetter.
PHIL 103. Selected Modern Philosophers
One or more 17th-or 18th-century philosophers
selected for systematic or comparative study.
2 credits.
Not offered 2014-2015.
PHIL 104. Topics in Metaphysics
One or more central topics in contemporary
metaphysics selected for sustained study: include:
freedom, causation, universals, categories,
necessity, identity o f things and people, fiction,
God.
2 credits.
Not offered 2014-2015.
PHIL 106. Aesthetics and Theory of
Criticism
On the nature o f art and its roles in human life,
considering problems o f interpretation and
evaluation and some specific medium of art.
Eligible for INTP credit.
2 credits.
Spring 2015. Eldridge.
PHIL 113. Topics in Epistemology
What is knowledge? Can we have it? If not, why
not? If yes, how? What does it mean to have
evidence, justification or reasons for ones beliefs?
How rational or irrational are we? Can we have a
priori, “armchair” knowledge? Is cognition
essentially social? We will discuss classic and
contemporary answers to such questions.
Eligible for COGS credit.
2 credits.

Not offered 2014-2015.

p. 365
PHIL 114. Nineteenth-Century Philosophy
The historical treatment of such topics as
knowledge, morality, God’s existence, and
freedom in Kant, Fichte, Hegel, Feuerbach, Marx,
and Nietzsche.
Eligible for INTP credit.
2 credits.
Fall 2014. Eldridge.
PHIL 116. Language and Meaning
(Cross-listed as LING 116)
Behaviorist theories of meaning, cognitivist
theories o f meaning, and conceptions o f language
as a social practice will be surveyed and criticized.
Eligible for COGS credit.
2 credits.
Not offered 2014-2015.
PHIL 118. Philosophy of Mind
The course is divided into three principal sections,
focusing on philosophy of mind, artificial
intelligence, and cognitive science. Section 1
covers four core positions in the philosophy of
mind “dualism, behaviorism, materialism, and
functionalism,” and it serves as an overview of
traditional philosophy o f mind. Section 2 explores
how the philosophical ideas developed above
connect to ongoing research in artificial
intelligence. Section 3 concerns the philosophy of
cognitive science, a field that investigates the
biological and neurophysiological underpinnings
of human mentality. Part of the aim is to clarify
the goals and methods of cognitive science and to
investigate ways in which advances in cognitive
science may yield philosophical insights into the
nature o f mind.
Eligible for COGS credit.
2 credits.
Spring 2015. Baumann.
PHIL 119. Philosophy of Science
A study of philosophical problems arising out of
the presuppositions, methods, and results o f the
natural sciences, focusing particularly on the
effectiveness of science as a means for obtaining
knowledge. Topics include the difference between
science and pseudoscience; the idea that we can
“prove” or “confirm” scientific theories;
explanation and prediction; the status of scientific
methodology as rational, objective, and value free;
and the notion that science aims to give us (and
succeeds in giving us) knowledge of the
underlying unobservable structure of the world.
2 credits.
Not offered 2014-2015.
PHIL 121. Social and Political Philosophy
The focus o f this seminar is justice: what makes a
society or a state just and how to we deal with
issues o f oppression and injustice? We begin with
historical conceptions of political power and

Philosophy
examine critiques of these traditions. We then turn
to current questions about the nature of justice
from the liberal, libertarian, neo-Marxist, and
feminist traditions. We end the course with a
discussion of current issues of social justice.
2 credits.
Fall 2014. Thomason.
PHIL 125. Philosophy of Mathematics
Mathematics is a discipline whose elegance, rigor,
and stunning usefulness across a huge variety of
applications has made it a central part of every
school and college curriculum. But what exactly is
mathematics about? At one level, the answer
seems obvious: Mathematics is about numbers,
functions, sets, geometrical figures, and so on. But
what are these things? Do they exist? If so, where?
And how do we come to know anything about
them? If they do not exist, what makes
mathematics true? This seminar will tackle these
issues and look at what some of the great
philosophers such as Plato, Descartes, Kant, and
Wittgenstein have had to say about mathematics.
2 credits.
Not offered 2014-2015.
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism
In this course, we will examine the themes of
reality, truth, alienation, authenticity, death, desire,
and human subjectivity as they emerge in
contemporary European philosophy. We will
consider thinkers such as Nietzsche, Husserl,
Heidegger, Derrida, and Irigaray to place
contemporary themes o f poststructuralist thought
in the context of the phenomenological and
existential tradition out of which they emerge.
Eligible for INTP credit.
2 credits.
Spring 2015. Lorraine.
PHIL 180. Senior Honors Thesis
A thesis may be submitted by majors in the
department in place of one honors paper, on
application by the student and at the discretion of
the department.
Each semester. Staff.
PHIL 199. Senior Honors Study
Required of all philosophy honors students.
1 credit majors; 0.5 credit minors.
Spring semester.

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Physical Education

p. 367

ADAM HERTZ, Director o f Physical Education and Athletics
NNENNA AKOTAOBI, Associate Director of Athletics, Senior Woman Administrator
KAREN BORBEE, Professor
SUSAN P. DAVIS, Professor1
MICHAEL L. MULLAN, Professor
TODD ANCKAITIS, Head Coach/Instructor
PETER CARROLL, Head Coach/Instructor
HARLEIGH CHWASTYK, Head Coach/Instructor
RENEE CLARKE, Head Coach/Instructor
RENEE L. DEVARNEY, Head Coach/Instructor
LAUREN FUCHS, Head Coach/Instructor
PAT GRESS, Head Coach/Instructor
LANDRY KOSMALSKI, Head Coach/Instructor
JEREMY LOOMIS, Head Coach/Instructor
MATTHEW MIDKIFF, Head Coach/Instructor
ERIC WAGNER, Head Coach/Instructor
JIM HELLER, Head Coach (part time)
BHAVIN PARIKH, Head Coach (part time)
MARIAN FAHY, Administrative Assistant
SHARON GREEN, Administrative Assistant
1Absent on leave, fall 2014.

The aim o f the department is to contribute to the
total education o f all students through the medium
o f physical activity. We believe this contribution
can best be achieved through encouraging
participation in a broad program o f individual and
team sports, aquatics, physical fitness, and
wellness. The program provides an opportunity for
instruction and experience in a variety o f activities
on all levels. It is our hope that participation in this
program will foster an understanding o f movement
and the pleasure o f exercise and will enhance, by
practice, qualities o f good sportsmanship,
leadership, and cooperation in team play. Students
are also encouraged to develop skill and interest in
a variety o f activities that can be enjoyed after
graduation.
The Intercollegiate Athletics Program is
comprehensive, including varsity with teams in 22
different sports: 10 for men and 12 for women.
Ample opportunities exist for large numbers of
students to engage in intercollegiate competition,
and those who qualify may be encouraged to
participate in regional and national championship
contests. Several club teams in various sports are
also organized, and a program o f intramural
activities is sponsored.

Requirements and
Recommendations
Students are encouraged to enjoy the instructional
and recreational opportunities offered by the
department throughout their college careers. As a
requirement for graduation, all nonveteran
students, not excused for medical reasons, are
required to complete 4 units o f physical education
by the end o f their sophomore year. In addition, all

students must pass a survival swim test or
complete one-quarter of aquatics instruction.
Students who enter Swarthmore as transfer
students can either apply transfer PE units toward
the 4-unit physical education requirement or opt
for a reduction in the PE requirement based on the
student’s transfer status, but transfer students
cannot both transfer PE units and receive a
reduction in the requirement. The optional
reduction in PE units depends on the transfer class
of the student. Transfer students who enter
Swarthmore as sophomores can opt to complete 3
units o f physical education and pass a survival
swim test (a reduction of 1 PE unit). Transfer
students who enter Swarthmore as juniors can opt
to complete 2 units o f physical education and pass
a survival swim test (a reduction of 2 PE units).
Courses offered by the department are listed
subsequently. Credit toward completion o f the
physical education requirement will also be given
for participation in intercollegiate athletics, as well
as PE Dance Courses, which are semester-long
courses. Credit will also be given for participation^
in approved club sports and student activity
groups. The approved club sports are as follows:
fencing, ruby, Ultimate Frisbee, men’s volleyball
and men’s badminton. The approved student
activity groups are as follows: aikido, capoeira,
folk dance, swing dance, tango, squash, men’s
soccer and Quidditch.
Independent study for physical education is not
permitted.

Physical Education

p. 368

Courses

Intercollegiate Athletics

Fall
Aquatics II/III
Badminton
Basketball
Beginning Aquatics
Bowling
Cardio Tennis
Core Ball Training
Fitness Training
Gym Class Hero
Orienteering
Pilates
Step Dance Aerobics
Tennis
Volleyball
Walk, Jog, Run
Water Aerobics
Wellness Seminar

Fall
Men’s Cross Country
Women’s Cross Country
Field Hockey
Men’s Soccer
Women’s Soccer
Women’s Volleyball

Spring
Aquatics II/III
Badminton
Basketball
Beginning Aquatics
Bowling
Cardio Tennis
Core Ball Training
Fitness Training
Pilates
Step Dance Aerobics
Table Tennis
Tennis
Walk, Jog, Run
Wellness Seminar
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 o f Courses and Seminars for fall and
spring PE dance course offerings.

Winter
Badminton
Men’s Basketball
Women’s Basketball
Men’s Swimming
Women’s Swimming
Men’s Indoor Track
Women’s Indoor Track
Spring
Baseball
Golf
Men’s Lacrosse
Women’s Lacrosse
Softball
Men’s Tennis
Women’s Tennis
Men’s Outdoor Track
Women’s Outdoor Track

Physics and Astronomy

p. 369

MICHAEL R. BROWN, Professor of Physics and Chair
DAVID H. COHEN, Professor o f Astronomy
PETER J. COLLINGS, Professor of Physics 1
AMY LISA GRAVES, Professor o f Physics
ERIC L.N. JENSEN, Professor of Astronomy
FRANK A. MOSCATELLI, Professor of Physics*2
CATHERINE H. CROUCH, Associate Professor o f Physics3
CARL H. GROSSMAN, Associate Professor of Physics
BENJAMIN D. GELLER, Visiting Assistant Professor of Physics and Research Associate
CAROL GUESS, Visiting Assistant Professor of Physics
TRISTAN SMITH, Visiting Assistant Professor of Physics
DAVID SCHAFFNER, Post-Doctoral Research Scientist
MARY ANN KLASSEN, Senior Lecturer
ADAM NEAT, Lecturer
PAUL JACOBS, Instrumentation Technician
STEVEN PALMER, Machine Shop Supervisor
CAROLYN R. WARFEL, Administrative Assistant
Absent on leave, fall 2014.
2 Absent on leave, spring 2015.
3 Absent on leave, 2014-2015.

The Physics and Astronomy Department teaches
the concepts and methods that lead to an
understanding of the fundamental laws governing
the physical universe.
Emphasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisition of
facts. Particular importance is also attached to
laboratory work because physics and astronomy
are primarily experimental and observational
sciences.
With the awareness that involvement in research is
a major component in the education of scientists,
the department offers a number of opportunities
for students to participate in original research
projects, conducted by members of the faculty, on
campus.
Several research laboratories are maintained by the
department to support faculty interests in the areas
of laser physics, high-resolution atomic
spectroscopy, plasma physics, nano physics,
computer simulation, liquid crystals, and
observational and theoretical astrophysics.
The department operates the Peter van de Kamp
Observatory for student and faculty research, plus
several small telescopes for instructional use. The
observatory is equipped with a 61-cm reflecting
telescope, a high-resolution spectograph, and a
CCD camera for imaging and photometry. A
monthly visitors’ night at the observatory is
announced on the department website.
Swarthmore College is also home to the historic
Sproul 61-cm refracting telescope.
Two calculus-based introductory sequences are
offered. PHYS 003 and 004 cover both classical
and modem physics and is an appropriate
introductory physics sequence for those students
majoring in engineering, chemistry, and biology.
PHYS 007 and 008, on die other hand, which are

normally preceded by PHYS 005, are at a higher
level. They are aimed toward students planning to
do further work in physics or astronomy and are
also appropriate for engineering and chemistry
majors. The sequence of courses from PHYS 005
to PHYS 018 is designed to provide a
comprehensive introduction to the major topics
and mathematical tools o f physics.
Additional information is available at
www.swarthmore.edu/physics.

The Academic Program
In order to receive a degree from Swarthmore as a
physics, astrophysics, or astronomy major, a
student must have taken and satisfactorily passed
one o f the programs described below. In the
Physics and Astronomy Department, the seminar
is the standard format for most junior and senior
level work. All prospective majors and minors in
the department should realize this when planning
programs. The seminars are open to all students,
both honors and course majors.
Core Programs
In the spirit of a liberal arts education, we note that
one need not be considering a career in physical
science to find a physics, astrophysics, or
astronomy major beneficial and stimulating. The
physics core curriculum and the astronomy core
curriculum listed below both provide excellent
training in quantitative reasoning and independent
problem solving, skills that are applicable in a
wide variety of arenas (finance, law, medicine,
science journalism, public policy). Since all of the
fundamental areas are covered, the physics core
curriculum is also excellent preparation for a
career in a scientific field related to physics, such
as engineering or teaching physics in high school.
The astronomy curriculum is excellent preparation

Physics and Astronomy
for teaching astronomy in high school, or working
as a telescope operator or data analyst. These
curricula are ideal for double majors.
While the physics core curriculum is adequate
preparation for graduate study in physics, students
considering graduate school are encouraged to
take additional seminars, especially those listed
below under “Enhanced Programs.” Most graduate
programs in astronomy expect somewhat more
physics preparation than the minimum listed in the
astronomy curriculum. Those considering graduate
school in astronomy are encouraged to take as
much additional physics as scheduling permits,
and ideally, to choose the astrophysics major listed
below under “Enhanced Programs.”
* Note: The M athematics and Statistics
Department offers many sets o f courses covering
similar m aterial at different levels o f
sophistication. In each case noted, the most
elementary version from each set has been listed.
Students should always take the most advanced
version fo r which they qualify, e.g. MATH 034 or
035 rather than MATH 033, i f possible.
Physics Core Curriculum
PHYS 005
PHYS 007,008,013,015,017,018
PHYS 111, 112,113,114
PHYS 063,081,082f
MATH* 015, 025,027, 033
Astronomy Core Curriculum
PHYS 005
PHYS 007, 008,013,015, ASTR 016,
ASTR 061
Four Astronomy seminars (can include
upper-level astronomy courses at
Haverford)
MATH* 015,025,027,033
Under some circumstances, PHYS 003, 004 can be
substituted fo r PHYS 007, 008.
*Students who have taken ENGR 072 may
substitute PHYS 083 instead o f PHYS 081, 082.
Enhanced Programs
These programs provide strong preparation for
graduate study in physics, astrophysics, or
astronomy.
Physics Enhanced Curriculum
In addition to the physics core requirements listed
above, any two advanced seminars
Astrophysics Curriculum
PHYS 005
PHYS 007,008,013,015,017,018,
ASTR 016
Two Astronomy Seminars
PHYS 111, 112,113,114
MATH* 015,025,027,033

p. 370
Other Requirements
Seniors not in the Honors Program must complete
a comprehensive exercise, which is intended both
to encourage review and synthesis and to allow
students to demonstrate mastery of fundamentals
studied during all four years. In addition, all
students must satisfy the College distribution
requirements and the 20-course rule (except for
special majors such as astrophysics or chemical
physics, for whom the 20-course rule is waived).

Course Major
A student applying to become either a physics
major in the core program or an astronomy major
should have completed or be completing PHYS
005 and either PHYS 004 or PHYS 008.
Otherwise it will be impossible to fulfill all
program requirements. To be accepted as a major,
the applicant must have received grades of C+ or
better in Physics, Astronomy, and Math courses.
A student applying to become a physics major in
either the enhanced program in course or the
Honors Program should have completed or be
completing courses through PHYS 008, PHYS
013, PHYS 015, PHYS 017, PHYS 018. In
addition, to be accepted into the course major,
these courses must be completed with an average
grade of C+ or better. To be accepted into the
Honors Program with a physics major, the average
grade should be a B or better. Grades in math
courses should be at a similar level.
A student applying to become an astrophysics
major in course or in honors should have
completed or be completing PHYS 008, PHYS
013, PHYS 015, PHYS 017, PHYS 018, and
ASTR 016. To be accepted into the Honors
Program with an astronomy major, the applicant
should have completed or be completing ASTR
016. In addition, applicants for the Honors
Program in either astrophysics or astronomy must
normally have an average grade in physics and
astronomy courses o f B or better.
Since almost all advanced work in physics and
astronomy at Swarthmore is taught in seminars
where the student participants share the
pedagogical responsibility, an additional
consideration in accepting (retaining) majors is the
presumed (demonstrated) ability of the students
not only to benefit from this mode of instruction
but also to contribute positively to the seminars.
Grades in prior courses are the best criteria in
admitting majors, since they tend to indicate
reliably whether or not the student can handle
advanced work at Swarthmore levels without
being overwhelmed. However, constructive
participation in classes and laboratories is also
considered.

Physics and Astronomy
Program for the Last Two Years
The following one-credit physics seminars are
offered on a regular basis (regardless o f faculty
leaves):
Prerequisites: PHYS 005,007,008,013,015,017,
and 018
PHYS 111. Classical Mechanics
PHYS 112. Electrodynamics
PHYS 113. Quantum Theory
PHYS 114. Statistical Physics
Additional prerequisite: ASTR 016
ASTR 121. Research Techniques in
Observational Astronomy (offered in
alternate years)
ASTR 123. Stars and Stellar Structure
(offered in alternate years)
ASTR 126. The Interstellar Medium
(offered in alternate years)
In addition, one or two one-credit
advanced physics seminars are offered
each year. Typical topics are:
PHYS 130. General Relativity
PHYS 131. Particle Physics
PHYS 132. Non-Linear Dynamics and
Chaos
PHYS 133. Atomic Physics and
Spectroscopy
PHYS 134. Advanced Quantum
Physics
PHYS 135. Solid State Physics
PHYS 136. Quantum Optics and Lasers
PHYS 137. Computational Physics
PHYS 138. Plasma Physics
PHYS 139. Biophysics

Course Minor
The Physics and Astronomy Department offers
two types o f course minor, one in physics and one
in astronomy.
Physics Minor Curriculum
PHYS 005
PHYS 007
PHYS 008
PHYS 013
PHYS 015
PHYS 017
PHYS 018
PHYS 111 and 113f
MATH* 015, 025, 033
Under some circumstances, PHYS 003 and/or
PHYS 004 may be substituted fo r PHYS 007
and/or PHYS 008.
*We prefer that minors have two advanced
seminars, one in “classical ” and one in

p. 371
“quantum”physics. PHYS 111 is a prerequisite
fo r future seminars andfulfills the “classical"
requirement. While we recommend PHYS 113 as
the second advanced seminar, a different seminar
may be substituted upon consultation with the
Chair.
Astronomy Minor Curriculum
PHYS 005
PHYS 007 or PHYS 003
PHYS 008 or PHYS 004
ASTR 016
One Astronomy seminar numbered 100
or above
One semester of ASTR 061 (0.5
credits)
MATH* 015, 025,033
* Note: The Mathematics and Statistics
Department offers many sets of courses covering
similar material at different levels of
sophistication. In each case noted, the most
elementary version from each set has been listed.
Students should always take the most advanced
version for which they qualify.

Honors Major
Honors majors must meet the requirements for the
major as described above, and select three o f the
following preparations, plus their prerequisites.
Honors Major Programs
Physics: Electrodynamics (PHYS 112), Quantum
Theory (PHYS 113), Statistical Physics (PHYS
114), Honors Thesis (PHYS/ASTR 180)
Astrophysics: Any of the seminars from the
astronomy program, plus: Electrodynamics
(PHYS 112), Quantum Theory (PHYS 113),
Statistical Physics (PHYS 114), Honors Thesis
(PHYS/ASTR 180)
Note: must include at least one seminar each from
astronomy and physics.
Astronomy: Research Techniques in Observational
Astronomy (ASTR 121), Stars and Stellar
Structure (ASTR 123), The Interstellar Medium
(ASTR 126), Honors Thesis (ASTR 180)
Note: External examination for honors major
programs includes two or three 3-hour written
examinations on the chosen preparations, plus two
or three 30-45 minute oral examinations on the
chosen preparations, plus one 45-60 minute oral
examination on the honors thesis (for thesis
writers).

Honors Minor
Physics: One of the following seminars PHYS
112, PHYS 113, PHYS 114
Astrophysics: One o f the following seminars
PHYS 112, PHYS 113, PHYS 114, ASTR 121,
ASTR 123, ASTR 126

Physics and Astronomy
Astronomy: One o f the following seminars (ASTR
121, ASTR 123, ASTR 126)
Note: External examination for honors minor
programs includes one three-hour written
examination on the chosen preparations, plus one
30-45 minute oral examination on the chosen
preparations.

Research Opportunities
Advanced Laboratory Program
In the junior and senior years, all physics majors
must take PHYS 081 and PHYS 082. Students
enrolled in PHYS 081 and PHYS 082 must
arrange their programs so that they can schedule
an afternoon for the laboratory each week free of
conflicts with other classes, typically Friday
afternoon. Enrollment in each of these laboratories
will appear on the student’s transcript with a letter
grade for 0.5 credit for each semester. PHYS 081,
082 together count as a “writing course” for
collegiate graduation requirements. Students with
credit forENGR 072 may replace PHYS 081, 082
with PHYS 083, which is an advanced lab
experience without an electronics component.
Independent Work
Physics, astrophysics, and astronomy majors are
encouraged to undertake independent research
projects, especially in the senior year, either in
conjunction with one of the senior seminars, or as
a special project for separate credit (PHYS/ASTR
094). Members of the physics or astronomy
faculty are willing to suggest possible projects and
to supervise one o f these if the student chooses to
pursue it. Students completing work under
PHYS/ASTR 094 are required to submit final
written and oral reports o f their work to the
department. In preparation for independent
experimental work, prospective physics majors are
strongly urged to take the required 0.5 credit
course PHYS 063, Procedures in Experimental
Physics, during their fall semester of their
sophomore year, which will qualify them to work
in the departmental shops. There are usually many
opportunities for students to receive financial
support to work with faculty members on research
projects during the summer.
Thesis
Students may do a theoretical or experimental
research thesis representing the results of
independent work done under the supervision of a
faculty member. This thesis will usually cover
work begun in the summer after the junior year
and completed during the senior year. A thesis is
recommended of all students in the Honors
Program.

Off-Campus Study
With proper planning, study away from
Swarthmore for one or two semesters is possible
while majoring in physics, astronomy, or

p. 372
astrophysics. However, the many prerequisites in
the Physics and Astronomy Department make
careful planning for study abroad a necessity.
Spring o f junior year is often the easiest time to
make this work. The important point is to begin
planning at an early stage. This allows students (1)
to make sure courses not available abroad are
taken at Swarthmore, and (2) to find out well in
advance what physics and astronomy courses are
available in the various study abroad programs.
While it is completely feasible to complete a
physics major without taking physics abroad (e.g.
if one is studying in a non-English-speaking
country), students should note when planning their
programs that PHYS 111 must be taken before
PHYS 113 or PHYS 114.

Teacher Certification
We offer teacher certification in physics through a
program approved by the state of Pennsylvania.
For further information about the relevant set of
requirements, contact the Educational Studies
Department chair, the Physics Department chair,
or visit the Educational Studies Department
website at
www.swarthmore.edu/educationalstudies.xml.

Physics Courses
PHYS 002E. First-Year Seminar: Energy
This seminar will cover both the physics and
policy of energy in all its forms. Topics include
the physical basis for energy; thermodynamics and
engines; energy sources (fossil fuels, solar,
photovoltaics, nuclear); transportation; the electric
grid; and climate change.
Prerequisite: High school algebra.
1 credit.
Not offered 2014-2015.
PHYS 002M. First-Year Seminar: Physics
in Modern Medicine
The impact that physics has had on the practice of
clinical medicine in the past decade has been
nothing short o f staggering. This seminar
introduces nonscientists to the physics behind
many o f the diagnostic and therapeutic techniques
o f modem medicine as well as the basic physics
behind many physiological systems in the human
body. In addition to the scientific basis o f the
subject, covered in a modem text, the societal,
ethical and economic implications will be treated
through readings from other sources and through
medical site visits. Topics will include: laser
surgery, photodynamic therapy, ultrasound
imaging, x-ray and radionuclide imaging,
computer tomography (CAT or CT scans),
positron emission tomography (PET scans),
radiation therapy, magnetic resonance (MRI) and
recent advances in optical imaging methods.
Prerequisites: None. Mathematical level: only
algebra and some basic trigonometry.

Physics and Astronomy
1 credit.
Fall 2014. Moscatelli.
PHYS 003. General Physics I
Topics include vectors, kinematics, Newton’s laws
and dynamics, conservation laws, work and
energy, oscillatory motion, systems o f particles,
and rigid body rotation. Possible additional topics
are special relativity and thermodynamics.
Includes one laboratory weekly.
Natural sciences and engineering practicum.
Prerequisite: MATH 015 (can be taken
concurrently).
1 credit.
Fall 2014. Graves.
PHYS 004. General Physics II
Topics include wave phenomena, geometrical and
physical optics, electricity and magnetism, and
direct and alternating current circuits. Possible
additional topics may be added. Includes one
laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 003 or the permission o f the
instructor, MATH 025 (can be taken
concurrently).
1 credit.
Spring 2015. Codings.
PHYS 004L. General Physics II: Electricity,
Magnetism, and Optics with Biological and
Medical Applications
PHYS 004L will cover the same topics as PHYS
004 but will emphasize biological, biochemical,
and medical applications o f those topics. The
course will meet medical school requirements (in
conjunction with PHYS 003) and will include a
weekly laboratory. Students who wish to take
PHYS 004L before PHYS 003 must have some
high school physics background and obtain
permission from the instructor.
Natural sciences and engineering practicum.
Prerequisites: MATH 015 or a more advanced
calculus course; PHYS 003 or permission o f the
instructor.
1 credit.
Spring 2015. Geller.
PHYS 005. Spacetime and Quanta
This course presents an introduction to the twin
pillars o f contemporary physics: relativity and
quantum theory. Students will explore the
counterintuitive consequences o f special relativity
for our understanding o f space and time, and the
nature o f the subatomic quantum world, where our
notions o f absolute properties such as position or
speed of a particle are replaced by probabilities. It
is the usual entry point to majoring or minoring in
astronomy, astrophysics, or physics, and is a preor co-requisite for the sophomore-level physics
major curriculum; it welcomes both non-majors

p. 373
and prospective majors who are interested in
engaging rigorously and deeply with both the
mathematical and conceptual descriptions of
physics. Physics 005 will be taught seminar-style,
with student presentation o f problem solutions and
ideas playing an essential role. Includes some
afternoon labs and some evening telescope
observing. Not eligible for NSEP credit.
1 credit.
Fall 2014. Smith.
PHYS 007. Introductory Mechanics
An introduction to classical mechanics. This
course is suitable for potential majors, as well as
students in other sciences or engineering who
would like a course with more mathematical rigor
and depth than PHYS 003. Includes the study of
kinematics and dynamics of point particles;
conservation principles involving energy,
momentum and angular momentum; rotational
motion of rigid bodies, and oscillatory motion.
Includes one laboratory weekly: used for hands-on
experimentation and occasionally for workshops
that expand on lecture material.
Natural sciences and engineering practicum.
Prerequisites: MATH 025 (can be taken
concurrently), PHYS 005 or permission of the
instructor.
1 credit.
Fall 2014. Guess.
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 o f progressive waves,
boundary effects and interference, the electrostatic
field and potential, electrical work and energy,
D.C. and A.C. circuits, the relativistic basis of
magnetism, Maxwell’s equations, and geometrical
optics. Includes one laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 007 (or permission of
instructor); MATH 033 (can be taken
concurrently).
1 credit.
Spring 2015. Smith.
PHYS 013. Thermodynamics / Statistical
Mechanics
A half-semester introductory course in thermal and
statistical physics. Topics include energy, heat,
work, entropy, temperature (the First, Second and
“Third” Laws of Thermodynamics), heat capacity,
ideal gases, paramagnetism, phase transitions, and
the chemical potential. This course serves as a
prerequisite for PHYS 114 and for PHYS 135.
This class has a weekly laboratory requirement.

Physics and Astronomy
Prerequisite: single-variable calculus (MATH 025
or 026); may be taken as a corequisite with
permission of the instructor.
First half of the semester.
0.5 credit.
Spring 2015. Grossman.
PHYS 015. Optics
A half-semester introduction to geometric and
wave optics, including ray diagrams, matrix optics,
polarization, Jones matrices, interference, and
diffraction. This class has a weekly laboratory
requirement.
Prerequisite: single-variable calculus (MATH 025
or 026); may be taken as a corequisite with
permission o f the instructor.
Second half of the semester.
0.5 credit.
Spring 2015. Grossman.
PHYS 017. Mathematical Methods of
Physics
A half-semester survey o f mathematical
techniques useful in physics. Topics include
eigenvalue problems, Fourier analysis, solutions to
ordinary and partial differential equations, special
functions, the theory o f residues, and numerical
methods. Includes a weekly numerical laboratory.
Prerequisite: linear algebra (MATH 027,028, or
028S); corequisite: multivariable calculus (MATH
033, 034, or 035).
First half o f the semester.
0.5 credit.
Spring 2015. Brown.
PHYS 018. Quantum Mechanics
A half-semester introductory course in quantum
mechanics. Topics include waves, photons, the
Schrodinger equation, Dirac notation, one­
dimensional potentials, quantized angular
momentum, and central potentials. This course
serves as a prerequisite for PHYS 113. This class
has a weekly laboratory requirement.
Prerequisites: PHYS 005, PHYS 017, and MATH
27; corequisite: multivariable calculus (MATH
033,034, or 035).
Second half o f the semester.
0.5 credit.
Spring 2015. Brown.
PHYS 024. The Earth’s Climate and Global
Warming
A study o f the complex interplay o f factors
influencing conditions on the surface o f the Earth.
Basic concepts from geology, oceanography, and
atmospheric science lead to an examination o f how
the Earth’s climate has varied in the past, what
changes are occurring now, and what the future
may hold. Besides environmental effects, the
economic, political, and ethical implications of
global warming are explored, including possible

p. 374
ways to reduce climate change. Includes one
laboratory every other week.
Natural sciences and engineering practicum.
1 credit.
Not offered 2014-2015.
PHYS 027. The Dark Universe
This course introduces non-science students to our
modem understanding of cosmology. In the short
span of 40 years, modem cosmology has
transformed from a purely theoretical field to one
overflowing with increasingly precise data. As a
result, our picture of how the universe came into
being and how it evolves in time has come into
near-perfect focus: it seems as though, after
thousands o f years o f thought, we may be on the
cusp o f understanding the physical nature o f our
ultimate origin. Although correct in certain
respects, this sense o f understanding may not be as
founded as we might hope. We will critically
explore the theoretical motivation and
observational evidence that supports our modem
cosmological model. We will also discuss the
social and philosophical implications of
humanity’s attempts to understand and order the
cosmos.
1 credit.
Not offered 2014-2015.
PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted approach to
the question: “What are the connections between a
person’s gender, race, or class and their practice of
science?” The history o f 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.
Eligible for GSST credit.
1 credit.
Not offered 2014-2015.
PHYS 093. Directed Reading
This course provides an opportunity for an
individual student to do special study, with either
theoretical or experimental emphasis, in fields not
covered by the regular courses and seminars. The
student will present oral and written reports to the
instructor.
0.5,1, or 2 credits.
Each semester. Staff.
PHYS 094. Research Project
Initiative for a research project may come from the
student, or the work may involve collaboration
with ongoing faculty research. The student will
present a written and an oral report to the
department.
0.5,1, or 2 credits.
Each semester. Staff.

Physics and Astronomy
Physics Advanced Seminars
PHYS 111. Analytical Dynamics
Intermediate classical mechanics. Motion of a
particle in one, two, and three dimensions;
Kepler’s laws and planetary motion; phase space;
oscillatory motion; Lagrange equations and
variational principles; systems of particles;
collisions and cross sections; motion o f a rigid
body; Euler’s equations; rotating frames of
reference; small oscillations; normal modes; and
wave phenomena.
Prerequisites: PHYS 005,007,008, and 017.
1 credit.
Fall 2014. Grossman.
PHYS 112. Electrodynamics
Electricity and magnetism using vector calculus,
electric and magnetic fields, dielectric and
magnetic materials, electromagnetic induction,
Maxwell’s field equations in differential form,
displacement current, Poynting theorem and
electromagnetic waves, boundary-value problems,
radiation and four-vector formulation of
relativistic electrodynamics.
Co-requisite: PHYS 111.
1 credit.
Fall 2014. Brown.
PHYS 113. Quantum Theory
Postulates of quantum mechanics, operators,
eigenfunctions, and eigenvalues, function spaces
and hermitian operators; bra-ket notation,
superposition and observables, fermions and
bosons, time development, conservation theorems,
and parity; angular momentum, three-dimensional
systems, matrix mechanics and spin, coupled
angular momenta, time-independent and timedependent perturbation theory.
Prerequisites: PHYS 018, 111; PHYS 112 strongly
recommended.
1 credit.
Spring 2015.
PHYS 114. Statistical Physics
The statistical behavior of classical and quantum
systems; temperature and entropy; equations of
state; engines and refrigerators; statistical basis of
thermodynamics; microcanonical, canonical, and
grand canonical distributions; phase transitions;
statistics of bosons and fermions; black body
radiation; electronic and thermal properties of
quantum liquids and solids.
Prerequisites: PHYS 013, 111.
1 credit.
Spring 2015. Graves.
PHYS 115. Modern and Quantum Optics
A modem treatment o f matrix optics, interference,
polarization, diffraction, Fourier optics, coherence,
Gaussian beams, resonant cavities, optical

p. 375
instruments. The quantization o f the
electromagnectic field, single mode coherent and
quadrature squeezed states. The interaction o f light
with atoms using second quantization and dressed
states. Spontaneous emission.
Prerequisites: PHYS 015, 111, 112 (or
concurrently with instructor’s permission), and
113.
1 credit.
Not offered 2014-2015.
PHYS 130. General Relativity
Newton’s gravitational theory, special relativity,
linear field theory, gravitational waves,
measurement of space-time, Riemannian
geometry, geometrodynamics and Einstein’s
equations, the Schwarzschild solution, black holes
and gravitational collapse, and cosmology.
Prerequisites: PHYS 111 and 112.
1 credit.
Spring 2015. Smith.
PHYS 131. Particle Physics
A study o f the ultimate constituents o f 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 (may be taken
concurrently).
1 credit.
Not offered 2014-2015.
PHYS 135. Condensed Matter Physics
Crystal structure and diffraction, the reciprocal
lattice and Brillouin zones, lattice vibrations and
normal modes, phonon dispersion, Einstein and
Debye models for specific heat, free electrons and
the Fermi surface, electrons in periodic structures,
the Bloch Theorem, band structure, semiclassical
electron dynamics, semiconductors, magnetic and
optical properties of solids, and superconductivity.
Prerequisites: PHYS 113 and PHYS 114.
1 credit.
Not offered 2014-2015.
PHYS 138. Plasma Physics
An introduction to the principles o f plasma
physics. Treatment will include the kinetic
approach (orbits o f charged particles in electric
and magnetic fields, statistical mechanics of
charged particles) and the fluid approach (single
fluid magnetohydrodynamics, two fluid theory).
Topics may include transport processes in plasmas
(conductivity and diffusion), waves and
oscillations, controlled nuclear fusion, and plasma
astrophysics.
Prerequisite: PHYS 112.

Physics and Astronomy
1 credit.
Not offered 2014—2015.
PHYS 180. Honors Thesis
Theoretical or experiment work culminating in a
written honors thesis. Also includes an oral
presentation to the department. This course must
be completed by the end of, and is normally taken
in, the fall semester of the student’s final year.
1 or 2 credits.
Each semester. Staff.

Physics Laboratory Program
PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design of
experimental apparatus; shop practice; printed
circuit design and construction. This is a 0.5-credit
course open only to majors in physics,
astrophysics, or astronomy.
0.5 credit.
Fall 2014. Technical staff.
PHYS 081. Advanced Laboratory I
This is the first of a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the areas
of thermal and statistical physics, solid state,
atomic, plasma, nuclear, biophysics, condensed
matter physics, and advanced optics.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 082. Advanced Laboratory II
This is the second o f a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the areas
of thermal and statistical physics, solid state,
atomic, plasma, nuclear, biophysics, condensed
matter physics, and advanced optics. When both
PHYS 081 and 082 are taken, students will receive
credit for having completed a writing (W) course.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 083. Advanced Laboratory I and II
This course is designed to fulfill the physics major
advanced laboratory requirement for students who
have already had sufficient experience with digital
electronics (ENGR 072 or the equivalent).
Students will perform experiments chosen from
among the areas o f thermal and statistical physics,
solid state, atomic, plasma, nuclear, biophysics,
condensed matter physics, and advanced optics.

p. 376
Writing course.
0.5 credit.
Each semester. Staff.

Astronomy Courses
ASTR 001. Introductory Astronomy
The scientific investigation o f the universe by
observation and theory, including the basic notions
of physics as needed in astronomical applications.
Topics may include the appearance and motions of
the sky; history o f astronomy; astronomical
instruments and radiation; the sun and planets;
properties, structure, and evolution of stars; the
galaxy and extragalactic systems; the origin and
evolution of the universe; and prospects for life
beyond Earth. Includes six evening labs.
Natural sciences and engineering practicum.
1 credit.
Fall 2014. Jensen.
ASTR 006. Introductory Cosmology
A half-semester introductory course on
cosmology, with an emphasis on the basics of
standard Big Bang cosmology, its theoretical
framework, and its observational underpinnings.
Topics covered will include a qualitative treatment
of general relativity, a Newtonian derivation o f the
Friedmann equation and associated solutions for
model universes, the expansion of the Universe,
the cosmic microwave background, and big-bang
nucleosynthesis. We also will explore more recent
observational measurements of the properties of
dark matter and dark energy as well as the growth
of structure in the Universe. This course is
intended for first-year students who are
considering physics, astrophysics, or astronomy
majors but it is suitable for other students with
similar backgrounds and interests as well.
Prerequisites: Math 25 or equivalent being taken at
least concurrently; some classical physics, at least
at the high school level. No astronomy background
is presumed.
Second half of semester.
0.5 credit.
Not offered 2014—2015.
ASTR 016. Modern Astrophysics
This is a one-semester calculus- and physics-based
introduction to astrophysics as applied to stars, the
interstellar medium, galaxies, and the large-scale
structure o f the universe. The course includes four
evening laboratories and observing sessions.
Prerequisites: MATH 015 and 025, and some prior
work in calculus-based physics (which could
include high school physics). Recommended (but
not required) pre- or co-requisites are PHYS 013;
PHYS 015; and/or PHYS 007 or PHYS 003.
Interested students should consult with the
instructor.

Physics and Astronomy
1 credit.
Fall 2014. Cohen.
ASTR 061. Current Problems in Astronomy
and Astrophysics
Reading and discussion o f selected research papers
from the astronomical literature. Techniques of
journal reading, use of abstract services, and other
aids for the efficient maintenance o f awareness in
a technical field. May be repeated for credit.
Credit/No Credit only.
Prerequisite: ASTR 016.
0.5 credit.
Spring 2015. Cohen.
ASTR 093. Directed Reading
(See PHYS 093)
ASTR 094. Research Project
(See PHYS 094)

Astronomy Seminars
Students interested in upper-level work in
astronomy are encouraged to also consult
H averford’s course schedule, since the two
astronomy programs actively work to offer
complementary topics.
ASTR 121. Research Techniques in
Observational Astronomy
This course covers many o f the research tools used
by astronomers. These include instruments used to
observe at wavelengths across the electromagnetic
spectrum; techniques for photometry,
spectroscopy, and interferometry; various methods
by which images are processed and data are
analyzed; and use of online resources including
data archives and bibliographic databases.
Students will perform observational and data
analysis projects during the semester.
Prerequisite: PHYS 015; ASTR 016.
1 credit.
Not offered 2014-2015.
ASTR 123. Stellar Astrophysics
An overview o f physics o f the stars, both
atmospheres and interiors. Topics may include
hydrostatic and thermal equilibrium, radiative and
convective transfer nuclear energy generation,
degenerate matter, calculation o f stellar models,
interpretation o f spectra, stellar evolution, white
dwarfs and neutron stars, nucleosynthesis,
supemovae, and star formation.
Prerequisites: PHYS 013; ASTR 016. PHYS 017
and 018 recommended.
1 credit.
Not offered 2014-2015.
ASTR 125. Stars in the Interstellar Medium
An overview o f physics o f the stars with related
interstellar medium topics. Topics may include
hydrostatic and thermal equilibrium, energy

p. 377
transport, nuclear energy generation, degenerate
matter and compact objects, interpretation of
spectra, stellar evolution, nucleosynthesis, and transitioning to the interstellar medium topics supemovae, star formation, cooling mechanisms,
emission nebulae, absorption spectroscopy of
interstellar clouds, hydrodynamics and shock
waves, interstellar molecules, and dust.
Prerequisites: PHYS 013; ASTR 016. PHYS 017
and 018 recommended.
1 credit
Spring 2015. Cohen.
ASTR 126. The Interstellar Medium
Study o f the material between the stars and
radiative processes in space, including both
observational and theoretical perspectives on
heating and cooling mechanisms, physics of
interstellar dust, chemistry o f interstellar
molecules, magnetic fields, emission nebulae,
hydrodynamics and shock waves, supernova
remnants, star-forming regions, the multiphase
picture of the interstellar medium.
Prerequisites: PHYS 013; ASTR 016. PHYS 017
and 018 recommended.
1 credit.
Not offered 2014-2015.
ASTR 129. Cosmology
Cosmology is the study o f the overall structure,
history, and future evolution o f the universe. This
seminar will cover the following topics: the
distance ladder; Hubble’s law; Einstein’s general
theory of relativity; Friedmann models of the
Universe; high-redshift supemovae; the cosmic
microwave background; dark matter and dark
energy; the early universe including big bang
nucleosynthesis and inflation; the age o f the
universe and the “Cosmic Concordance.”
Prerequisites: ASTR 016, or PHYS 13 and PHYS
17.
1 credit.
Fall 2014. Cohen.
ASTR 180. Honors Thesis
(See PHYS 180)
1 or 2 credits.
Each semester. Staff.

Political Science

p. 378

JAMES R. KURTH, Professor Emeritus
CAROL NACKENOFF, Professor and Acting Chair
KENNETH E. SHARPE, Professor
RICHARD VALELLY, Professor
TYRENE WHITE, Professor1
GIOVANNA DI CHIRO, Lang Visiting Professor for Issues o f Social Change
BENJAMIN BERGER, Associate Professor
CYNTHIA HALPERN, Associate Professor12
KEITH REEVES, Associate Professor3
DOMINIC TIERNEY, Associate Professor
AYSE KAYA, Assistant Professor
SHERVIN MALEKZADEH, Assistant Professor
KATHERINE S. JAVIAN, Visiting Assistant Professor
ADNAN A. NASEEMULLAH, Visiting Assistant Professor
GINA INGIOSI, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant
1Absent on leave, fall 2014.
2Absent on leave, spring 2015.
3 Absent on leave, 2014-2015.

The Academic Program
To graduate with the major in political science, a
student must complete the equivalent o f at least
eight courses in the department, plus 0.5 credit
requirement for completing the senior
comprehensive exercise. At least five o f these
eight courses must be taken at Swarthmore,
including all of the distribution requirements (see
below), and two introductory level courses (POLS
001, 002,003, 004, 010) must be completed at
Swarthmore before acceptance as a major.
Introductory level courses will count as
distribution requirements with the exception of
POLS 001, which only satisfies the theory
requirement for honors minors and special majors.
Distribution of courses within the
department
Political science majors are required to take one
course or seminar in each of the three subfield
areas: 1) American politics; 2) comparative or
international politics; and 3) political theory.
Courses in American politics include:
Environmental Politics, Constitutional Law,
American Elections, Lesbians and Gays in
American Politics, Political Parties and Elections,
Congress and the American Political System,
Polling, Public Opinion and Public Policy, Politics
of Voting Rights, U.S. Presidency, Race and
American Development, Urban Underclass,
Democratic Theory and Practice (POLS 019),
Politics of Punishment, and others.
Courses in comparative and international politics
include: Latin American Politics, China and the
World, Defense Policy, American Foreign Policy,
The Causes of War, Globalization, International
Political Economy, and others.
Courses in political theory include: Practical
Wisdom, Ancient Political Theory, Modem

Political Theory, Democratic Theory and Practice
(POLS 019), Ethics and Public Policy, and others.
Political theory requirement
At least one course in ancient or modem political
theory is required o f all majors. This requirement
can be met by enrollment in either one course or
one honors seminar, listed below. It is strongly
recommended that all majors complete this
requirement no later than their junior year.
Eligible courses are:
POLS O il. Ancient Political Theory
POLS 012. Modem Political Theory
POLS 100. Ancient Political Theory
POLS 101. Modem Political Theory
There are many other political theory courses
taught in the department. However, only ancient or
modem political theory, either the course or the
seminar, actually count as fulfilling the political
theory requirement. Courses taken abroad or
outside o f Swarthmore are not considered the
equivalent o f these courses. This requirement must
be met at Swarthmore, in the Political Science
Department.
Lotteries
Sometimes courses have to be lotteried. If a
student is lotteried for a course one semester, their
name will go on a list and they will not be lotteried
for that same course the next semester that the
course is offered.

Course Major
1. Course prerequisites. Students must have
completed two introductory courses at Swarthmore
(POLS 001,002,003,004,010) by the end o f their
first semester o f sophomore year. This is the
prerequisite for further work in the department and

Political Science
acceptance into the major. Majors will be deferred
from acceptance into the department until both
intros are completed. Only one intro can be a firstyear seminar.
2. Grade requirements. We consider student
applications to join the department individually,
taking into account each student’s background and
college performance to date. Normally, the
following expectations apply:
a. For acceptance as a course major, the
department expects performance at the C
level in all college courses and at the C+
level in courses in political science
(including courses graded Credit/No Credit).
b. For acceptance as a double major, the
department expects performance at the 3.0
level in all college courses and at the B+
level in courses in political science
(including courses graded Credit/No Credit).
3. Prerequisites fo r individual courses. Students
should note that certain courses and seminars have
specific prerequisites.
4. The senior comprehensive requirement. To
graduate from Swarthmore, all majors in the
Course Program need to fulfill the senior
comprehensive requirement in the Political
Science Department. This can be done in one of
two ways. The preferred option is POLS 092: the
Senior Comprehensive Exam, which is a 0.5 credit
graded exercise. Working with a faculty adviser,
students will produce a short paper in the spring
semester of their senior year, which connects work
they have done in two different sub-fields of
political science (political theory, American
politics, comparative politics, and international
relations). Students will then present their work at
a department conference. Option two, POLS 095 is
a one-credit graded written thesis, which may be
chosen by students who meet the eligibility
requirements and get the approval of a faculty
adviser and the chair. All junior and senior course
majors (unless abroad) are required to attend the
department senior comprehensive exercise
conference in March.
5. Recommended courses in other departments.
Supporting courses strongly recommended for all
majors are Statistical Thinking or Statistical
Methods (STAT 001 or 011) and Introduction to
Economics (ECON 001).

Honors Major
1. Political science honors majors must meet all
current distributional requirements for majors,
including the political theory requirement,
preferably with the honors versions o f ancient or
modem political theory.
2. They must have a minimum of ten credits inside
the Political Science Department.
3. Six o f these credits will be met with three (3)
two-unit honors preparations which will help

p. 379
prepare honors majors for outside examinations,
both written and oral. These two-unit preparations
will normally be either a two-credit honors
seminar or a “course-plus” option.
O f these three (3) two-unit preparations, no more
than two may be in a single field in the
department, and no more than one may be a
course-plus option.
The “course-plus” option will normally consist of
two one-unit courses that have been designated to
count as an honors preparation, or in some cases a
one-unit course and a one-unit seminar that have
been so designated. It is up to the student to
arrange a course-plus option with a specific faculty
member and to have this approved by the chair.
4. To fulfill the senior honors study requirement,
students will revise a paper written for one o f their
department seminars. This paper will be submitted
to the appropriate external examiner as part o f the
honors evaluation process.
5. To be accepted into the Honors Program
students should normally have at least an average
o f 3.5 inside and 3.2 outside the department, and
should have given evidence to the departmental
faculty o f their ability to work independently and
constructively in a seminar setting. Seminars will
normally be limited to eight students and
admission priority will go to honors majors, first
seniors and then juniors, including special majors.
6. Honors majors are strongly encouraged to
attend the department senior comprehensive
exercise conference in March.
Admission to Seminars
Placement in honors seminars is normally limited
to honors students. Occasionally, there is room in
a seminar for highly qualified non-honors students,
but this is rare and at the discretion o f the teacher.
Honors seminars in the Political Science
Department are normally full. Students should
request placement in scheduled honors seminars
by including the seminar in the Sophomore Plan or
by including it in the application for participation
in the Honors Program. All honors students in the
department must get the approval o f the Chair of
the department for their Honors Program by
meeting with the chair. The department maintains
priority lists for enrollment in every seminar we
anticipate offering in the next two academic years.
We add the names of qualified students to these
lists in the order their requests for seminar
placement are received, with honors majors always
receiving priority over non-honors majors.
Seniors, including special majors, are given
priority over juniors and non-honors majors. If a
seminar is full, the names of students who wish to
be placed in that seminar are added to a waiting
list.
To be fair to everyone, we ask each student not to
request placement in more than two seminars in
any one semester. In addition, there is an overall

Political Science
limit of three seminars for majors and one seminar
for others.
We make every effort to offer the seminars we
announce. But inclusion on a priority list is not a
guarantee that the seminar will be offered, or that
you will get in. Sometimes seminars are lotteried.
It is best to discuss your participation in a seminar
with the faculty member who is teaching it.

Honors Minor
1. Honors minors in political science will be
required to have at least five credits in political
science. Among these credits there must be one
introductory course, one course in political theory,
and a course in one other subfield. The political
theory requirement can be met by enrolling in one
of the following: Introduction to Political Theory
(POLS 001), Ancient Political Theory (POLS
Oil), Modem Political Theory (POLS 012),
Ancient Political Theory (POLS 100), Modem
Political Theory (POLS 101). Only honors minors
are allowed to count POLS 001, Introduction to
Political Theory, for fulfillment of their theory
requirement. This also means that honors minors
can satisfy both the introductory course
requirement and the theory requirement by taking
POLS 001.
2. Minors must also take one (1) of the two-unit
honors preparations offered by the department.

Honors Exams
The honors exams will normally consist of a three
hour written exam in each of the student’s
seminars, and an oral exam in each seminar,
conducted by an external honors examiner.

Special Major
All special majors must have a designated faculty
adviser and consult with the chair to receive
approval for the proposed program. Within that
approved program, six credits must be taken in the
department and the distribution requirements must
be met (see Distribution of Courses within the
department section. Please note that POLS 001
Introduction to Political Theory normally satisfies
the theory requirement for special majors.) All
special majors are required to participate in the
department’s Senior Comprehensive exercise.

Application for the Honors or
Course Major
All applicants to the major are required to have
completed two introductory courses before
applying to the major or their application will be
deferred.

Application for the Honors Minor
All applicants to the minor are required to have
completed one introductory course before applying
to the minor or their application will be deferred.

p. 380

Advanced Placement/lnternational
Baccalaureate Credit
No more than one Advanced Placement credit will
be accepted for course credit.

Transfer Credit
Transfer credit is offered on the same basis as
study abroad credit. Students taking classes
elsewhere should consult the chair in advance on
the amount of credit likely to be available. As with
study abroad, students should retain all written
assignments and present copies to the chair for
assessment.

Off-Campus Study
The department supports student interest in study
abroad. Students are reminded that no more than
three of their eight credits (ten credits if in the
Honors Program) may be taken outside the
Swarthmore department. Expectations about offcampus study should be incorporated in the
Sophomore Plan. Students planning to study
abroad should consult the chair and obtain
approval prior to making final course selection.
Any change in course selection must ultimately be
approved as well. Upon return from a study abroad
program, political science syllabi, papers, and
other course materials should be submitted to the
chair, or faculty member designated by the chair,
for credit evaluation. Pre-estimated credits do not
guarantee any particular transfer of credit. The
actual transfer of credit depends on the assessment
of work done abroad by the department.

The Engaging Democracy Project
The Engaging Democracy Project incorporates
academic theory and political practice to promote
a richer understanding of American democracy. As
program director, Professor Ben Berger practices
“community-based learning” (or CBL) techniques
to involve students with local communities; works
with other professors offering CBL courses
(including the political science department’s Keith
Reeves) to share resources and expertise and to
improve pedagogy; and works with student groups
to bring a wide range o f speakers and activists to
the Swarthmore campus.

Courses
POLS 001. Political Theory
This course is an introduction to political theory
by way o f an introduction to some of its most
important themes, problems, and texts. It seeks to
elicit an understanding o f theory as a way of
thinking about the world; theory as related to
political practices and institutions; and theory as a
form of politics. We will look at three central
issues of politics— 1) Justice; 2) Freedom; 3)
Power, Knowledge and Values—over the course
of the semester. The course proceeds topically as

Political Science
well as chronologically, and we will return to
certain primary classic theory texts more than
once. Primary texts will include Plato, Aristotle,
Hobbes, Locke, Mill, Marx and Foucault, as well
as texts that present a contemporary perspective on
each issue.
Writing course.
1 credit.
Fall 2014. Sharpe.
This course examines a range o f arguments about
the principles o f justice—including rights, duties,
utility, individual dignity, equality, and
autonomy— that should govern our everyday
behavior and our political experience. Authors
include canonical theorists such as Plato,
Xenophon, Kant, Bentham, Mill, Marx and
Nietzsche, as well as more recent theorists such as
Nozick, Rawls, Sandel and Nussbaum. Students
will draw upon five modem movies (Scarface,
Crimes & Misdemeanors, M inority Report, It's a
Wonderful Life, and Casablanca) as a means o f
grounding the questions in a contemporary
sensibility.
Writing course.
1 credit.
Fall 2014. Halpem.
POLS 002. American Politics
How do American institutions and political
processes work? To what extent do they produce
democratic, egalitarian, or rational outcomes? The
course examines the exercise and distribution of
political power. Topics include presidential
leadership and elections; legislative politics; the
role o f the Supreme Court; federalism; parties,
interest groups, and movements; public policy; the
politics o f class, race, and gender; voting; mass
media; and public discontent with government.
1 credit.
Fall 2014. Nackenoff. Writing course. Fall 2014
and spring 2015. Javian (these sections are not
Writing courses).
POLS 003. Introduction to Comparative
Political Systems
Why did more than a century o f democracy in
Chile collapse violently into one o f the most
durable military regimes of the 20th century?
What might a comparative examination o f the
Egyptian Arab Spring and the Indian
decolonization movement teach us about the
promises and conceptual limitations of
revolutionary action? Is the United States
“exceptional” in its politics, or is it a pale rival to
the “post-national” project of the EU? This course
asks students to push against conventional
wisdom, the “obvious” and “permanent” truths of
political and social life, to seek falsifiable, testable
explanations for the anomalies, gaps, and
mysteries in the domestic politics of states and
countries. Lectures, essays, and classroom debates

p. 381
will return over and over again to the following
questions: What constitutes legitimate authority,
and how is it reproduced? We will seek out
answers by exploring how states, regimes, and
governments in Europe, Asia, Africa, South
America, and the Middle East conciliate difference
and change, violently and non-violently, in
relation to their respective societies.
1 credit.
Fall 2014 and spring 2015. Malekzadeh.
POLS 004. International Politics
In this course, we will explore the fimdamental
concepts o f the field o f international relations.
Students will learn the basic facts about
international conflict, the international economy,
international law, development, and the world
environment, among other things. Furthermore, we
will study the fundamental theoretical concepts
and theories of international relations. Using these
theories, students will be able to sort through
arguments about various topics in international.
relations and make judgment calls for yourself.
Finally, students will learn how these concepts
have evolved over time and how we can use them
to hypothesize what lies ahead for international
relations.
1 credit.
Fall 2014. Tierney. Spring 2015. Kaya.
POLS 010. First-Year Seminar: Reason,
Power, and Happiness
This seminar will look at what classical theorists—
particularly Plato, Aristotle, and Hobbes—can
teach us about the relationship between reason,
power, and happiness. Among the questions we
will explore are the following: What, if anything,
is the difference between happiness and pleasure?
Do we need to be powerful in order to be happy,
and, if so, what kind o f power do we need? What
do we mean by reason? Is it a neutral capacity—
silent about ends or values? Is it simply a tool to
help us find the best means to our ends, to break
down complex problems into understandable
parts? Or is reason always the servant of powerful
interests (our own or those o f others) and thus
inevitably a tool o f the powerful to manipulate the
weak? In this sense, are policy analysts, skilled at
using reason to do cost-benefit calculations,
simply hired guns, serving the interest o f the
powerful? Or is reason actually an integral part of
the daily moral choices we make, as Aristotle
argued when he wrote about practical wisdom
(phronesisfl
1 credit.
Not offered 2014-2015.
POLS 010C. First-Year Seminar: Mass
Media, Politics, and Public Policy
This seminar will explore important conceptual,
empirical, normative, and public policy questions
surrounding media institutions as they wrestle with

Political Science
new and increasingly controversial challenges
created by the Internet’s new technologies such as
Web-based communities o f like-minded
individuals. Moreover, we will critically examine
the important and intricate role of public opinion,
such that we might gain a finer appreciation of
media influences on the workings of contemporary
American government. Finally, we conclude with
an examination o f the economic, demographic,
political, and technological forces that are
propelling the present transformations surrounding
mass media institutions—and ascertain their
implications for American electoral politics and
governance.
1 credit.
Not offered 2014-2015.
POLS 01 OF. First-Year Seminar: When
Disaster Strikes
When a natural or man-made disaster strikes, what
are the political repercussions? Using a variety of
cases from a different historical periods, different
regions of the world, different levels of politics
(national, regional, and local), this course will
examine both the causes and consequences of
disaster. How does the trauma of disaster influence
political processes, institutions, and leaders? Is the
impact fleeting or enduring? A different case will
be examined each week. In the final weeks of the
semester, the class will choose several cases of
interest to them that we will then investigate
together.
1 credit.
Spring 2015. White.
POLS 01 OH. First-Year Seminar: Disaster
This seminar will use a combination o f reading
materials and video footage to explore the links
between politics and major disasters around the
world. Looking at a series o f major disasters in
different parts o f the world, and at different
historical moments, we will examine both the
origins and outcomes o f these events, and the role
of political forces, actors, or institutions in the
causes or the aftermath o f these events. We will
also consider the extent to which any political
lessons were learned from the events, and whether
they were the right lessons. Both natural and man­
made disasters will be examined.
1 credit.
Not offered 2014-2015.
POLS 011. Ancient Political Theory:
Pagans, Jews, and Christians
This course covers the two great traditions that
feed into the Modem Age. We begin with the
Greeks, with tragedy and philosophy. We read
Nietzsche’s The Birth o f Tragedy, Sohocles, Plato,
and Aristotle. We contrast Greek philosophy with
the biblical traditions that gave us history and
salvation. We read from the Hebrew Bible,
Genesis, Exodus, and the great prophets of the

p. 382
exile, the New Testament, and the Gnostic Gospels
and culminate in the grand transformation o f both
traditions into one foundation with Augustine’s
City o f God.
1 credit.
Fall 2014. Halpem.
POLS 012. Introduction to Modern Political
Thought
This course introduces some o f the major concepts
and themes of modem political thought through a
close reading o f texts from the 16th to the early
20th century. The starting point o f the course is
Machiavelli’s novel “science” o f statecraft, which
identified the state as the focal point of political
activity, and announced that a good politician must
be prepared to act immorally, or even love his city
more than his soul. In other words, we begin with
the thought of politics as a distinct sphere of
activity, centered around the state, and separable
from other spheres such as morality and religion.
The problem o f the modem state and the
relationship of the political to other domains of life
will guide our exploration o f the fundamental
concepts and debates of modem political thought.
Other themes we will discuss include secularism
and toleration, absolutist and popular sovereignty,
constitutionalism and individual rights, theories of
war and colonialism, and the relationship between
social and political forms of domination. Authors
include Niccolo Machiavelli, Thomas Hobbes,
John Locke, Jean-Jacques Rousseau, Immanuel
Kant, Alexis de Tocqueville, John Stuart Mill,
Mary Wollstonecraft, Karl Marx, Max Weber and
W.E.B. Dubois.
1 credit.
Spring 2015. Berger.
POLS 013. Political Psychology and Moral
Engagement
This course combines readings from the fields of
political psychology, social psychology and
political theory for the purposes o f understanding
ourselves as citizens and moral agents. Students
will canvas theories as well as empirical studies
that describe the processes o f political and moral
decision-making. We will also ask whether the
same processes that usually lead to normal
political and moral decision-making might
occasionally produce disastrous consequences, and
we will investigate means of avoiding the worst
outcomes.
1 credit.
Not offered 2014—2015.
POLS 015. Ethics and Public Policy
This course will examine the nature and validity of
ethical arguments about moral and political issues
in public policy. Specific topics and cases will
include ethics and politics, violence and war,
public deception, privacy, discrimination and
affirmative action, environmental risk, health care,

Political Science
education, abortion, surrogate motherhood, world
hunger, and the responsibilities of public officials.
Eligible for PPOL credit.
1 credit.
Not offered 2014-2015.
POLS 018. Race and American Political
Development
The struggle against slavery, Civil War,
emancipation, Reconstruction, resistance to black
disenfranchisement and Jim Crow, the Great
Migration, the civil rights movements o f the
1950s, 1960s, and 1970s, the quest for the Civil
Rights Act of 1964 and the Voting Rights Act of
1965, the election of President Barack Obama —
this short list suggests how consequential AfricanAmericans and their white allies—and their
opponents—-have been in shaping American
political thought, associations and groups, national
government, Congress, the Constitution and the
Supreme Court, federalism, and public policy.
Course is historical—and often comparative—in
how it traces the continuously racialized nature of
American politics.
1 credit.
Spring 2015. Valelly.
POLS 019. Democratic Theory and
Practice
What is democracy, and what does it require?
Widespread political participation? Social
connectedness? Economic equality? Civic virtue?
Excellent education? How well does the
contemporary U.S. meet those ideal standards?
POLS 019 students read classic and recent texts in
normative political theory and empirical political
science—addressing what democracy should do
and how well the U.S. is doing it augmented by a
participatory component that requires several
hows per week outside o f class. Students engage
with civic leaders and activists in the strikingly
different communities of Swarthmore and Chester,
and participate in a variety o f community projects.
The goal is to understand better the ways in which
social, economic, educational and political
resources can affect how citizens experience
democracy.
1 credit.
Fall 2014. Berger.
POLS 020. Public Opinion and American
Democracy
How do individuals form political opinions? How
do those opinions affect American democracy?
This course examines political attitude formation
and the aggregation o f these attitudes to form what
we call “public opinion.” The course covers
individual level attitude formation, sampling and
survey methodology, macro-level opinion and
topics related to macro-level opinion including
democratic values and policy representation.
Students will become familiar with democratic

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theory and the role that the public plays in
democratic theory. Readings will cover cuttingedge social science research as well as the classics
of public opinion and political behavior. Using
social scientific research methods, students will
research public opinion on a particular issue over
time.
1 credit.
Spring 2015. Javian.
POLS 021. American Political Parties and
Elections
Considers how national parties organize
presidential and congressional elections. Topics
may include parties in democratic theory,
presidential candidacies, presidential party­
building, presidential campaigns during the
general presidential election, presidential
mandates, why parties remain persistently
competitive, party polarization and income
inequality, the development of partisan bases, and
issue evolution and coalition maintenance in party
politics. Prior course work in American politics
not required but is helpful for comprehension.
1 credit.
Not offered 2014—2015.
POLS 022. American Elections: Ritual,
Myth, and Substance
An examination of the role o f policy issues,
candidates images, campaign advertisements,
media, polling, marketing, and political parties in
the American electoral process. We will consider
the role o f race, gender, class, and other variables
in voting behavior and look for evidence
concerning the increasing polarization of
American politics. We will examine the impact of
recent laws and practices that seek to encourage or
depress voting in the aftermath of the 2008
election, and will explore the impact of felony
disenfranchisement. What are some o f the most
important recent changes affecting American
electoral politics? Historical trends will provide
the basis for analyzing upcoming elections. Do
elections matter, and, if so, how?
1 credit.
Not offered 2014-2015.
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 o f powers, federalism, presidential
powers and war powers, and interpreting the equal
protection and due process clauses as they bear on
race and gender equality. Judicial review, judicial
activism and restraint, and theories of
constitutional interpretation will be explored.
1 credit.
Not offered 2014-2015.

Political Science
POLS 029. Polling, Public Opinion, and
Public Policy
Public opinion polling has become an essential
tool in election campaigning, public policy
decision making, and media reporting of poll
results. As such, this course focuses on helping
students interested in these areas learn the
fundamental skills required to design, empirically
analyze, use, and critically interpret surveys
measuring public opinion. Because the course
emphasizes the application of polling data about
public policy issues and the political process, we
will examine the following topics: abortion,
affirmative action, September 11th, the 2008 and
2012 presidential elections and presidential
leadership.
Prerequisite: POLS 002 or permission of the
instructor.
Eligible for PPOL credit.
1 credit.
Not offered 2014-2015.
POLS 032. Gender, Politics, and Policy in
America
Gender issues in contemporary American politics,
policy, and law. Policy issues include the
feminization o f poverty, employment
discrimination, pornography, surrogate parentage,
privacy rights and sexual practices, workplace
hazards, and fetal protection.
1 credit.
Not offered 2014-2015.
POLS 037. Introduction to GIS for Social
and Environmental Analysis
This course is designed to introduce the
foundations o f GIS with emphasis on applications
for social and environmental analysis. It deals with
basic principles o f GIS and its use in spatial
analysis and information management. Students
learn not only the theory and concepts of GIS but
also how to use GIS software, ArcGISlO, with
hands-on activities based on real world data sets.
Students will learn to work with a variety of
spatial databases including data sets pertaining to
land use/land cover, parcel records, census
demographics, environmental issues, water,
transportation, local government, community
development, and businesses. Technical topics to
be covered include finding and understanding
sources of information for spatial databases,
integration of data from a variety o f sources,
database structure and design issues, spatial
analysis capabilities, data quality and data
documentation. Ultimately, students will design
and carry out research projects on topics o f their
own choosing.
1 credit.
Fall 2014. Staff.

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POLS 038. Public Service, Community
Organizing, and Social Change
Through community-based learning, this seminar
explores democratic citizenship in a multicultural
society. Semester-long public service and
community organizing internships, dialogue with
local activists, and popular education pedagogy
allow students to integrate reflection and
experience.
1 credit.
Not offered 2014-2015.
POLS 040. The Politics of Voting Rights
The right to vote and who has it have been
politically constructed and contested since the
early 19th century. The course considers why and
how this politics has taken so many different
forms over the course o f American political
development, with particular attention to the
strange career of African-American voting rights
and their party systemic and policy impact, female
suffrage, the demobilization of the working class
early in the 20th century and its remobilization
during the New Deal, the late development of
protections for Native American, Latino, and
Asian-American voters, and current struggles over
election administration and voter qualifications.
1 credit.
Fall 2014. Valelly.
POLS 042. Congress in the American
Political System
Institutional evolution since the 19th century, the
rise of the congressional career, participation in
congressional politics by members o f Congress
themselves, parties in Congress, and House-Senate
differences are the primary topics. Other issues
may include the committee system, how
congressional elections shape the institution,
lobbying and interest groups in congressional
process and politics, congressional influence on
the bureaucracy, presidential influence on the
legislative process, congressional interaction with
the federal judiciary, the relative difficulty of
conceptualizing and measuring representation, and
deficit politics. Prior course work in or detailed
knowledge o f American politics is required.
1 credit.
Not offered 2014-2015.
POLS 043. Environmental Policy and
Politics
Topics in environmental politics, policy, and law.
In the United States, we focus on national
regulation and proposals for more flexible
responses to achieve environmental goals;
environmental movements and environmental
justice; the role of science in democratic policy­
making; courts and the impact o f federalism, the
commerce clause, and rights on regulation. The
course also considers the role and efficacy of
supranational institutions and NGOs and

Political Science
controversies between more and less developed
nations. Topics include most of the following: air
and water pollution, common-pool resource
problems, toxic and radioactive waste, sustainable
development, food, natural resource management,
wilderness, environmental racism, effects of
climate change.
Eligible for ENVS credit.
1 credit.
Not offered 2014-2015.
POLS 043B. Environmental Justice:
Theory and Action
Examines historical, political, and activist roots of
the field of environmental justice. Using
interdisciplinary approaches from political
ecology, environmental science, history,
geography, cultural studies, and social movement
theory, we analyze diverse environmental justice
struggles and community activism in
contemporary environmental issues such as: air
quality and health, toxic contamination and
reproductive issues, sustainable agriculture and
food security, fossil energy—coal, oil, hydro­
fracking—and livelihoods, climate change and
climate justice. Course incorporates a communitybased learning component.
1 credit.
Fall 2014. Di Chiro.
POLS 046. Lesbians and Gays in American
Politics
Considers the struggle for gay rights historically,
treating the political and social construction of
homophobic stigma over the course o f the 20th
century, the early struggle to build a movement,
the iconic role o f the Stonewall Rebellion, and the
expansion of gay rights activism during and after
the 1970s. Why and how gay rights became
identified with same-sex marriage and equal
military service are considered in some detail. We
also treat the roles o f the Supreme Court the two
political parties, the presidency, Congress, public
opinion and federalism in shaping the quest for
equality.
1 credit.
Fall 2014. Valelly.
POLS 047. Democracy, Autocracy, and
Regime Change
Why do some dictatorships fall, while others
survive? Why are some democracies successful
and vibrant, while other democracies struggle to
survive? This class will introduce students to the
study o f political regimes and the core concepts of
democracy, autocracy, and the politics and
processes of regime change. We will explore the
ideal types of democracy and dictatorship, and
learn about the many factors that contribute to
regime stability, and why some regimes become so
unstable that they can be swept away. Finally, we
will examine various types of regime changes,

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from the early waves of democratization to the
recent events of the Arab Spring.
Eligible for PEAC credit.
1 credit.
Not offered 2014-2015.
POLS 048. The Politics of Population
The role of population and demographic trends in
local, national, and global politics will be
examined. Topics include the relationship between
population and development, causes o f fertility
decline, the impact and ethics of global and
national family planning programs, and
contemporary issues such as population aging and
the AIDS pandemic.
Eligible for ENVS or PPOL credit.
1 credit.
Not offered 2014-2015
POLS 049. The U.S. Presidency
The presidency is widely considered an
enormously powerful office, but political scientists
have instead been struck by how difficult and
relatively impotent the office actually is. The
course explores this contradiction and clarifies
exactly how, why, and when presidents have been
influential. Other topics may include whether and
how presidents control the presidency and the
executive branch, veto bargaining with and
influence on Congress, presidential influence on
the macroeconomy, presidential influence on the
Supreme Court and the federal judiciary, the
politics o f executive orders, presidential
acquisition of the war power, and the development
of the national security state and its implications
for political democracy.
1 credit.
Not offered 2013-2014.
POLS 050. The Politics of India and
Pakistan
This course explores the origins, historical
trajectories and contemporary political and social
dynamics of India and Pakistan. We will discuss
Partition in 1947 and the making of the two
countries, as well as evolving ideas of citizenship
and national belonging in the two countries. We
will then investigate the transformations o f Indian
democracy and the rise and fall o f dictatorship in
Pakistan. We will examine issues of contemporary
relevance in the two countries, such as the role of
religion and ethnicity in national polities and
public life.
1 credit.
Fall 2014. Naseemullah
POLS 055. China and the World
Examines the rise of China in the late 20th and
early 21st centuries. Topics include China’s
reform and development strategy, the social and
political consequences o f reform, the prospects for
regime liberalization and democratization, and

Political Science

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patterns o f governance. The course will also
examine patterns of political resistance and
China’s changing role in regional and global
affairs.
Eligible for ASIA or PPOL credit.
1 credit.
Not offered 2014-2015.

the international system, public opinion, and the
media; and a discussion o f the major policy issues
in contemporary U.S. foreign policy, including
terrorism, civil wars, and economic policy.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Not offered 2014—2015.

POLS 056. Patterns of Asian Development
Patterns o f political, social, and economic
development in Asia will be traced, with special
focus on China, Japan, North and South Korea,
Taiwan, Vietnam, and India. Topics include the
role of authoritarianism and democracy in the
development processes, the legacies of colonialism
and revolution and their influences on
contemporary politics, sources of state strength or
weakness, nationalism and ethnic conflict, gender
and politics, and patterns o f political resistance.
Eligible for ASIA or PPOL credit.
1 credit,
Not offered 2014-2015.

POLS 063. Who’s the Boss? Identity,
Ideology, and Power
Why do we obey? How do we learn the rules that
govern our daily lives? This course explores
efforts by modem states to regulate social and
political behavior through the inculcation
of national identity and ideology, and the ways in
which ordinary citizens interpret, misinterpret,
negotiate, ignore, internalize, and resist those
efforts. The course focuses on non-coercive, non­
violent forms of power, and pays special attention
to the ways in which the application of state power
facilitates both the domination and emancipation
of ordinary members o f society.
1 credit.
Not offered 2014-2015.

POLS 057. Latin American Politics
A comparative study o f the political economy of
Mexico, Chile, Guatemala, Nicaragua, Colombia,
and Cuba. Topics include the tensions between
representative democracy, popular democracy, and
market economies; the conditions for democracy
and authoritarianism; the sources and impact of
revolution; the political impact of neo-liberal
economic policies and the economic impact of
state intervention; and the role o f the United States
in the region.
Eligible for LASC credit.
1 credit
Spring 2015. Sharpe.
POLS 058. Contemporary Chinese Politics
Just how strong is China? Is it on the path to great
power status? This course considers those
questions by examining the rise of China in recent
decades, along with the political, economic and
social backdrop to this historic development.
Topics will include China’s political and economic
development, urban and rural unrest, regionalism
and nationalism, music and the arts as forms of
political expression, environmental politics, law,
justice, and human rights, and the role of the
military in Chinese politics. Literature, music,
online media and video chat with experts will
supplement traditional written materials.
1 credit.
Not offered 2014-2015.
POLS 061. American Foreign Policy
This course analyzes the formation and conduct of
foreign policy in the United States. The course
combines three elements: a study o f the history of
American foreign relations since 1865; an analysis
of the causes o f American foreign policy such as

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 o f Sept. 11 and its aftermath on
regional and cross-Pacific relationships, the
significance of growing Chinese power, tensions
on the Korean peninsula and between China and
Taiwan, and the impact of globalization on crossPacific interactions.
Eligible for AISA credit.
1 credit.
Not offered 2014-2015.
POLS 065. Chinese Foreign Policy
How does China view the world, and its place in
the world? How do issues of regional and global
concern look from the vantage point of Beijing,
and how do they shape Chinese views and
policies? As China rises in global influence and
strength, how will it exercise its newfound power?
The course will focus on these questions, as well
as a number of contemporary issues in Chinese
foreign policy, including U.S.-China relations, the
China-Taiwan conflict, China’s foreign economic
policy, and its evolving defense posture and
capabilities.
Eligible for ASIA credit
1 credit.
Not offered 2014-2015.

Political Science
POLS 067. Great Power Rivalry in the 21st
Century
Since the end of the great rivalry that marked the
bipolar Cold War, commentators have debated
whether we live in a unipolar or multipolar world.
Celebrations, condemnations, as well as obituaries
o f U.S. hegemony have repeatedly been written.
At the same time, nuclear weapons and the
economic interdependence have radically reduced
the prospects for war between great powers. Does
the U.S.A. stand as the sole great power? Is the
European Union simply an enormous market with
a soft spot for multilateralism, or does the
worldviews it puts forward and the international
relations it fosters rival the U.S. way? To what
extent does the Chinese agenda at multilateral
institutions conflict with that o f the U.S.A.’s and
the E.U.’s? In answering these questions and
others, some of the issues that the course addresses
are: changing meanings of “great power” and
“rivalry”; historical overview of rivalry; trade
disputes between the U.S.A., E.U., and China at
the World Trade Organization; relations between
these three powers at other international
institutions, particularly the United Nations and
the International Monetary Fund; foreign aid
policies of the U.S.A., the E.U., and China; the
implications o f the rise o f Brazil, Russia, and India
for world politics.
Prerequisite: POLS 004.
1 credit.
Spring 2015. Kaya.
POLS 069. Globalization: Politics,
Economics, Culture and the Environment
This course examines globalization along its
diverse but inter-related dimensions, including
economic, cultural, and political globalization.
Topics include: historical overview of
globalization; economic globalization and its
governance with a focus on the major international
organizations involved in the governance o f
international trade and financial flows, the World
Trade Organization, the World Bank, and the
International Monetary Fund; global inequality
and poverty; cultural globalization; political
globalization and the state; environmental
globalization; regional organizations, particularly
the EU; and prospects for global democracy. The
course will also examine topical issues, such as the
recent financial crisis.
1 credit.
Not offered 2014-2015.
POLS 070. Political Psychology
Examines the psychological dimensions of
politics. Topics include: the role o f perception and
cognition in different political contexts, from crisis
management to routine political decision-making;
the dynamic relationship between leaders and their
followers, including the impact o f charismatic
leaders and the psychology of group dynamics; the

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impact o f political beliefs and values on political
behavior, and the role o f ideology in the
mobilization of revolutionary movements; the
formation of group identity, and the forces that
provoke the breakdown o f cooperation and the
eruption o f violence between groups. Examples
used to illustrate these issues will be drawn from a
wide range of locations around the world and a
variety of historical eras.
1 credit.
Not offered 2014-2015.
POLS 070B. Politics of Punishment
The question o f why the United States has become
a vastly more punitive society—some 2.3 million
Americans are held in jails and prisons throughout
this country, at last count—is the subject of this
upper-level division seminar. The aim of the
seminar is to provide both a critical and in-depth
exploration of the interplay among American
electoral politics, public concerns regarding crime,
and criminal justice policy. Among the central
questions we will examine are: How is it that so
many Americans are either locked up behind bars
or under the supervision of the criminal justice
system? And where did the idea o f using “jails”
and “prisons” as instruments of social and crime
control come from? What explains the racial and
class differences in criminal behavior and
incarceration rates? What does it mean to be poor,
a person of color—and in “jail” or “prison?” How
and why does criminal justice policy in this
country have its roots in both the media culture
and political campaigns? And how might
“politics” underpin what is known as “felon
disenfranchisement” or “prison-based
gerrymandering?” What are the implications of
such political practices for broader questions of
racial, economic, and social justice? And
importantly, what are the prospects for reform of
America’s incarceration complex?
Eligible for BLST or PPOL credit.
1.5 credit. Enrollment only by permission o f the
instructor.
Not offered 2014-2015.
POLS 071. Applied Spatial Analysis with
GIS: Special Topics
This applied GIS course covers advanced topics in
spatial analysis and project development. The class
will complete a service project for a local
nonprofit and students will pursue applied
individual research on subjects o f their choosing.
Advanced GIS topics will include geocoding,
spatial interpolation, network analysis, and model
development and automation.
Eligible for ENVS credit.
1 credit.
Not offered 2014-2015.

Political Science
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 14th-Amendment
jurisprudence. Attention will also be given to
theories o f interpretation. Designed for students
who want to deepen their work in constitutional
law.
Prerequisites: POLS 024 and permission of the
instructor.
1 credit.
Not offered 2014-2015.
POLS 073. Comparative Politics: Special
Topics: Comparative Capitalism
A large proportion of all political conflict concerns
the relationship between states and economies
through regulation, management, and provision of
social services. This course explores comparative
political economy, or the study o f different ways
these questions have been resolved across the
world, with varying degrees of success and
stability. It complements courses such as
International Political Economy, regional
Comparative Politics courses, American Politics,
and Public Policy. It covers topics such as the
development and crisis of welfare states, the
organization of business-government relations, the
impact of globalization on domestic politics and
economic management, and the multiple
successive models of capitalism within advanced
industrial societies.
1 credit.
Not offered 2014-2015.
POLS 075. International Politics: Special
Topics: The Causes of War
The causes of war is arguably one o f the most
important issues in the field of international
politics. In each week of the course, a candidate
theory will be examined, and a specific war will be
analyzed in depth to test the validity o f the theory.
Topics will include revolution and war, capitalism
and war, misperception and war, and resource
scarcity and war. The course will conclude with a
discussion o f the future o f war, particularly the
likelihood of conflict among the great powers.
Prerequisite: POLS 004 or equivalent.
Eligible for PEAC credit.
1 credit.
Spring 2015. Tierney.
POLS 076. Violence and Development in
South Asia
This course explores the themes o f nationalist
development and political violence in South Asia.
In the years after independence, India, Pakistan
and Sri Lanka embarked on state-driven
industrialization, producing high rates of growth as
well as political conflicts arising from exclusion

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and inequality. The 1980s and 1990s saw both
market reforms in these countries and increasingly
violent conflict against the state, patterns that have
continued to this day. This course examines
whether there is indeed any theoretical link
between development and violence through the
study of economic development and insurgent
violence in India, Parkistan and Sri Lanka, as well
as the secondary cases of Bangladesh and Nepal.
1 credit.
Spring 2015. Naseemullah.
POLS 077. Practical Wisdom
What is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations,
education, work, community activities, and
political life? What is the relevance o f this
Aristotelian concept for the choices people make
in everyday life, and how does it contrast with
contemporary Kantian, utilitarian, and emotivist
theories of moral judgment and decision making?
What does psychology tell us about the experience
and character development necessary for practical
wisdom and moral reasoning? And how do
contemporary economic and political factors
influence the development of practical wisdom?
Prerequisites: Some background in philosophy or
political theory.
Enrollment is limited and by permission o f the
instructor. Applications available from department
office.
1 credit.
Spring 2015. Sharpe.
POLS 078. Iran, Islam, and the Last Great
Revolution
Described as the site o f the last great revolution of
the Modem Era, this course explores Iran’s recent
political history as the expression o f an “authentic”
modernity, conceived by Iranians and articulated
in local terms, both Islamic and pre-Islamic.
Rather than treat the postrevolutionary politics of
the Islamic Republic as a break with modernity or
“a force spinning Iran back thirteen centuries in
time,” the course examines continuities between
the policies of the current regime and more than
200 years of effort in Iran, stretching back to the
Qajar and Pahlavi monarchies, to reconcile
European (and later, North American) modernity
to Iranian culture and history. Special attention is
given to ideology and political Islam, nationalism,
the educational system, and the concepts of postIslamism and social non-movements, particularly
since the Green Movement and Arab Spring. The
course places Iranian encounters with modernity
into comparative perspective by looking at similar
processes taking place in countries like Egypt and
Turkey, and in Latin America.
1 credit.
Spring 2015. Malekzadeh.

Political Science
POLS 079B. Comparative Politics: Special
Topic Revolutions
Inspired by the recent events o f the Arab Spring,
this course is a theoretical and historical
examination of revolutions. We will study the
different definition, causes, and effects of
revolutions, as well as the distinction between
revolutions and other forms of social movements.
Students will be challenged to explain how we
know when a revolution is complete—what
happens after the storming of the palace?—as well
as the reasons why certain revolutions fail while
others succeed. Although the course considers a
broad scope of political uprisings, ranging from
the “colored revolutions” o f the post-Communist
to the Occupy Wall Street movement, special
attention will be paid to the French, Russian,
Mexican, Chinese, Cuban, and Iranian revolutions.
Eligible for PEAC credit.
1 credit.
Not offered 2014-2015.
POLS 082. Schooled to Obey, Learning to
Protest: The Politics of Schooling in Latin
America and the Middle East
This course looks at the politics o f schooling in the
late-developing, occasionally post-revolutionary
countries of Latin American and the Middle East,
supplemented by casework on China and Russia.
The focus will be on the emancipatory and
disciplinary effects of schooling, produced by
modernizing states as they pursue developmental
dreams and nationalist imaginings. Schooled to
obey and to produce, many students and their
parents learned how to challenge the demands and
expectations of the educative state in order to
appropriate the public good of schooling for
private use.
1 credit.
Fall 2014. Malekzadeh.
POLS 087. Water Policies, Water Issues:
China and the U.S.
(Cross-listed as CHIN 087)
Access to fresh water is an acute issue for the 21st
century, and yet civilizations have designed a wide
range o f inventive projects for accessing and
controlling water supplies over the centuries. Fresh
water resource allocation generates issues between
upstream and downstream users, between a
country and its neighbors, between urban and rural
residents, and between states and regions. This
course examines a range of fresh water issues,
comparing China and the U.S. Topics include
dams and large-scale water projects (e.g., rerouting
rivers); water pollution; groundwater depletion;
industrial water use (e.g., for hydrofracking);
impact of agricultural practices; urban storm water
management; wetlands conservation;
desertification; desalination. In the U.S. context
especially, issues o f water rights regimes and
property rights, privatization, and

p. 389
commodification of water will receive attention.
Which claims upon fresh water resources come
first? What role do governments, transnational
organizations, corporations, NGOs, and grassroots
citizens’ movements play in these water decisions?
Guest lectures will emphasize science and
engineering perspectives on water management.
Chinese language ability desirable but not
required.
Eligible for ASIA credit.
1 credit.
Not offered 2014—2015.
POLS 087A. Policies and Issues of Fresh
Water Resources in China
(Cross-listed as CHIN 087A)
This is an attachment to POLS 087. Students who
complete the course have the option of adding a
0.5 credit field work component. Field work will
be conducted in China under the supervision of
Professors Nackenoff and Zuo, and will include
specific Chinese language training in the
vocabulary used in the field of environmental
studies.
Eligible for ASIA credit.
0.5 credit.
Not offered 2014-2015.
POLS 088. Governance and Environmental
Issues in China
(Cross-listed as CHIN 088)
This course examines China’s environmental
challenges and the range of governmental policies
and institutions that have an impact on those
challenges. Topics include air pollution, food
supply, energy consumption, urbanization, and
environmental activism. Students will be guided
through an examination o f China’s historical
approach to environmental issues, its
contemporary pattern o f environmental
governance, and its engagement with global
institutions and environmental diplomacy. Special
attention will be given to the transformation of
Beijing and other major cities, to China’s policy­
making process, and the role of environmental
NGOS and global institutions in shaping domestic
policy outcomes. Literary works (Chinese novels
and short stories) and feature films/documentary
films reflecting environmental issues will be
combined with readings from social science and
environmental science to provide an
interdisciplinary perspective. All required
readings/screenings are in English or English
translation/subtitled. Chinese language ability is
preferred, but not required.
1 credit.
Not offered 2014—2015.
POLS 088A. Governance and
Environmental Issues in China
(Cross-listed as CHIN 088A)

Political Science
This is an attachment to POLS 088. Students who
complete the course have the option of adding a
0.5 credit field work component. Field work will
be conducted in China under the supervision of
Professors Kong and White, and will include
specific Chinese language training in the
vocabulary used in the field of environmental
studies.
0.5 credit.
Not offered 2014—2015.
POLS 090. Directed Readings in Political
Science
Available on an individual or group basis, subject
to the approval o f the instructor.
1 credit.
Staff.
POLS 092. Senior Comprehensives
Open only to senior majors completing the
comprehensive requirement.
0.5 credit.
Spring 2015. Tierney.
POLS 095. Thesis
A 1-credit thesis, normally written in the fall of the
senior year. Students need the permission of the
department chair and a supervising instructor.
1 credit.

Seminars
The following seminars prepare for examination
for a degree with honors:
POLS 100. Ancient Political Theory: Plato
to Hobbes
This course will consider the development of
political thought in the ancient and medieval
periods and the emergence of a distinctively
modem political outlook. Special attention will be
paid to the differences between the way the
ancients and the modems thought about ethics,
reason, wisdom, politics, democracy, law, power,
justice, the individual, and the community. Key
philosophers include Plato, Aristotle, and Hobbes.
2 credits.
Fall 2014. Sharpe.
POLS 101. Modern Political Theory
In this seminar, we will study the construction of
the modem liberal state and capitalism through the
works of Hobbes, Locke, and Rousseau, and then,
in more detail, we will examine the greatest critics
of the modem age—Marx, Nietzsche, Jung, and
Foucault. Marx demands that we take history and
class conflict seriously in political theory.
Nietzsche connects the evolution o f human instinct
to the politics o f good and evil for the sake of
political transformation. Jung establishes
psychology and mythology as foundations for
politics, and Foucault uses all three o f these critics

p. 390
to question the modem subject and the disciplines
o f power and knowledge that construct selves and
politics in a postmodern age.
2 credits.
Spring 2015. Berger.
POLS 102. Comparative Politics: China
Examines contemporary Chinese politics against
the backdrop of its revolutionary past. Topics
include pathways o f political and economic
development, the legacy o f the Maoist era, the
origins and evolution of the modernization and
reform program implemented over the last several
decades, and the dynamics of political, economic
and social change. Also examine issues of political
unrest and instability, demographic change and
migration, religion and nationalism, institutions
and governance, law and human rights, and civilmilitary relations.
2 credits.
Not offered 2014-2015.
POLS 103. Power, Identity and Culture
Power, external and objective, is also internal and
subjective, invisibly working to shape
understandings of who we are even as it performs
the visible rituals o f regulation typically associated
with states and governments. This course takes as
its central thesis that immaterial and invisible
forms o f power are power’s most effective form as
well as the most difficult for political science to
measure and understand. Alternating between case
and theory, and looking at power both naked and
sublime, we will examine the struggle by the state
and other elite actors to shape subjectivities
through culture and identity formation in order to
secure quiescence and rule. Close attention will be
paid to how socializing agents, including schools
and the educational system, media and film, and
families and local communities, shape and reshape
formal efforts to have ordinary citizens internalize
what Stuart Hall describes as “the horizon o f the
taken-for-granted,” those rating ideas and beliefs
that consist “of things that go without saying
because, being axiomatic, they come without
saying; things that, being presumptively shared,
are not normally the subject o f explication or
argument.” This course seeks to understand how
such efforts succeed, falter, and change as they
face the negotiations of the ordinary and the less
powerful. Authors include Antonio Gramsci,
Steven Lukes, James C. Scott, Clifford Geertz,
Michel Foucault, Joel Migdal, Stuart Hall, and
Robert Dahl.
2 credits.
Spring 2015. Malekzadeh.
POLS 104. American Political System
An intensive survey of the best political science
literature on national institutions, democratic
processes, citizens’ attitudes and their attention to
and knowledge of politics, the behavior of voters

Political Science
and politicians, federalism, income inequality’s
political origins, and the questions that political
scientists have asked and currently ask about these
topics. Previous background in American politics
and history is essential. The seminar mixes the
latest research with enduring contributions in order
to capture the vitality and excitement of studying
American politics and its constituent elements.
Prerequisite: POLS 002 or an intermediate
American politics course.
2 credits.
Spring 2015. Valelly.
POLS 105. Constitutional Law in the
American Polity
This seminar examines the Supreme Court in
American political life, with emphasis on civil
rights, civil liberties, and constitutional
development. The seminar explores the court’s
role in political agenda setting in arenas including
economic policy, property rights, separation of
powers, federalism, presidential powers and war
powers, and interpreting the equal protection and
due-process clauses as they bear on race and
gender equality. Judicial review, judicial activism
and restraint, and theories of constitutional
interpretation will be included.
2 credits.
Spring 2015. Nackenoff.
POLS 106. The Urban Underclass and
Public Policy
This seminar is a critical examination o f some of
the most pressing (and contentious) issues
surrounding the nation’s inner cities today and the
urban underclass: the nature, origins, and
persistence of ghetto poverty; racial residential
segregation and affordable public housing; social
organization, civic life, and political participation;
crime and incarceration rates; family structure;
adolescent street culture and its impact on urban
schooling and social mobility; and labor force
participation and dislocation. We conclude by
examining how these issues impact distressed
urban communities, such as the neighboring city
of Chester.
Eligible for BLST or PPOL credit.
2 credits.
Not offered 2014-2015.
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 o f
authoritarianism and democracy in the
development process, the conditions that promote
or impede transitions to democracy, and the
impact of regional and global forces on domestic
politics and regime legitimacy. It also explores the
ideas and cultural patterns that influence society
and politics, and the role o f social change and

p. 391
protest in regime transformation.
Eligible for ASIA or PPOL credit.
2 credits.
Not offered 2014-2015.
POLS 109. Comparative Politics: Latin
America
A comparative study of the political economy of
Mexico, Chile, Guatemala, Nicaragua, Colombia,
El Salvador, and Cuba. Topics include the tensions
between representative democracy, popular
democracy, and market economies; the conditions
for democracy and authoritarianism; the sources
and impact o f revolution; the political impact of
neo-liberal economic policies and the economic
impact of state intervention; and the role of the
United States in the region.
Eligible for LASC credit.
2 credits.
Spring 2015. Sharpe.
POLS 112. Democratic Theory and Civic
Engagement in America
This course begins with the questions: What is
democracy, and what does it require? Widespread
political participation? Economic equality? Good
education? Civic virtue? If any of these conditions
or characteristics are necessary, how might they be
promoted? In addition to theoretical questions, we
will investigate one of the hottest debates in
contemporary political science: whether political
participation, social connectedness, and general
cooperation have declined in the United States
over the past half-century. If so, why? What might
be done? We will consider the potential civic ■
impact of economic and social marginalization in
inner-city areas, the role o f education in promoting
civic engagement, the problem of civic and
political disengagement among America’s youth,
and the potential for the Internet and other
communications technology to resuscitate
democratic engagement among the citizenry. We
will close by considering some lessons from
successful community activists, politicians, and
political mobilizers.
2 credits.
Fall 2014. Berger.
POLS 113. International Politics: War,
Peace, and Security
This seminar will investigate in depth the issues of
conflict, security, and the use o f force in
contemporary international politics. The course
will begin by considering the changing meaning of
“security” and by analyzing the major theoretical
approaches including realism, liberalism, and
constructivism. The course will then tackle some
o f the great puzzles o f international security
including the clash of civilizations hypothesis, the
role of nuclear weapons, civil wars and
intervention, terrorism, and human rights.

Political Science
2 credits.
Fall 2014. Tierney.
POLS 116. International Political Economy
The course studies the main historical and
contemporary approaches in international political
economy, and focuses on the primary
contemporary issues in political-economic
relations among states as well as between states
and non-state actors. Topics include: domesticinternational level interaction in the politics of
international economic relations, economic
globalization, the international financial and
monetary systems, the international trading
system, development and aid, economic crises,
multinational corporations, interlinkages between
economic and security relations, multilateral
platforms to address international political
economic issues, including relatively new forums
such as the G20.
Prerequisites: POLS 004 and ECON 001
(Introduction to Economics).
2 credits.
Fall 2014. Kaya.
POLS 180. Thesis
With the permission o f the department, honors
candidates may write a thesis for double course
credit.
2 credits.

p. 392

Psychology

p. 393

FRANK H. DURGIN, Professor
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor
ANDREW WARD, Professor and fall semester Chair
JANE E. GILLHAM, Associate Professor and spring semester Chair
DANIEL J. GRODNER, Associate Professor*3
STELLA CHRISTIE, Assistant Professor
CATHERINE J. NORRIS, Assistant Professor
MICHELE REIMER, Assistant Professor (part time)
JODIE A. BAIRD, Visiting Assistant Professor (part time)
ELIZABETH D. KRAUSE, Visiting Assistant Professor (part time)
LES SIKOS, Visiting Assistant Professor (part time) and Post-Doctoral Research Fellow
KATHRYN TIMMONS, Administrative Coordinator
ABIGAIL ROBINSON, Research Coordinator and Academic Assistant
1Absent on leave, fall 2014.
3 Absent on leave, 2014-2015.

Psychology is concerned with the systematic study
o f human behavior and experience. Psychologists
use diverse approaches to understand human
relationships, mental and emotional life, and
decision-making, as well as the relationships
between language, perception, the mind, and the
brain. Topics also include the influence o f other
people on the individual and the origins and
treatment of mental illness.

The Academic Program
The courses and seminars o f the department are
designed to provide a sound understanding of the
principles and methods of psychology. Students
learn the nature of psychological inquiry and
psychological approaches to various problems
encountered in the humanities, the social sciences,
and the life sciences.
The Psychology Department offers a course major
and minor, honors major and minor, and
regularized special majors in neuroscience and in
psychology and education. Students may, with
approval, develop other individualized special
majors, such as psychology and economics.
Prerequisites
The most common way to fulfill the prerequisite
for further work in psychology is to take PSYC
001 Introduction to Psychology. A second entry
point is a psychology first-year seminar: PSYC
006 First-Year Seminar: Happiness or PSYC 007
First-Year Seminar: Early Social Cognition.
Advanced Placement
Alternatively, a student may meet the prerequisite
for psychology courses with a grade of AP 5 on
the psychology Advanced Placement test or a
grade o f 6 or 7 for psychology in the International
Baccalaureate Program, but this practice is not
encouraged. In either case, an entering student
should seek guidance from the department chair or
academic assistant about selection of a first
psychology course. Students electing the AP or IB

placement option are not permitted to take a core
course (numbered in the 30s) in their first
semester. (Swarthmore credit is not granted for AP
or IB work in psychology.)

Course Major
A course major must include at least 8 credits in
psychology. One additional credit is required in
statistics as a prerequisite for PSYC 025.
Normally, one credit of the 8 credits in psychology
may be accepted from a semester abroad. The
minimum requirement excludes courses crosslisted in psychology that are taught solely by
members o f other departments, such as EDUC
021/PSYC 021, EDUC 023/PSYC 023 and EDUC
026/PSYC 026. COGS 001 Introduction to
Cognitive Science may be counted in the
minimum courses required for the major when
taught by a member of the Psychology
Department.
A typical sequence o f courses toward a major
begins with PSYC 001 Introduction to Psychology
(or equivalent), followed by a core course (those
with numbers in the 30s) or PSYC 025 Research
Design and Analysis.
Requirements
1. PSYC 001 Introduction to Psychology (or
equivalent) is normally a prerequisite for all
courses in psychology (see the note about
prerequisites above).
2. PSYC 025 Research Design and Analysis is a
requirement for the major. Note that STAT Oil
Statistical Methods (or equivalent, e.g., ECON
031) is a prerequisite for PSYC 025, or may be
taken concurrently.
3. At least four core courses in psychology are
required (those with numbers in the 30s): 030
Physiological Psychology; 031A Social, Cognitive
and Affective Neuroscience; 032 Perception; 033
Cognitive Psychology; 034 Psychology of
Language; 035 Social Psychology; 036 Thinking,

Psychology

p. 394

Judgment and Decision Making; 038 Clinical
4. Complete a clinical practicum (PSYC 090) in
Psychology; 039 Developmental Psychology.
the spring semester of die senior year. Extensive
4. Finally, to graduate with a major in psychology, planning in advance is necessary. See the PSYC
090 description.
students must also complete a culminating
research experience, described below.
Acceptance Criteria
To be accepted as a course major, students must
Comprehensive Requirement: Culminating
Research Experience
have successfully completed two courses in
psychology and be in good standing at the College.
Students in the Course Program must satisfy the
College’s comprehensive requirement in their
majors. In psychology, this can be done in one of
Course Minor
the following four ways:
A course minor in psychology requires a minimum
1. Complete a research practicum in psychology in of 5 credits taken with psychology faculty at
the senior year: PSYC 102 Research Practicum in
Swarthmore. There is no comprehensive
Cognition and Perception; PSYC 103 Research
requirement.
Practicum in Behavioral Neuropharmacology;
Requirements
PSYC 104 Research Practicum in Language and
Mind; PSYC 105 Research Practicum in
PSYC 001 Introduction to Psychology (or
Psychology and Neuroscience: Social Imitation;
equivalent) is normally a prerequisite for all
PSYC 106 Research Practicum in Cognitive
courses in Psychology (see the note about pre­
requisites above).
Development; 108 Research Practicum in SchoolBased Interventions; 109 Research Practicum in
A minimum o f two core courses in psychology
Clinical Psychology. Students may enroll in these
(those with numbers in the 30s) is required: 030
practica to conduct original empirical research for
Physiological Psychology; 031A Social, Cognitive
one-half (an option for some practica) or one
and Affective Neuroscience; 032 Perception; 033
credit and may take these courses before the senior
Cognitive Psychology; 034 Psychology of
year without meeting the comprehensive
Language; 035 Social Psychology; 036 Thinking,
requirement. When taking these courses to meet
Judgment and Decision Making; 038 Clinical
the comprehensive requirement, the student will
Psychology; 039 Developmental Psychology.
normally enroll for one credit and participate in
Acceptance Criteria
the Senior Research Poster Session.
To be accepted as a course minor, students must
2. Complete PSYC 098 Senior Research Project.
have successfully completed one course in
With the approval o f the faculty, students may
psychology and be in good standing at the College.
select a topic of their choice in psychology and
write a substantial paper on the topic based on
Honors Major
library research-and possibly some original
empirical research. The paper may constitute a
An honors major in psychology requires
significant expansion and extension of a paper or
completing all the requirements for the course
papers written by the student previously for
major while incorporating three honors
psychology courses, or it may address a topic on
preparations in psychology, of which one is a 2which the student has not written before. Students
credit senior honors thesis. The other two honors
are encouraged, but not required, to select topics
preparations in psychology are composed o f two
that span more than one content area in
core courses (a course numbered in the 30s) along
psychology. In addition to submitting their written
with their corresponding one-credit seminars
reports, students participate in the Senior Research
(numbered in the 130s).
Poster Session. Students receive either one-half or
The Psychology Department currently offers
one course credit for satisfactory work on the
examination in honors in the following fields:
Senior Research Project, and a letter grade is
Behavioral Neuroscience
assigned. Students normally enroll in the course in
the fall semester.
Clinical Psychology
Cognitive Psychology/Perception
3. Complete PSYC 096-097 Senior Thesis.
Admission to the senior thesis program is by
Developmental Psychology
application only. Enrollment in 2 credits o f senior
Psycholinguistics
thesis, one each semester o f the senior year, is
Social, Cognitive and Affective Neuroscience
required. We require that students wishing to
Social Psychology
prepare a senior thesis have averages at the high B
level in psychology and overall. Application to the
Thinking, Judgment and Decision Making
senior thesis program is usually made by the end
Requirements
of the junior year. The list of faculty research
PSYC 001 Introduction to Psychology (or
interests on the department’s website will help
equivalent) is normally a prerequisite for all
students identify the appropriate faculty member
to consult when developing thesis plans.

Psychology
courses in psychology (see the note about
prerequisites above).
PSYC 025 Research Design and Analysis is
required o f honors majors, as it is for course
majors. Note that STAT Oil Statistical Methods
(or equivalent, e.g., ECON 031) is a prerequisite
for PSYC 025 (or may be taken concurrently).
Two seminar-based honors preparations, as
described above, must be completed, each
consisting of a core course and its corresponding
seminar.
In all, a minimum of four core courses in
psychology (those with numbers in the 30s) must
be completed: 030 Behavioral Neuroscience; 031A
Social, Cognitive and Affective Neuroscience; 032
Perception; 033 Cognitive Psychology; 034
Psychology of Language; 035 Social Psychology;
036 Thinking, Judgment and Decision Making;
038 Clinical Psychology; 039 Developmental
Psychology.
A two-credit honors thesis (PSYC 180), spread
over both semesters o f the senior year, is the third
honors preparation and fulfills the comprehensive
requirement in psychology.
The Honors Examination for Majors
In psychology, the usual form o f evaluation is a
three-hour written examination prepared by the
external examiner and administered during the
honors examination period in the senior year. This
is followed, during the subsequent examiners’
weekend, by an oral examination with the
examiner for each of a student’s preparations. An
honors thesis stands in place of one written
examination.
Acceptance Criteria
Approval of an application to participate in the
Honors Program as a major depends upon
successfully completing two psychology courses at
Swarthmore, normally PSYC 001, Introduction to
Psychology, or a psychology first-year seminar,
and one core course. Admission to the Honors
Program usually takes place in the spring semester
of the sophomore year, but students may apply for
honors even in the junior year. To be accepted,
students must have high B averages in psychology
and overall. Moreover, to continue in honors,
students must have attained a B+ average in
psychology at the end of the junior year.

Honors Minor
Completing an honors minor in psychology
requires fulfilling the requirements for the course
minor while incorporating a single honors
preparation in psychology, composed o f a core
course (a course numbered in the 30s) and its
corresponding one-credit seminar (numbered in
the 130s). A complete list o f available preparations
is given above in the section on honor majors.

p. 395

Requirements
A minimum of five credits taken with psychology
faculty at Swarthmore, including the honors
preparation, are required for the honors minor.
PSYC 001 Introduction to Psychology (or
equivalent) is normally a prerequisite for all
courses in psychology (see the note about
prerequisites above).
Two of the five credits must be core courses in
psychology (those with numbers in the 30s): 030
Behavioral Neuroscience; 031 Cognitive
Neuroscience; 031A Social, Cognitive and
Affective Neuroscience; 032 Perception; 033
Cognitive Psychology; 034 Psychology of
Language; 035 Social Psychology; 036 Thinking,
Judgment and Decision Making; 038 Clinical
Psychology; 039 Developmental Psychology.
The honors preparation is completed by taking the
seminar corresponding to one o f the
aforementioned core courses. PSYC 025 Research
Design and Analysis is strongly recommended for
honors minors.
The Honors Examination for Minors
The usual form o f evaluation is a three-hour
written examination prepared by the external
examiner and administered during the honors
examination period in the senior year. This is
followed, during the subsequent examiners’
weekend, by an oral examination with the
examiner.
Acceptance Criteria
Approval of an application to participate in the
Honors Program as a minor depends upon
successfully completing two psychology courses at
Swarthmore, normally PSYC 001, Introduction to
Psychology, or a psychology first-year seminar,
and one core course. Admission to the Honors
Program usually takes place in the spring semester
of the sophomore year, but students may apply for
honors even in the junior year. To be accepted,
students must have high B averages in psychology
and overall. Moreover, to continue in honors,
students must have attained a B+ average in
psychology at the end of the junior year.

Special Major in Neuroscience
The psychology and biology departments have
defined a regularized special major in
neuroscience that combines work in the two
departments in a way that allows students
flexibility in choosing the focus of their
Neuroscience majors. Approval and advising for
this special major are done through both
departments. Details about the course and honors
special majors can be found online at
www.swarthmore.edu/academics/biology/neurosci
ence.xml. Students interested in developing a
special major in Neuroscience are encouraged to
consult faculty in both departments.

Psychology

p. 396

Special Major in Psychology and
Educational Studies

Other Special Majors Involving
Psychology

A student wishing to undertake a special major in
psychology and educational studies will propose
and justify an integrated program that includes 1012 credits in the two disciplines, as described
below.

Other individualized special majors including
psychology may be designed. A special major in
cognitive science, which may involve psychology,
is administered through the program coordinator
o f cognitive science. A special major in
psychology and economics is also an option.

Requirements
The special major will include 5 credits in courses
or seminars taught by members of the department
of psychology, including at least 3 core areas
(courses numbered in the 30s) and PSYC 025
Research Design and Analysis. It will include at
least 5 credits taught by members o f the
Department o f Educational Studies. One o f these
courses must be EDUC/PSYC 021 Educational
Psychology. Practice Teaching (EDUC 016) and
the Curriculum and Methods Seminar (EDUC
017) may not be included in the program.
Culminating Exercise/Comprehensive
Examination
Either a two-semester, two-credit interdisciplinary
senior thesis, a research practicum (0.5 or 1
credit), a practicum in clinical psychology (PSYC
090,1 credit) or an integrated comprehensive
project (PSYC 098 or EDUC 098, 0.5 credit)
suitable to the special major serves to satisfy the
comprehensive requirement. Theses and
comprehensive projects are supervised by one
member of each department. Students wishing to
prepare a senior thesis must have averages at the
high B level in psychology, educational studies,
and overall. Application to the senior thesis
program is usually made by the end o f the junior
year. Because special majors may not undertake
work on a thesis in a semester in which they are
student teaching, such students must be sure to
apply early and to begin thesis work as second
semester juniors.
Honors special major in psychology and
education
The requirements for honors require that four
honors preparations be included in the special
major, including the senior honors thesis. For
special majors involving educational studies,
theses are supervised by both departments.
Normally, the remaining three honors preparations
consist o f two two-credit seminars in educational
studies and one preparation in psychology
composed o f a core course (a course numbered in
the 30s) and its corresponding one-credit seminar
(numbered in the 130s), but a program could be
proposed involving two preparations in
psychology and one in educational studies.
Acceptance Criteria
To be accepted as a special major in psychology
and educational studies, a student must have
successfully completed two courses in psychology,
EDUC 014 Introduction to Education, and be in
good standing at the College.

Transfer Credit
Transfer credit is handled on an individual basis.
Whenever possible, prior approval is
recommended.

Off-Campus Study
The Psychology Department recognizes that
international study may have an important place in
the educational programs of students, and we
support those who wish to include such an
experience. We usually advise students to
complete their time abroad by the middle o f the
junior year so that it does not interfere with
applications for summer research or with the
development of thesis proposals and senior
research projects proposals. Students may wish to
consult with an adviser in the department about
their specific plan because o f the absence of
international standards in psychology. In most
cases, we encourage students to emphasize work
in areas other than psychology while away.
However, the department may permit a student to
transfer a single psychology course from a study
abroad program to count toward the minimum
major requirements, but normally not in
fulfillment o f a core course requirement nor as a
prerequisite for an advanced seminar. Additional
work may be considered for transfer beyond the
minimum major requirements. Prior completion of
introductory psychology or its equivalent is an
important component of approval for transfer
credit.

Research and Service-Learning
Opportunities
Students are encouraged to get involved with
research at any point in their time at Swarthmore,
and many seniors also do field placements through
the clinical practicum.
Academic Year Opportunities
There are many opportunities for research with the
faculty of the department during the academic year
either for academic credit (PSYC 094:
Independent Research, PSYC 102: Research
Practicum in Perception and Cognition, PSYC
103: Research Practicum in Behavioral
Neuropharmacology, PSYC 104: Research
Practicum in Language and Mind, PSYC 105
Research Practicum in Psychology and
Neuroscience: Social Imitation, PSYC 106:
Research Practicum in Cognitive Development,

Psychology
PSYC 108: Research Practicum in School Based
Interventions, PSYC 109: Research Practicum in
Clinical Psychology) or as a paid assistant.
Students may participate in the design, conduct
and analysis of projects at any stage in their
program. In the senior year, such experiences, in
the form o f a thesis (PSYC 096-097 or PSYC 180)
or research practicum, may constitute the
culminating comprehensive experience. The list of
faculty research interests on the department’s
website will help students identify the appropriate
faculty member to consult about developing
research plans.
The clinical practicum (PSYC 090) provides field
experience for students who are considering
careers in clinical psychology, psychiatry, social
work, and counseling. Some advanced students
undertake practica to gain experience in clinical
settings such as a shelter for battered women, a
program for children with autism, or a residential
treatment facility. Enrollment is often limited to
seniors and requires at least a B average in
Psychology as well as appropriate course
preparation. The clinical practicum is a
Community-based Learning course.
Service-Learning Opportunities
Several psychology courses are designated as
Community-Based Learning courses. They are
PSYC 090 Practicum in Clinical Psychology;
PSYC 108 Research Practicum in School-Based
Interventions; and PSYC 109 Research Practicum
in Clinical Psychology.
Summer Research Opportunities
Students may apply for summer funding to
conduct research in psychology either through the
Social Sciences Division or through the Division
of Natural Sciences and Engineering, depending
on the nature o f the research project. Students
should seek the sponsorship of a faculty member
who is willing to provide guidance in developing
and submitting an application. Funding may be
obtained to work with faculty members on campus
or, in some cases, at another campus or setting.
Students planning to prepare a thesis are especially
encouraged to consider ways o f integrating a
summer of research into their thesis work, but all
interested students should feel free to explore their
options. The list o f faculty research interests on the
department’s website will help students identify
the appropriate faculty member to consult.

Teacher Certification
Students who wish to qualify for certification at
the secondary school level should consult faculty
in the educational studies department. Psychology
majors can complete the requirements for teacher
certification in social science, through a program
approved by the Commonwealth o f Pennsylvania.
For further information about the relevant set of

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requirements, please refer to the Educational
Studies section o f the Bulletin.

Life After Swarthmore
Psychology majors have followed a variety of
paths after graduation, including into medicine,
law, business, information technology, marketing,
counseling, finance, theater, and education, as well
as into traditional psychology programs leading to
clinical practice and/or academic research in
psychology, neuroscience and related fields.

Courses
PSYC 001. Introduction to Psychology
An introduction to the basic processes underlying
human and animal behavior—studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which normal
and abnormal behaviors are determined by
learning, motivation, neural, cognitive, and social
processes.
In addition to the course lectures, students are
required to participate in a mini-seminar for
several weeks during the semester. Each meeting
is 1 hour and 15 minutes, typically during the
Monday or Wednesday (1:15-4 p.m.), or Friday
(2:15-5 p.m.) class periods. Students will be
assigned to a group after classes begin but should
keep at least one period open.
Students also act as participants in Psychology
Department student and faculty research projects.
PSYC 001 is a prerequisite for further work in the
department.
Social sciences.
1 credit.
Each semester. Staff.
COGS 001. Introduction to Cognitive
Science
(See COGS 001)
COGS 001 is offered in the Cognitive Science
Program. It can count toward the minimum
required credits in a psychology major when
taught by a member of the Psychology
Department.
1 credit.
Fall 2014. Durgin and Sikos.
PSYC 006. First-Year Seminar: Happiness
What is happiness? How important is it to people?
How important should it be to people? Do people
know what makes them happy? If they do know,
are they able to make decisions that promote
happiness? This course asks all of these questions
and tries to answer at least some o f them by
examining current psychological research. This
course serves as an alternate prerequisite for
further work in the department.
Social sciences.

Psychology
1 credit.
Fall 2014. Schwartz.
PSYC 007. First-Year Seminar: Early Social
Cognition
Humans are helplessly social: we spend much of
our lives interacting with others, continuously
encoding and processing information about our
social world. What are the origins and
developmental trajectory o f our social cognition?
Are we prejudiced from the start? How do we
learn us vs. them distinction? When and how do
young children come to appreciate the content of
others’ minds? This course explores the
underlying cognitive processes that shape infants’
and children’s understanding o f the social world.
PSYC 007 serves as an alternate prerequisite for
further work in the department.
No prerequisite.
Social sciences.
1 credit.
Spring 2015. Christie.
PSYC 021. Educational Psychology
(See EDUC 021)
Note: The Educational Studies Department offers
this course. It does not count toward the minimum
required credits fo r a psychology major or minor.
Fall 2014. Renninger.
PSYC 023. Adolescence
(See EDUC 023)
Note: The Educational Studies Department offers
this course. It does not count toward the minimum
required credits fo r a psychology major or minor.
Spring 2015. Smulyan.
PSYC 025. Research Design and Analysis
How can one answer psychological questions?
What counts as evidence for a theory? This course
addresses questions about the formulation and
evaluation o f theories in psychology. The
scientific model o f psychological hypothesis
testing is emphasized, including the critical
evaluation o f various research designs and
methodology, understanding basic data analysis
and statistical issues, and the application of those
critical thinking skills to social science findings
reported in the media.
Students also learn to design and conduct
psychology studies, analyze data generated from
those studies, and write up their findings in the
format of a psychology journal article.
This course is required for the major prior to the
student’s senior year. Statistics 011 must be taken
prior to or concurrently with the course.
Prerequisite: PSYC 001 and STAT 011 or
equivalent.
Social sciences.
Writing course.

p. 398
1 credit.
Fall 2014. Baird, Ward. Spring 2015. Baird,
Norris.
PSYC 026. Special Education: Issues and
Practice
(See EDUC 026)
Note: The Educational Studies Department offers
this course. It does not count toward the minimum
required credits fo r a psychology major or minor.
Fall 2014. Linn.
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,
education, work, community activities, and
political life? What is the relevance o f this
Aristotelian concept for the choices people make
in everyday life, and how does it contrast with
contemporary Kantian, utilitarian, and emotivist
theories o f moral judgment and decision making?
What does psychology tell us about the experience
and character development necessary for practical
wisdom and moral reasoning? And how do
contemporary economic and political factors
influence the development of practical wisdom?
Prerequisites: Some background in psychology,
philosophy or political theory.
Enrollment is limited and by permission o f the
instructors. Applications available from either
psychology or political science department office.
1 credit.
Spring 2015. Schwartz and Sharpe.
PSYC 030. Behavioral Neuroscience
Course previously titled Physiological Psychology
A survey of the neural and biochemical bases of
behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and clinical
implications are considered.
Prerequisite: PSYC 001.
Social sciences.
Eligible for COGS credit.
1 credit.
Spring 2015. Schneider.
PSYC 031A. Social, Cognitive and
Affective Neuroscience
This course focuses on the neural underpinnings of
cognitive (memory, attention), social (theory of
mind, empathy), and affective (emotion,
evaluation) processes, as well as how they interact
with and contribute to each other. We consider
how such processes are implemented at the neural
level, but also how neural mechanisms help give
rise to social and emotional phenomena. Many
believe that the expansion o f the human brain
evolved due to the complex demands of dealing

Psychology

p. 399

with others - competing or cooperating with them,
deceiving or empathizing with them,
understanding or misjudging them. In this course,
we review current theories and methods guiding
social, cognitive, and affective neuroscience,
taking a multi-level approach to understanding the
brain in its social context.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2014. Norris.

produce it, seemingly without effort? What are its
biological underpinnings? What is the relationship
between language and thought? How did language
evolve? And to what extent is the capacity for
language “built in” (genetically) versus “built up”
(by experience)?
Prerequisite: PSYC 001 or permission o f the
instructor.
Social sciences.
1 credit.
Not offered 2014—2015. Grodner.

PSYC 032. Perception
Perception is fundamental to both cognition and
action. How does perception work? This course
covers a variety o f scientific theories of perception
including biological analyses of comparative
functional anatomy o f sensory systems and the
informational “ecology” in which they have
evolved, as well as functionalist information
processing theories including computational,
statistical and inferential approaches. An
integrated series of laboratories and
demonstrations provides students with experience
testing theories o f perception empirically.
Required weekly laboratory.
Prerequisite: PSYC 001 and PSYC 025: Research
Design and Analysis or permission o f instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2015. Durgin.

PSYC 035. Social Psychology
Social psychology argues that social context is
central to human experience and behavior. This
course provides a review of the field with special
attention to relevant theory and research. The
dynamics of cooperation and conflict, the self,
group identity, conformity, social influence,
prosocial behavior, aggression, prejudice,
attribution, and attitudes are discussed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2015. Ward.

PSYC 033. Cognitive Psychology
Cognitive psychology is one o f the intellectual
foundations on which modem psychological
science is built. This course has two principal
goals. On the one hand, it provides an integrated
overview of a variety of subfields of cognitive
psychology including perception, attention,
memory, language, concepts, imagery, thinking,
decision-making, and problem solving. On the
other hand, it develops a coherent conceptual
framework for understanding how behavioral
experiments can illuminate the workings of the
human mind.
Prerequisite: PSYC 001.
Social sciences.
Eligible for COGS credit.
1 credit. .
Not offered 2014-2015. Staff.
PSYC 034. Psychology of Language
(Cross-listed as LING 034)
The capacity for language sets the human mind
apart from all other minds, both natural and
artificial, and so contributes critically to making us
who we are. In this course, we ask several
fundamental questions about the psychology of
language: How do children acquire it so quickly
and accurately? How do we understand and

PSYC 036. Thinking, Judgment, and
Decision Making
People in the modem world are flooded with
major and minor decisions on a daily basis. The
available information is overwhelming, and there
is little certainty about the outcomes of any of the
decisions people face. This course explores how
people should go about making decisions in a
complex, uncertain world; how people do go about
making decisions in a complex, uncertain world;
and how the gap between the two can be closed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2014. Schwartz.
PSYC 038. Clinical Psychology
A consideration of major forms o f psychological
disorder in adults and children. Cognitive,
behavioral, psychodynamic, sociocultural, and
biological theories of abnormality are examined,
along with their corresponding modes of
treatment.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2014. Krause. Spring 2015. Reimer.
PSYC 039. Developmental Psychology
Do infants have concepts? How do children learn
language? These questions and others are
addressed in this survey course of physical,
cognitive, social, and emotional development
during infancy and early childhood. The course

Psychology
asks how and why human minds and behaviors
develop, examining the theoretical perspectives
and empirical evidence on the nature of
developmental change.
Prerequisite: PSYC 001.
Social sciences.
Eligible for COGS credit.
1 credit.
Fall 2014. Christie.
PSYC 041. Children at Risk
Violence, educational inequality, war, and chronic
poverty are key contexts for many children’s lives.
We consider children’s responses to adversity
from clinical, developmental and ecosystemic
perspectives. In addition, we explore the role of
psychology in both prevention and social policy
affecting children and families.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039: Developmental
Psychology or permission of the instructor.
Social sciences.
1 credit.
Not offered 2014-2015. Reimer.
PSYC 046. Psychology and Economic
Rationality
The discipline o f economics makes a set of
assumptions about human motivation and decision
making. This course examines those assumptions
in light of evidence from other social sciences,
especially psychology. The course is taught in a
seminar format, open especially to students in
psychology and economics.
Prerequisites: PSYC 001 and ECON 001 or related
preparation with permission o f instructor.
Social sciences.
1 credit.
Not offered 2014-2015. Schwartz.
PSYC 048. Gender and Psychopathology
Why are certain clinical syndromes, such as
depression, overrepresented among women, while
others, such as aggression, are more common
among men? This course explores gender
differences in emotion socialization, coping styles,
and mental illness, including depression, eating
disorders, posttraumatic stress, aggressive
disorders, and substance abuse. It also critiques
definitions of sex and gender and methodological
approaches to the study o f group differences.
Prerequisites: PSYC 001 and PSYC 038 Clinical
Psychology.
Social sciences.
1 credit.
Spring 2015. Krause.

p. 400

PSYC 050. Developmental
Psychopathology
This course covers several psychological disorders
that often first appear in childhood and
adolescence, including autism and other
developmental disorders, attention-deficit disorder,
conduct disorder, eating disorders, and emotional
disorders. Theories about the causes and treatment
are discussed. A heavy emphasis is on current
research questions and empirical findings related
to each disorder.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039: Developmental
Psychology or permission o f the instructor.
Social sciences.
1 credit.
Not offered 2014—2015. Gillham.
PSYC 055. Family Systems Theory and
Psychological Change
Systems theory is important in clinical,
educational, medical and organizational contexts.
This course explores family systems perspectives
on illness and change. Research and theory are
supplemented with popular film, documentaries,
and therapeutic case histories to understand how
psychologists work with individuals and
organizations to address developmental,
communication, and emotional impasses.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039: Developmental
Psychology or permission o f the instructor.
Social sciences.
Eligible for GSST credit.
1 credit.
Not offered 2014-2015. Reimer.
PSYC 090. Practicum in Clinical
Psychology
An opportunity for advanced psychology students
to gain supervised experience in off-campus
clinical settings. Requirements include 8 hours per
week in an off-campus placement, weekly
meetings to discuss placement experiences and
relevant readings, and a major term paper.
Students are expected to have clinical contact with
clients/patients and to have an on-site supervisor.
Students are responsible for arranging a
placement, in consultation with the instructor in
advance of the semester. Students applying for this
course must have at least a B average in
psychology. Contact the instructor for details and
an application form. When taken in the senior
year, this course fulfills the comprehensive
requirement in psychology. Students who plan to
take PSYC 090 to fulfill the senior comprehensive
requirement must apply by April 15 of the junior
year. For all other students, applications are due
November 4.

Psychology
Prerequisites: PSYC 001 and one of the following:
PSYC 038: Clinical Psychology, PSYC 041:
Children at Risk or PSYC 050: Developmental
Psychopathology. Enrollment is limited to seniors
and juniors. If the course over-enrolls, priority is
given to senior majors and special majors.
Social sciences. Community-based Learning
course.
1 credit.
Spring 2015. Gillham. Reimer.
PSYC 091. Special Topics in Behavioral
Neuroscience
Current issues in behavioral neuroscience are
considered from both a clinical and an
experimental perspective. Topics include learning
and memory, with a focus on emotional memory
and its relation to anxiety disorders; memory
storage, with a focus on the impact of brain
damage; neuropsychiatric and degenerative
disorders, including schizophrenia, clinical
depression, Alzheimer’s and Parkinson’s diseases;
psychopharmacology, with a focus on drug
addiction.
Prerequisites: PSYC 001 and PSYC 030:
Physiological Psychology or permission o f the
instructor.
Social sciences.
1 credit
Fall 2014. Schneider.
PSYC 094. Independent Research
Students conduct independent research projects.
They typically study problems with which they are
already familiar from their courses. Students must
submit a written report of their work. Registration
for independent research requires the sponsorship
of a faculty member in the Psychology Department
who agrees to supervise the work.
Each semester. Staff.
PSYC 095. Tutorial
Any student may, under the supervision o f a
member of the Psychology Department, work in a
tutorial arrangement for a single semester. The
student is thus allowed to select a topic of
particular interest and, in consultation with a
faculty member, prepare a reading list and work
plan. Tutorial work may include field research
outside Swarthmore.
Each semester. Staff.
PSYC 096 and 097. Senior Thesis
A senior thesis, which is a yearlong empirical
research project, fulfills the senior comprehensive
requirement in psychology. It must be supervised
by a member of the department and must be taken
as a two-semester sequence for 1 credit each
semester. Admission requirements include a B+
average in psychology and overall, an approved
topic, an adviser, and sufficient advanced work in
psychology to undertake the thesis. The supervisor

p. 401
and an additional reader (normally a member of
the department) evaluate the final product.
Students should develop a general plan in
consultation with an adviser by the end of the
junior year. Students are encouraged to begin
thesis work during the summer preceding file
senior year.
Prerequisites: PSYC 001 and PSYC 025: Research
Design and Analysis and permission of a research
supervisor.
Social sciences.
1 credit each semester.
Each semester. Staff.
PSYC 098. Senior Research Project
As one means o f meeting the comprehensive
requirement, a student may select a topic in
psychology in consultation with psychology
faculty. Usually prepared during the fall semester
o f the senior year, the student writes a substantial
paper on the topic based on library research or
original empirical research. In addition to
submitting written reports, students participate in a
poster conference at the end o f the semester. Onehalf credit or one credit with a letter grade is
awarded for all components of the project. See the
department website for further details
www.swarthmore.edu/academics/psychology/acad
emic-program/majors-and-minors.xml.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis, and permission of a research
adviser.
Social sciences.
Section 01.0.5 credit.
Section 02.1 credit.
Each semester. Staff.
PSYC 102. Research Practicum in
Perception and Cognition
In this course, students conduct research projects
singly or in small groups in collaboration with the
instructor. Projects include designing,
implementing, analyzing and reporting an
experiment. Project topics are negotiated at the
beginning of the semester. Past projects have
studied eye-movements and decision-making,
perception of the bodily self, self-motion and
space perception, metaphor processing, and even
experimental demand characteristics. All students
meet together for a weekly lab meeting; additional
weekly meeting times will be scheduled. When
taken in the senior year, this course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and pennission o f the
instructor.
Social sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Not offered 2014-2015. Durgin.

Psychology
PSYC 103. Research Practicum in
Behavioral Neuropharmacology
In this practicum students conduct research
projects in small groups in collaboration with the
instructor. Projects include designing,
implementing, analyzing and reporting an
experiment. Experiments are directed at
characterizing and pharmacologically targeting
underlying mechanisms mediating abnormal fear
memory, based on an animal model o f anxiety
disorders. When taken in the senior year, this
practicum fulfills the comprehensive requirement
in psychology and in neuroscience.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis; PSYC 30: Behavioral
Neuroscience; prior training in conducting animal
research and permission of the instructor.
Social sciences.
0.5 credit.
Fall 2014. Schneider.
PSYC 104. Research Practicum in
Language and Mind
In this course students conduct research projects
singly or in small groups in collaboration with the
instructor. Projects include designing,
implementing, analyzing and reporting an
experiment. Project topics are negotiated at the
beginning of the semester. Past projects have
investigated how people understand the
perspective o f conversational partners, how
comprehenders resolve linguistic ambiguity, how
perceivers infer what a speaker means from what
they have said, and hemispheric differences in the
way the brain processes language. All students
meet together for a weekly lab meeting; additional
weekly meeting times will be scheduled. When
taken in the senior year, this course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis, and permission o f the
instructor.
Social sciences.
Section 01: 0.5 credit.
Section 02:1 credit.
Not offered 2014-2015. Grodner.
PSYC 105. Research Practicum in
Psychology and Neuroscience: Social
Imitation
In this course students conduct research projects
singly or in small groups in collaboration with the
instructor. Projects include designing,
implementing, analyzing and reporting an
experiment. Project topics are negotiated at the
beginning of the semester but will generally focus
on topics related to social imitation, including why
we tend to imitate others, what purposes social
imitation serves, the consequences of social
imitation for the experience o f empathy, how
imitation may give rise to emotional contagion,

p. 402
and how interpersonal factors such as similarity,
attractiveness, and race bias may affect imitation.
All students meet together for a weekly lab
meeting; additional weekly meeting times will be
scheduled. When taken in the senior year, this
course fulfills the comprehensive requirement in
psychology.
Prerequisites: PSYC 001; PSYC 025 Research
Design and Analysis; either PSYC 031A Social,
Cognitive and Affective Neuroscience or PSYC
035 Social Psychology and permission o f the
instructor.
Social sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Fall 2014. Norris.
PSYC 106. Research Practicum in
Cognitive Development
This course provides experience in conducting
research with infants and young children. Students
conduct research projects singly or in small groups
in collaboration with the instructor. Students will
design, implement, analyze, and report an
experiment. Project topics are negotiated at the
beginning of the semester and are focused on
language and concept acquisition as well as the
interaction between language and cognition early
in development. All students meet together for a
weekly lab meeting; additional weekly meeting
times will be scheduled. When taken in the senior
year, this course fulfills the comprehensive
requirement in psychology.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of the
instructor. PSYC 039 Developmental Psychology
is strongly recommended.
Social sciences.
1 credit.
Spring 2016. Christie.
PSYC 108. Research Practicum in SchoolBased Interventions
This course provides experience conducting
research on school-based interventions. Students
collaborate on research that is evaluating schoolbased interventions designed to promote well­
being in early adolescents. Students gain
experience in many aspects o f the research
process, such as reviewing research literature,
developing hypotheses, collecting, entering and
analyzing data, writing in journal article format
and presenting findings. All students meet together
for lab meetings; additional meeting times will be
scheduled. When taken in the senior year, this
course fulfills the comprehensive requirement in
psychology.
Commitment: 2 semester (fall and spring)
commitment required.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and at least one of the

Psychology
following: PSYC 038: Clinical Psychology; PSYC
041: Children at Risk; PSYC 050: Developmental
Psychopathology; PSYC 055: Family Systems
Theory and Psychological Change; and permission
o f the instructor.
Social sciences. Community-based Learning
course.
1 credit each semester.
Not offered 2014-2015. Gillham.
PSYC 109. Research Practicum in Clinical
Psychology
This course provides experience in conducting
research related to clinical psychology or positive
psychology. Students collaborate on projects
evaluating psychosocial interventions designed to
promote well-being. Students gain experience in
many aspects of the research process, such as
reviewing research literature, developing
hypotheses, collecting, entering and analyzing
data, writing in journal article format and
presenting findings. All students meet together for
lab meetings; additional meeting times will be
scheduled. When taken in the senior year, this
course fulfills the comprehensive requirement in
psychology.
Commitment: 2 semester (fall and spring)
commitment required.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of the
instructor. PSYC 038: Clinical Psychology is
strongly preferred.
Social sciences. Community-based Learning
course.
1 credit each semester.
Not offered 2014-2015. Gillham.

Seminars
Note: Admission to honors seminars normally
requires at least a B+ in the associated core course.
Enrollment in seminars is normally limited to 12
students.
PSYC 130. Seminar in Behavioral
Neuroscience
Course previously titled Seminar in Physiological
Psychology
An analysis o f the neural bases o f motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisites: PSYC 001 and PSYC 030:
Behavioral Neuroscience or permission o f the
instructor.
Social sciences.
Eligible for COGS credit.
1 credit.
Spring 2015. Schneider.

p. 403
PSYC 131A. Seminar in Psychology and
Neuroscience: The Social Brain
This seminar focuses on a critical analysis o f
current social neuroscience literature, covering
topics such as person perception, empathy,
perspective taking, emotion, attitudes,
relationships, stereotypes and prejudice. Students
consider evidence from studies using a broad
spectrum of methods, including behavioral
measures, functional neuroimaging,
neurophysiological recordings, neuropsychology
and computational modeling.
Prerequisites: PSYC 001 and PSYC 031A: Social,
Cognitive and Affective Neuroscience or
permission of the instructor.
Social sciences.
Eligible for COGS credit.
1 credit.
Spring 2015. Norris.
PSYC 132. Perception, Cognition and the
Embodied Mind Seminar
This seminar examines foundational issues and
theories in the empirical study of human
perception and cognition including the interplay
between perception, action, language, and
reasoning. Emphasis is placed on skeptical rigor in
exploring philosophical and neuroscientific
considerations regarding embodied cognition.
What counts as an explanation o f experience?
How could conscious beings evolve? What is the
relationship between perception and cognition?
Topics vary from year to year.
Prerequisites: PSYC 032: Perception, PSYC 033:
Cognitive Psychology or COGS 001: Introduction
to Cognitive Science or permission o f the
instructor.
Social sciences.
1 credit.
Not offered 2014-2015. Durgin.
PSYC 133. Metaphor and Mind Seminar
This seminar examines scientific theories of
metaphor with an emphasis on using metaphor as a
way o f understanding the representation of
meaning in the brain and the communication of
meaning.
Prerequisites: PSYC 033: Cognitive Psychology,
PSYC 034: Psychology of Language or COGS
001: Introduction to Cognitive Science or
permission of the instructor.
Social sciences.
1 credit.
Spring 2015. Durgin.
PSYC 134. Seminar in Psycholinguistics
(Cross-listed as LING 134)
An advanced study of special topics in the
psychology o f language. A research component is
sometimes included.

Psychology
Prerequisites: PSYC 001 and PSYC 034:
Psychology o f Language or permission of the
instructor.
Social sciences.
Eligible for COGS credit.
1 credit.
Not offered 2014—2015. Grodner.
PSYC 135. Seminar in Social Psychology
The seminar will provide an opportunity for
critical exploration o f contemporary topics in
social psychology, including findings from crosscultural and social neuroscience research. Various
perspectives and methods for investigating how
human mind and social behavior interact with
situational and environmental factors are
considered. Real world implications and
applications are also discussed.
Prerequisites: PSYC 001 and PSYC 035: Social
Psychology or permission o f the instructor. PSYC
025: Research Design and Analysis is strongly
preferred.
Social sciences.
1 credit.
Fall 2014. Ward.
PSYC 136. Seminar in Thinking, Judgment,
and Decision Making
The seminar considers in depth several o f the
topics introduced in PSYC 036.
Prerequisites: PSYC 001 and PSYC 036:
Thinking, Judgment, and Decision Making or
permission of the instructor.
Social sciences.
1 credit.
Spring 2015. Schwartz.
PSYC 138. Seminar in Clinical Psychology
An advanced study of special topics in clinical
psychology, including etiology and treatments for
several major disorders, and the role of context
and culture in the understanding and treatment of
psychological disorders. In fall 2014 we also focus
on developmental psychopathology and special
considerations involved in the psychotherapy of
childhood disorders.
Prerequisites: Psych 001 and Psych 038: Clinical
Psychology or permission of the instructor.
Social sciences.
1 credit
Fall 2014. Reimer.
PSYC 139. Seminar in Developmental
Psychology
(Cross-listed as LING 139)
An advanced study of special topics in
development: language and concept acquisition.
We discuss findings from newborn infants, crosscultural, and atypical population research relevant

p. 404
to the issues of language acquisition and
conceptual development.
Prerequisites: PSYC 001 and PSYC 039:
Developmental Psychology or PSYC 034:
Psychology of Language or permission of the
instructor.
Social sciences.
1 credit.
Fall 2014. Christie.
PSYC 180. Honors Thesis
An honors thesis, a yearlong empirical research
project, fulfills the senior comprehensive
requirement in psychology as part of an honors
major in psychology. It must be supervised by a
member o f the department and must be taken as a
two-semester sequence for 1 credit each semester.
Students should develop a general plan in
consultation with an adviser by the end o f the
junior year. When possible, students are
encouraged to begin work on their thesis during
the summer before their senior year.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of a research
supervisor.
Social sciences.
1 credit each semester.
Each semester. Staff.

Public Policy

p. 405

Coordinator:

JOHN CASKEY (Economics)
Cathy Wareham (Administrative Assistant)

Committee:

Erin Todd Bronchetti (Economics)
Robinson Hollister (Economics)
Ellen Magenheim (Economics)
Carol Nackenoff (Political Science)
Keith Reeves (Political Science)
Lynne Schofield (Mathematics and Statistics)
Lisa Smulyan (Educational Studies)
Richard Valelly (Political Science)
Robert Weinberg (History)

The minor in public policy enables students to
combine work in several departments toward both
critical and practical understanding o f public
policy issues, including those in the realm o f social
welfare, health, energy, environment, food and
agriculture, and national and global security.
These issues may be within domestic, foreign, or
international governmental domains. Courses in
the minor encompass the development,
formulation, implementation, and evaluation of
policy.
Note: The faculty of the Public Policy Program
and the Curriculum Committee have determined
that policy-related courses and internships have
become so ingrained in the College’s curriculum
that the interdisciplinary program has become
redundant. Current students, through the class of
2016, will be able to pursue a minor in public
policy. After that time, students may continue to
take all of the same courses through the
economics, educational studies, engineering,
history, mathematics and statistics, and political
science departments, but the public policy minor
will no longer be offered. Internships related to
public policy will continue to be supported by the
College, even after the program ends.

The Academic Program
The minor in public policy may be taken together
with a course major in any field or as a minor in
the Honors Program. At a minimum, the minor
consists of six credits and an internship. The
program of each minor should be worked out in
consultation with the coordinator of the Public
Policy Program and approved by the coordinator,
preferably at the same time as majors in the
Course and Honors Programs are planned.
The public policy minor consists o f 6 credits of
work. Basic academic requirements for the minor
cover three areas: (1) economic analysis, (2)
political analysis, and (3) quantitative analysis.
These may each be met by taking one course or
seminar in each o f the three categories; courses
that fulfill these requirements are listed below.
In addition to these three preparatory or
prerequisite courses, three credits must be taken
from among the policy-oriented courses listed

below. With the approval o f the Public Policy
coordinator, other courses, whether taken at
Swarthmore or other colleges and universities, that
have a substantial focus on public policy analysis
can also count for Public Policy credit. If a student
takes a two-credit seminar to fulfill a Public Policy
requirement, only one credit of the seminar can be
counted toward the requirement. Please note that
seminars are limited in size and that most
departments give priority to departmental majors
and minors, so Public Policy minors might not be
admitted. In addition, students should take into
account course prerequisites when planning the
minor program.
Some students may wish to focus their public
policy studies heavily in a particular field, e.g.
urban policy, food studies, poverty, health, or
transportation. This is encouraged for students
who have such specific interests.
Internship
Some direct experience or practical responsibility
in the field, through work in a public, private, or
voluntary agency, is required for graduation with a
minor in public policy. Normally, students will
hold internships between their junior and senior
years. The internship program is supervised by the
coordinator of the Program. Planning for the
internship should begin six to eight months before
the time it might commence. Students should keep
the Program coordinator informed of their
internship plans and, if needed, seek his or her
advice in finding an appropriate internship.
Funding for an internship is sometimes provided
by the agency in which a person serves.
Frequently, however, students require support to
cover their travel and maintenance costs during the
eight to ten weeks o f a summer internship. For
students who are minors, the College can generally
provide support, up to a specified limit, to help
fund the internship. Other possible sources of
support for an internship include the James H.
Scheuer Summer Internships in Environmental and
Population Studies, the J. Roland Pennock
Fellowships in Public Affairs, the Joel Dean
Awards, the Sam Hayes III Research Grant, the
Lippincott Peace Fellowships, and the David G.
Smith Internship in Health and Social Policy.
Information on each o f these sources can be

Public Policy
obtained in the Public Policy Program Office, 105
Trotter.
Thesis / Culminating Exercise
Students who are honors minors in Public Policy
must write a senior thesis for one of their policy
credits. Frequently, but not always, the thesis is
related to the internship and/or a student’s focus of
study. Students writing a thesis should register for
PPOL 097 in the fall of their senior year.
Honors Minor Option
Students construct an honors minor in public
policy by combining the one-credit thesis with a
related course or seminar. Policy work examined
as a minor should meet three criteria: first, the
thesis and the associated coursework should fit
together in some fashion that is coherent and
examinable; second, the honors minor preparation
must meet the College requirement that the work
be in a discipline outside the student’s major
department; and third, each student must have
his/her proposed preparation approved by the
Public Policy Program coordinator who may
consult with the Public Policy Committee.
For more information on the public policy minor,
internships, theses and related topics, talk with the
coordinator of the program.
Off-Campus Study
Minors planning to study abroad during their
junior year should confirm that any required
courses that have not been completed will be
offered during their remaining time on campus.
For students who will be away during the spring
semester, it is highly recommended that the
internship be secured before leaving or that the
internship be done after the sophomore year.
Communicating with the program office and, more
importantly, with a prospective internship
organization, from abroad is difficult and will limit
opportunities.

Areas of Policy Focus
As noted above, some students may wish to focus
their substantive work in policy heavily in a
particular field. Given the size and interests of the
faculty, not every area of public policy is well
represented within the College’s curriculum and
faculty. But generally students can fulfill even
highly specialized interests within the tri-College
community or by taking courses at the University
of Pennsylvania. Courses that fulfill the public
policy foundation requirements in political
analysis, economic analysis, and quantitative
analysis as well as other courses that count toward
the program are listed subsequently. As noted
above, students can petition the program
coordinator to have appropriate courses that are
not listed below count toward the minor.

p. 406
Foundation Requirements
Political Analysis Courses
POLS 002. American Politics or equivalent policy
analysis in political science
POLS 003. Comparative Politics
POLS 004. International Politics
Economic Analysis Courses
ECON O il. Intermediate Microeconomics
ECON 041. Public Economics
ECON 141. Public Economics*
Quantitative Analysis Courses
ECON 031. Introduction to Econometrics
ECON 035. Econometrics
ENGR 057/ECON 032. Operations Research
STAT O il. Statistical Methods
STAT 031. Data Analysis and Visualization
STAT 061. Mathematical Statistics
Policy Courses and Seminars (Arranged by
Department)*
ECON 005. Savage Inaccuracies: The Facts and
Economics of Education in America (Cross-listed
as EDUC 069)
ECON 041. Public Economics
ECON 042. Law and Economics
ECON 044. Urban Economics
ECON 051. The International Economy
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 075. Health Economics
ECON 081. Economic Development
ECON 082. Political Economy o f Africa
ECON 101 A. Economic Theory: Advanced
Microeconomics*
ECON 141. Public Economics*
ECON 151. International Economics*
ECON 171. Labor and Social Economics*
ECON 181. Economic Development*
EDUC 068/SOAN 020B. Urban Education
ENGR 004. Introduction to Environmental
Protection
ENGR 066. Environmental Systems Engineering
HIST 049. Race and Foreign Affairs
HIST 054. Women, Society, and Politics
HIST 066. Disease, Culture and Society in the
Modem World
LING 032. International Perspectives on Deafness
PPOL 097/098. Public Policy Thesis
POLS 015. Ethics and Public Policy
POLS 029. Public Opinion, Polling, and Public
Policy
POLS 032. Gender, Politics, and Policy
POLS 033. Race, Ethnicity, and Public Policy:
African Americans

Public Policy
POLS 039. Faith-Based Social Policy in the
United States
POLS 041. Political Economy and Social Policy:
The United States in the 1990s
POLS 042. Congress in the American Political
System
POLS 043. Environmental Politics and Policy
POLS 048. The Politics of Population
POLS 055. China and the World
POLS 070B. The Politics of Punishment
POLS 104. American Political System
POLS 106. The Urban Underclass and Public
Policy
POLS 111. International Politics*
SOAN 020B/EDUC 068. Urban Education
Course descriptions can be found in each
department’s course listings in this catalog.
* Note: Seminars are limited in size, departmental
majors and minors are often given registration
priority, so public policy minors may not be
admitted.

p. 407

Religion

p. 408

YVONNE P. CHIREAU, Professor
STEVEN P. HOPKINS, Professor and Chair
MARK I. WALLACE, Professor
TARIQ al-JAMIL, Associate Professor
GWYNN KESSLER, Associate Professor
ELLEN M. ROSS, Associate Professor
HELEN PLOTKIN, Visiting Assistant Professor (part time)
ANITA PACE, Administrative Assistant
The Religion Department plays a central role in
the Swarthmore academic program. One attraction
of the study o f religion is the cross-cultural nature
of its subject matter. The discipline addresses the
complex interplay of culture, history, text, orality,
performance, and personal experience. Religion is
expressed in numerous ways: ritual and symbol,
myth and legend, story and poetry, scripture and
theology, festival and ceremony, art and music,
moral codes and social values. The department
seeks to develop ways of understanding these
phenomena in terms o f their historical and cultural
particularity and in reference to their common
patterns.
Courses offered on a regular cycle in the
department present the development of Judaism,
Islam, Buddhism, Hinduism, Afro-Caribbean
religions, and Christianity as well as the
development o f religion and religions in the
regional areas of the Indian Sub-Continent (Hindu,
Jain, Buddhist, Muslim, Sikh), Sri Lanka and
Southeast Asia (Buddhism, Hinduism, and Islam),
China (Taoist, Confiician, 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 matter is
complemented by strong methodological diversity;
questions raised include those o f historical,
theological, philosophical, literary, feminist,
sociological, and anthropological interests. This
multifaceted focus makes religious studies an ideal
liberal arts major.

The Academic 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. Majors successfully complete eight
credits in religion, including the required Senior
Symposium (Religion Café) in the fall of the
senior year, to meet departmental and college
graduation requirements. Minors complete five
credits in the Religion Department and are not
required to take the Senior Symposium. For many
students, courses numbered Religion 001-013
serve as points of entry for advanced work in the
department, and sometimes as prerequisites for

higher-level courses, though this is not always the
case.
Students come to the study o f religion through
various courses at various levels, and the
department encourages this flexibility and
diversity o f entry-points by having no introductory
course requirements, nor are there required
distribution courses. The major in religion is
planned in consultation with faculty members in
the department, the individual student’s adviser,
along with other relevant faculty, who encourage
curricular breadth (close work in more than one
religious tradition) and methodological diversity in
the proposed program. Such breadth and diversity
in the program is encouraged at the very beginning
in the major’s Sophomore Plan.
The curriculum in the Religion Department is
strongly comparative, thematic, and
interdisciplinary, so it is relatively easy for
students to propose programs that are crosscultural and trans-disciplinary in scope. Religion
majors are encouraged to include study abroad in
their programs, planned in collaboration with the
department. Often a student’s independent study
project done while studying abroad is expanded
into a one or two-credit honors or course thesis
upon return to Swarthmore.

Course Major and Minor
Requirements
General major requirements are 8 credits in
religion, including the Senior Symposium. En
route to completing (at least) eight religion credits,
students who major in religion are free to take a
variety of courses of their own choice, in
consultation with the department and their
departmental adviser, but are required to enroll in
the Senior Symposium: Religion Café, in the fall
of the student’s senior year. Successful completion
of the symposium will be the culminating
requirement for the course major. For all religion
majors the symposium will be a one-credit seminar
and will include a term essay assignment.
Religion minors will complete (at least) five
religion credits, and are not required to enroll in
the Senior Symposium: Religion Café.
Students may choose to write a thesis. Those
seniors who desire to complete a one-credit thesis
or a two-credit thesis as part of the major will need
to obtain permission from a faculty adviser in
consultation with the department. For majors, this

Religion
exercise will not substitute for the Senior
Symposium.
With department approval, up to three courses
cross-listed but not housed within the Religion
Department may count toward the major. Only one
such cross-listed course will count toward the
minor. Up to two non-Swarthmore courses (i.e.,
courses taken abroad or domestically) may count
toward the major; only one such course is
permissible for the minor. The department will
accept two courses in language (Arabic, Hebrew,
or other proposed research languages) toward the
major with the approval o f department faculty.
The department will accept one course in language
(Arabic, Hebrew, or other proposed research
languages) toward the minor with the approval o f
department faculty.
Admission to the Major
The Religion Department considers two areas
when evaluating applications: overall GPA and
quality o f prior work in religion courses.
Applicants are sometimes deferred for a term so
the department can better evaluate an application
for the major (generally it is expected that students
will have taken two courses in religion before
being accepted into the major/minor). A student’s
demonstrated ability to do at least B/B- work in
religion is required for admission to the major in
course.

Honors Major and Minor
Requirements
All honors majors and minors fulfill requirements
for the Course Program. Beyond this step, the
normal method o f preparation for the honors major
will be done through three seminars, although with
the consent o f the department, a single 2-credit
thesis, a 1-credit thesis/course combination, or a
combination o f two courses (including attachments
and study abroad options) can count for one
honors preparation. In general, only one such
preparation can consist of non-seminar-based
studies.
In the religion major, the mode of assessing a
student’s three 2-credit preparations in religion
(seminars or course combinations, but not 2-credit
theses) will be a three-hour written examination
set by an external examiner. In addition, with the
exception o f a thesis preparation, a student will
submit to each external examiner a Senior Honors
Study paper. Senior Honors Study papers will be
between 2500 and 4000 words and will normally
be a revision o f the final seminar paper or, in the
event o f a non-seminar mode o f preparation, a
revised course paper. A final oral examination by
the examiner follows the written exam. 2-credit
theses will be read and orally examined by an
external examiner (with no extra Senior Honors
Study requirement).

p. 409
In the minor, the mode o f assessing a student’s one
2-credit preparation in religion will also be a threehour written examination (and the oral) set by an
external examiner, along with a Senior Honors
Study paper.
Seminars and the written and oral external
examinations are the hallmarks of honors.
Seminars are a collaborative and cooperative
venture among students and faculty members
designed to promote self-directed learning. The
teaching faculty evaluates seminar performance
based on the quality o f seminar papers, comments
during seminar discussions, and when required, a
final paper. Since the seminar depends on the
active participation of all its members, the
department expects students to live up to the
standards o f honors. These standards include:
attendance at every seminar session, timely
submission o f seminar papers, reading o f seminar
papers before the seminar, completion o f the
assigned readings prior to the seminar, active
engagement in seminar discussions, and respect
for the opinions o f 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 o f the honors experience.
Admission to the Honors Program
Because o f the nature o f different instructional
formats (e.g., seminars) and of the culminating
exercise in the Honors Program, the department
expects applicants to this program to have at least
a B+/B average in religion courses as well as an
overall average above the College graduation
requirement for admission to the Honors Program.

Application Process for the Major
or the Minor
Sophomore applicants: for instructions and forms,
please visit the “Sophomore Plan o f Study” page
under “Academic Advising & Support” on the
Dean’s Office website.
Junior and senior applicants: please visit the
Registrar’s Office website for the “Change/Add a
Major or Minor” form.
Please note:
All applications to the religion major or minor
should include a one to two paragraph statement
that details the applicant’s reason for applying to
the department (we encourage curricular breadth
and diversity o f courses).
All religion majors must take RELG 095 Religion
Café: Senior Symposium in the fall of senior year.

Transfer Credit
For policy regarding domestic study or any
summer study see the Registrar’s Office and
website: Policies, “Transfer Credit Policy - Credit
for Work Done Elsewhere.”

Religion
Off-Campus Study
In many cases, credit may be earned in the
Religion Department for study abroad or at other
institutions in this country. Typically, the Religion
Department will approve a maximum o f 2 religion
credits for off-campus study. For international
study during the academic year, see the OffCampus Study Office and website. In addition,
students who are seeking credit for study to be
completed at other institutions should consult with
the Religion Department off-campus study
representative prior to enrolling in courses. In
order to seek credit for any work completed while
away from Swarthmore the general policy is that
students must have the Registrar’s or Off-Campus
Study Office’s approval form signed by the
Religion Department representative prior to
undertaking the course or courses.
Further Notes about International Off-Campus
Study:
1. Prior to the international study opportunity,
speak with the Faculty Adviser for Off-Campus
Study, or with Rosa Bernard, Assistant Director
for Off-Campus Study, in the Off-Campus Study
office. Careftilly review all material received from
the Off-Campus Study Office.
2. Complete the “Application for Pre-Estimation
of Study Abroad Credit.” This will include getting
signatures from representatives in departments
from which you will be requesting credit.
3. While away, contact the Religion Department if
any changes are made to the preapproved
schedule.
4. During your study away from Swarthmore,
keep all relevant course material including syllabi,
class notes, papers, and examinations, etc.
5. At the beginning o f the semester after your
return, meet with an Off-Campus Study Office
staff member to organize your materials for
evaluation for credit.
6. Complete the “Record of Departmental
Materials Submission” (available at the OffCampus Study Office). At the time you submit all
supporting documents (e.g., syllabi, papers,
examinations, class notes, etc.) to the Religion
Department, have this form signed by the Religion
Department representative who oversees transfer
credit requests in religion.
7. The Religion Department will then consider
credit award and will send the student, the
Registrar, and the Off-Campus Study Office its
decision. At this time, you may pick up your
supporting materials in the Religion Department
Office.

Courses
RELG 001. Religion and Human
Experience
This course introduces the nature o f religious
worldviews, their cultural manifestations, and their

p. 410
influence on personal and social self­
understanding and action. The course explores
various themes and structures seminal to the nature
of religion and its study: sacred scripture, visions
of ultimate reality and their various manifestations,
religious experience and its expression in systems
of thought, and ritual behavior and moral action.
Members of the department will lecture and lead
weekly discussion sections.
Writing course.
1 credit.
Not offered 2014—2015.
RELG 001C. Religion and Terror in an Age
of Hope and Fear
Religion kills: this is the verdict against religion
since the September 11,2001 attacks on the World
Trade Center. Since that time, here and abroad, the
United States views many forms o f religion as
potent security threats. Various forms of Judaism,
Christianity, and Islam, in particular, are seen as
direct challenges to the secular ethos and global
mission of late capitalist societies. This teamtaught course in religion, politics, and culture, will
offer a counter-narrative to the argument that
religion and violence are equivalent terms using
the resources o f postcolonial theory, critical race
theory, sustainability economics, liberation
theology, and psychoanalytic theory. No
prerequisites.
1 credit.
Eligible for ISLM or PEAC credit.
Not offered 2014-2015.
RELG 002. Religion in America
This course is an introduction to religion in the
United States, beginning with Native American
religions and European-Indian contact in the
colonial era, and moving forward in time to
present-day movements and ideas. The course will
explore a variety o f themes in American religious
history, such as slavery and religion, politics and
religion, evangelicalism, Judaism and Islam in the
United States, “cults” and alternative spiritualities,
New Age religions, popular traditions, and religion
and film, with an emphasis on the impact of
gender, race, and national culture on American
spiritual life.
1 credit.
Spring 2015. Chireau.
RELG 003. The Bible: In the Beginning...
The Bible has exerted more cultural influence on
the West than any other single document; whether
we know it or not, it impacts our lives. This class
critically examines the Hebrew Bible (Old
Testament)—from its Ancient Near Eastern
context to its continued use today. We explore a
variety of scholarly approaches to the Bible—
historical, literary, postmodern—as we read the
Bible both with the tools o f source-criticism and as
cultural critics. Particular focus will be placed on

Religion
constructions of God, gender, nature, and the
“other” in biblical writings as well as the themes
of collective identity, violence, and power.
Eligible for GSST or INTP credit.
1 credit.
Fall 2014. Kessler.
RELG 003A. Hebrew Bible and its Modern
Interpreters
When was the last time you read the most
important text in the West? The Hebrew Bible
isn’t what it used to be. In the modem period, the
scientific study o f the Bible opened up new ways
of thinking about sacred texts. This is an
introduction to the Hebrew Bible as a literary,
historical, political, and religious document. We
will explore the use and abuse of the Hebrew Bible
by Jews and Christians, paying attention to its role
in contemporary culture, politics, and ethics.
Reading select books of the Bible, we will
emphasize issues o f gender and race, revolution
and Zionism, genocide and slavery, good and evil.
1 credit.
Not offered 2014-2015.
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 o f the particular
themes that are studied include the dynamic of
canon formation, the synoptic problem in relation
to the Gospel of John, first-century Judaism, Greek
and Roman influences, the messianic
consciousness o f Jesus, the use o f epistolary
literature in Paul, the problem of apocalyptic
material, and the wealth o f 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 inspired
by the New Testament are read and viewed as
well.
Eligible for INTP credit and Community-Based
Learning.
1 credit.
Spring 2015. Wallace.
RELG 004B. Jewish Interpretation: From
the HolyLand to Hollywood
A famous rabbinic statement proclaims, “If you
wish to know The-One-Who-Spoke-and-theWorld-Came-Into-Being, learn aggadah” (Sifre
Deuteronomy 11:22). This course further
proclaims, if you wish to know Judaism, study
Jewish interpretation. The process o f Jewish
interpretation, begun in the Hebrew Bible and
continuing to the present day, offers great insight
not only into the ways Jewish tradition, literature,
and culture have come into being, but also how
these facets of Judaism, and Judaism writ large,

p. 411
adapt and develop over time. This class begins
with Jewish interpretations during the 2nd Temple
Period, proceeds to examine in some depth
classical rabbinic exegesis, moves on to explore
some “off the beaten track” medieval sources, and
culminates in contemporary meditations (and
movies) about Judaism. We pay attention to both
the continuities and disjunctions o f Jewish
writings and representations over time as we
explore what the boundaries are-if indeed there are
any-of both Jewish interpretation and Judaism.
1 credit.
Not offered 2014—2015.
RELG 005. World Religions
Wars are fought; walls go up; hope marches on.
Religion plays a crucial role in culture, politics,
global events, and in the lives o f contemporary
peoples world-wide. This class, by examining
what religion is and how it manifests itself in
multiple ways around the world and in the United
States, provides students with religious literacy
and analytic skills to better engage as citizens of
the world in the 21st century. This course
introduces students to both the academic study of
religion and to religions as practiced around die
world. We will explore textual traditions and lived
practices of religions—and investigate the
relationships between such texts and practices—in
numerous historical and cultural contexts. Topics
covered include: definitions and meanings of the
term “religion;” understandings and expressions of
the sacred; the relationship between violence and
religion. We will examine the myths and rituals,
the beliefs and practices, institutions, and
expression o f global religious traditions.
Eligible for PEAC credit.
1 credit.
Spring 2015. Chireau, Kessler.
RELG 005B. Introduction to Christianity
This course is a selective introduction to Christian
religious beliefs and practices. This course
introduces students to the development and diverse
forms of Christianity, drawing on categories from
the study of religion including ritual, narrative, art,
and theology.
1 credit.
Not offered 2014-2015.
RELG 006. Judaism: God, Torah, Israel
This course explores Judaism through a survey of
its history, literature, practices and beliefs—with
particular emphasis on the concepts of God, Torah,
and Israel (the Jewish people). We examine the
fundamental historical developments of Judaism
from the biblical to moderiï eras, paying attention
to how Judaism has developed and continues to
develop over time. We consider the diversity of
Judaism as a religion and the diverse expressions
of Jewish identity, particularly in their
contemporary North American contexts).

Religion
1 credit.
Not offered 2014—2015.
RELG 006B. The Talmud
This course introduces students to the academic
study of the Babylonian Talmud (Bavli)-and
through it, the academic study of Judaism.
Through close, critical, and engaged readings of
both brief selections and more lengthy passages,
the course not only explores the vast seas of the
Bavli but also considers the Bavli’s foundational
place within Judaism and its importance to Jewish
tradition. We begin by reading selections of the
Talmud that both seek to situate the material in its
immediate historical-literary contexts and to
explore current points of relevance. We proceed to
a close reading of one sugya (passage) and then
spread out to examine some specific topics,
focusing on rabbinic constructions of gender and
rabbinic theology. The close readings of texts are
supplemented by contemporary scholarship on the
Talmud and the rabbis of antiquity. Finally, we
read two contemporary mediations on Judaism that
use the Talmud as their “anchor,” their point of
reference.
1 credit.
Not offered 2014-2015.
RELG 007B. Women and Religion
This course will examine the variety o f women’s
religious experiences in the United States. Topics
will include the construction of gender and
religion, religious experiences o f women of color,
spiritual autobiographies and narratives by
women, Wicca and witchcraft in the United States,
and feminist and womanist theology.
Eligible for GSST credit.
1 credit.
Not offered 2014-2015.
RELG 008. Patterns of Asian Religions
A thematic introduction to the study of religion
through an examination of selected texts,
teachings, 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 o f China; and the
Shinto tradition of Japan. Themes include deities,
the body, ritual, cosmology, sacred space,
religious specialists, and death and the afterlife.
Writing course.
Eligible for ASIA credit.
1 credit.
Spring 2015. Hopkins.
RELG 008B. The Qur’an and Its
Interpreters
This is course will include detailed reading o f the
Qur’an in English translation. The first part of the
course will be devoted to the history o f the Qur’an

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and its importance to Muslim devotional life. The
first portion o f the course will include: discussion
of the history of the compilation of the text, the
methods used to preserve it, styles of Qur’anic
recitation, and the principles of Qur’anic
abrogation. Thereafter, attention will be devoted to
a theme or issue arising from Qur’anic
interpretation. Students will be exposed to the
various sub-genres o f Qur’anic exegesis including
historical, legal, grammatical, theological and
modernist approaches.
Eligible for ISLM or MDST credit.
1 credit.
Spring 2015. al-Jamil.
RELG 009. The Buddhist Traditions of Asia
This course explores the unity and variety of
Buddhist traditions within their historical
developments in South, Central, and East Asia, by
way of the study o f its texts The course will be
organized chronologically and geographically, and
to a lesser extent thematically, focusing on the
formations of early Indian Buddhism (the Nikaya
traditions in Pâli and Sanskrit), the Theravada in
Sri Lanka and Thailand, Mahayana Ch’an/Zen
traditions in China and Japan, and Vajrayana
(tantra) traditions in Tibet. Themes include
narratives of the Buddha and the consecration of
Buddha images; gender, power, and religious
authority, meditation, liberation, and devotional
vision; love, memory, attachment and Buddhist
devotion; the body, and the social construction of
emotions and asceticism.
Writing course.
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.
RELG 010. African American Religions
What makes African American religion “African”
and “American”? Using texts, films, and music,
we will examine the sacred institutions of
Americans o f African descent. Major themes will
include Africanisms in American religion, slavery
and religion, gospel music, African American
women and religion, black and womanist
theology, the civil rights movement, and Islam and
urban religions. Field trips include visits to Father
Divine’s Peace Mission and the first independent
black church in the United States, Mother Bethel
A.M.E. Church.
Eligible for BLST credit.
1 credit.
Fall 2014. Chireau.
RELG 011. First-Year Seminar: Religion
and the Meaning of Life
“Whoever wants to save their life will lose it, but
whoever loses their life for my sake will save it.” :
One of the most intriguing contradictions in
comparative religious studies is the claim that only

Religion
when one forfeits the self can one discover
genuine selihood; the journey to the true self
begins by first abandoning one’s assumptions
about selfhood through practicing the disciplines
o f self-emptying and self-giving. In this seminar,
we will analyze the collapse of the received
notions o f the stable self in classical thought and
then move toward a postmodern recovery o f the
self-that-is-not-a-self founded on the spiritual
practice o f solicitude for the other. Readings may
include Plato, Augustine, Rumi, Kierkegaard,
Weil, Nishitani, Bonhoeffer, Levinas, Thich Nhat
Hanh, and Dillard. This discussion-rich seminar
includes regular student presentations and a
community service-learning component.
Eligible for Community-Based Learning.
1 credit.
Not offered 2014-2015.
RELG 011B. The Religion of Islam: The
Islamic Humanities
This course is a comprehensive introduction to
Islamic doctrines, practices, and religious
institutions in a variety o f geographic settings from
the rise o f Islam in the seventh century to the
present. Translated source materials from the
Qur’an, sayings o f Muhammad, legal texts, and
mystical works will provide an overview o f the
literary expressions of the religion. Among the
topics to be covered are: the Qur’an as scripture
and as liturgy; conversion and the spread of Islam;
Muhammad in history and in the popular
imagination; concepts o f the feminine; Muslim
women; sectarian developments; transmission of
religious knowledge and spiritual power; Sufism
and the historical elaboration o f mystical
communities; modem reaffirmation of Islamic
identity; and Islam in the American environment.
Writing course.
Eligible for ISLM or MDST credit.
1 credit.
Fall 2014. al-Jamil.
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 o f the north to the
establishment of Islam under Moghul rale. Topics
include the ritual system o f the Vedas, the
philosophy of the Upanishads, the rise o f Buddhist
and Jain communities, and the development of
classical Hindu society. Focal themes are
hierarchy, caste and class, purity and pollution,
gender, untouchability, world renunciation, and
the construction o f a religiously defined social
order.
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.

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RELG 012B. Hindu Traditions of India:
Power, Love, and Knowledge
This course is an introduction to the religious and
cultural history o f Hindu traditions o f India from
the prehistoric Indus Valley in the northwest to the
medieval period in the southeast, and major points
and periods in between, with a look also at
formative points o f the early modem period. Our
focus will be on the interactions between Vedic,
Buddhist, brahmanical, popular/ritual, and Jain
religious traditions in the development, and
formation o f Hindu religious streams, along with
major ritual and ascetic practices, hagiographies,
and myths, hymns and poetry, and art and images
associated with Hindu identities and sectarian
formations, pre-modem and modem. In addition to
providing students with a grasp of the basic
doctrines, practices, and beings (human,
superhuman, and divine) associated with various
Hindu traditions, the course also seeks to equip
them with the ability to analyze primary and
secondary sources.
Eligible for ASIA credit.
1 credit.
Not offered 2014-2015.
RELG 013. The History, Religion, and
Culture of India II: Muslim, Hindu, Sikh,
and Dalit in North India
After a survey o f premodem Hindu traditions, the
course tracks the sources o f Indo-Muslim culture
in North India, including the development o f Sufi
mysticism; Sindhi, Urdu, and Tamil poetry in
honor of the Prophet Muhammad; syncretism
under Mughal emperor Akbar; and the
consolidation o f orthodoxy with Armad Sirhindi
and his school in the 16th to 17th century. We then
trace the rise o f the Sikh tradition in the milieu of
the Mughals, northern Hindu Sants and mendicant
Sufis, popular goddess worship and village piety,
focusing on several issues of religious experience.
We then turn to the colonial and post-colonial
period through the lenses o f the Hindu saints,
artists, and reformers (the “nationalist elite”) of the
Bengali Renaissance, and the political and
religious thought o f Mohandas Gandhi and Dalit
reformer Ambedkar. We will use perspectives of
various theorists and social historians, from Ashis
Nandy, Partha Chatteijee, Peter van der Veer, to
Veena Das and Gail Omvedt.
Eligible for ASIA or ISLM credit.
1 credit.
Not offered 2014-2015.
RELG 014. Christian Life and Thought in
the Middle Ages
Survey of western Christian 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 o f Jesus Christ, heresy and dissent,
bodily devotion, love, mysticism, scholasticism,

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p. 414

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.
Eligible for MDST credit.
1 credit.
Not offered 2014-2015,

contemporary society. By reading a number of
accounts o f personal spiritual journeys we will
travel the landscape o f contemporary religious
America—with its vibrancy and variety—and
consider our own journeys (spiritual or otherwise)
along the way.
1 credit.
Not offered 2014-2015.

RELG 015. First-Year Seminar: Religion
and Literature: Blood and Spirit
A seminar-style introduction to study of relation of
religious ideas to visionary literature, including
novels, stories, sacred texts, and films. A variety
of critical theories are deployed to understand (or
construct) the meaning of different imaginative
variations on reality. Academic and creative
writers include many or all o f the following:
Sophocles, Augustine, Joyce, Morrison,
O’Connor, Updike, Dostoevsky, Crace, Lewis,
Weil, Scorsese, Kazantzakis, Snyder, Abbey, and
Camus. ■',)
Eligible for INTP credit.
1 credit.
Not offered 2014-2015.

RELG 018. Global Christianities
This course explores Christian beliefs and
practices in a global context. We consider
Christian worldviews, their cultural expressions,
history, and influence upon personal and social
self-understanding and action. Examples will be
drawn from Christian communities in Asia, Africa,
Europe, Latin America, and the United States.
Themes include images of the sacred and o f Jesus
and Mary, mother of Jesus; pilgrimage and
festivals; saints; gender; power; and religious
authority; politics, conflict, and social
transformation; and healing traditions.
1 credit.
Spring 2015. Ross.

RELG 015B. Philosophy of Religion
(Cross-listed as PHIL 016)
Searching for wisdom about the meaning o f life?
Curious as to whether there is a God? Questioning
the nature o f 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 Continental
philosophical approaches to religious thought
using different disciplinary perspectives; it is a
selective overview o f the history of philosophy
with special attention to the religious dimensions
of many contemporary thinkers’ intellectual
projects. Topics include rationality and belief,
proofs for existence o f God, the problem of evil,
moral philosophy, biblical hermeneutics, feminist
revisionism, postmodernism, and interreligious
dialogue. Thinkers include, among others, Anselm,
Kierkegaard, Dostoevsky, Nietzsche, Kant,
Wittgenstein, Derrida, Levinas, Weil, and Abe.
This year, the central theme o f the course is the
problem of evil.
Eligible for INTP credit and Community-Based
Learning.
1 credit.
Fall 2014. Wallace.
RELG 016. First-Year Seminar: Spiritual
Journeys: Into the Wild
What does it mean to take religion “on the road”?
How does one “pray with one’s feet”? Where is
the sacred to be found—on the journey itself or at
the place of destination—or both? What is the
sacred anyway? Spiritual journeys—pilgrimages
to places old and new—are on the rise in

RELG 018B. Modern Jewish Thought
Is modem reason compatible with biblical
revelation? Beginning with the heretic Spinoza,
we’ll examine the giants of Jewish thought—
religious reformers, philosophers, and theologians
wrestling with the challenge of modernity, politics,
and multiculturalism. Topics will include: the
essence of Judaism, the nature o f law, religion and
state, God and evil, the status of women and nonJews, the legacy o f the Holocaust. Readings from:
Martin Buber, Abraham Joshua Heschel, Judith
Plaskow, Emmanuel Levinas, and others.
1 credit.
Not offered 2014-2015.
RELG 019. First-Year Seminar: Religion
and Food
Why do some people eat the body of their god?
What is soul food? Is the pig an abomination? Is
there such a thing as “devil’s food” and “angel’s
food”? Which is more spiritual, to feast or to fast?
All of these questions are tied together by a
common theme: They point to the relationship
between food, eating, and the religious
experiences of human beings. This seminar will
introduce students to the study of religion, using
food as an entry point. We will investigate the
significance of food across a variety o f traditions
and explore such issues as diet, sacrifice, healing,
the body, ethics, and religious doctrines
concerning food. Topics will include religious
fasting, vegetarianism, eating rituals, food
controversies, purity and pollution, theophagy and
cannibalism as sacred practice.
1 credit.
Fall 2014. Chireau.

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RELG 020. Christian Mysticism
This course considers topics in the history of
Christian mysticism. Themes include mysticism as
a way o f life, relationships between mystics and
religious communities, physical manifestations
and spiritual experiences, varieties o f mystical
union, and the diverse images for naming the
relationship between humanity and the Divine.
Readings that explore the meaning, sources, and
practices o f Christian mystical traditions may
include Marguerite Porete, Francis o f Assisi,
Julian o f Norwich, Simone Weil, Thomas Merton,
and Dorothee Soelle.
Eligible for MDST credit.
1 credit.
Not offered 2014—2015.
RELG 021. Prison Letters: Religion and
T ransformation
Focusing on themes of religion and transformation
and prison as a literal and metaphorical space, this
course explores themes of life and death,
oppression and freedom, isolation and community,
agency, and identity. Drawing primarily on
Christian sources, readings move from the New
Testament through Martin Luther King, Jr., to the
contemporary U.S. context where more than 2
million people are incarcerated today.
1 credit.
Not offered 2014-2015.
RELG 022. Religion and Ecology
This course focuses on how different religious
traditions have shaped human beings’ fundamental
outlook on the environment in ancient and modem
times. In turn, it examines how various religious
worldviews can aid the development o f an earthcentered philosophy of life. The thesis of this
course is that the environment crisis, at its core, is
a spiritual crisis because it is human beings’ deep
ecocidal dispositions toward nature that are the
cause of the earth’s continued degradation. Course
topics include ecological thought in Western
philosophy, theology, and biblical studies; the role
of Asian religious thought in forging an ecological
worldview; the value of American nature writings
for environmental awareness, including both EuroAmerican and Amerindian literatures; the public
policy debates concerning vegetarianism and the
antitoxics movement; and the contemporary
relevance of ecofeminism, deep ecology,
Neopaganism, and wilderness activism. In addition
to writing assignments, there will be occasional
contemplative practicums, journaling exercises,
and a community-based learning component.
Eligible for ENVS credit and Community-Based
Learning.
1 credit.
Not offered 2014-2015.

p. 415
RELG 023. Quakers Past and Present
In Swarthmore’s 150th anniversary year this
course asks; Who are Quakers today? What are the
common roots and variations in Quaker belief and
practice over time? How did Quakers come to be
so well-known for their social activism? This
course explores the impact o f Quakers in North
America from the 1650s to the present as well as
the contemporary rapid growth o f Quakerism in
Africa (46% of Quakers worldwide) and in Latin
America. Topics include Quakers and peace work,
abolition, women’s rights advocacy, prison
reform; Quakers and nature; Quakers and
education; Quakers and evangelical and Spiritcentered traditions; Quakers and hospital and
school foundations; and Quaker writings about
God, self, and world. In exploring Quaker
Traditions this class contributes to students’
understanding of the study o f Religion and of
Christianity. Readings will include the work of
George Fox, Margaret Fell, William Penn, John
Woolman, Lucretia Mott, Elias Hicks, Elise
Boulding, and Rufus Jones, The Friends World
Committee on Consultation, and the American
Friends Service Committee. Students will have the
opportunity to work with the resources of
Swarthmore College’s Friends Historical Library
and Peace Collection.
Eligible for PEAC credit.
1 credit.
Fall 2014. Ross.
RELG 024. From Vodun to Voodoo: African
Religions in the Old and New Worlds
Is there a kindred spirituality expressed within the
ceremonies, beliefs, music and movement of
African religions? This course explores the
dynamics of African religions throughout the
diaspora and the Atlantic world. Using text, art,
film, and music, we will look at the interaction of
society and religion in the black world, beginning
with traditional religions in west and central
Africa, examining the impact o f slavery and
migration, and the dispersal of African religions
throughout the Western Hemisphere. The course
will focus on the varieties o f religious experiences
in Africa and their transformations in the
Caribbean, Brazil and North America in the
religions o f Candomblé, Santeria, Conjure, and
other New World traditions. At the end of the
term, in consultation with the professor, students
will create a web-based project in lieu o f a final
paper.
Study abroad credit may be available.
Eligible for BLST credit.
1 credit.
Not offered 2014-2015.

Religion
RELG 025. Black Women and Religion in
the United States
This course is an exploration of the spiritual lives
of African American women. We will hear black
women’s voices in history and in literature, in
film, in performance and music, and within diverse
periods and contexts, and reflect upon the
multidimensionality of religious experience in
African American women’s lives. We will also
examine the ways that religion has served to
empower black women in their personal and
collective attempts at the realization of a sacred
self. Topics include: African women’s religious
worlds; women in the black diaspora; African
American women in Islam, Christianity, and New
World traditions; womanist and feminist thought;
and sexuality and spirituality. Readings include
works by: Alice Walker; Audre Lorde; bell hooks;
Zora Neale Hurston; Patricia Williams, and others.
No prerequisites.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2014—2015.
RELG 026. Performing Judaism: Feasts
and Fasts
This course introduces students to Judaism as
lived—enacted and embodied—through a critical
examination of Jewish holiday and lifecycle
rituals. We will study the beginnings of Jewish
rituals and chart their development throughout
centuries of Jewish history, noting how ritual
allows Judaism to retain ancient roots and grow
new branches. Our discussions will be informed
by contemporary scholarship in performance
studies, ritual studies, gender studies, and
anthropology. These current approaches will help
us compare (and contrast) Jewish rituals with
rituals of other religions.
1 credit.
Not offered 2014-2015.
RELG 027. Radical Jesus
This class is a discussion-intensive, student-led
exercise in the critical study of Jesus that centers
on analytical reading and writing; contemplative
practice; and community action. Beginning with
the joyous and terrifying Gospel o f M ark and the
recently discovered Gospel o f Judas, and
continuing with the rise of Constantine, Martin
Luther’s Ninety-Five Theses, and Dostoevsky’s
“The Grand Inquisitor,” this class theologically
analyzes Jesus today as the mystic-prophet
revolutionary who, alternately, is “the first and last
Christian” (Friedrich Nietzsche), “the preacher of
Christian atheism” (Dietrich Bonhoeffer), “the
face of divine affliction” (Simone Weil), “my
great brother” (Martin Buber), “the advocate for
the disinherited” (Howard Thurman), “the God
within each of us” (Thich Nhat Hanh), “the

p. 416
prophet of simplicity” (Shane Claiborne), and “the
liberating Com Mother” (George Tinker).
Eligible for INTP credit.
1 credit.
Not offered 2014—2015.
RELG 030. The Power of images: Icons
and Iconoclasts
This course is a cross-cultural, comparative study
of the use and critique of sacred images in biblical
Judaism; Eastern Christianity; and the Hindu,
Buddhist, and Jain traditions of India. Students
will explore differing attitudes toward the physical
embodiment of divinity, including issues o f divine
“presence” and “absence”; icons, aniconism, and
“idolatry”; and distinctions drawn in some
traditions between different types o f images and
different devotional attitudes toward sacred
images, from Yahweh’s back and bleeding icons
to Jain worship o f “absent” saints.
Eligible for ASIA or MDST credit.
1 credit, r
Spring 2015. Hopkins.
RELG 031. Religion and Literature: From
the Song of Songs to the Hindu Saints
A cross-cultural, comparative study o f religious
literatures in Jewish, Christian, Islamic, and Hindu
traditions. How “secular” love poetry and poetics
have both influenced and been influenced by
devotional poetry in these traditions, past and
present.
Eligible for ASIA or MDST credit.
1 credit.
Not offered 2014-2015.
RELG 032. Queering God: Feminist and
Queer Theology
The God of the Bible and later Jewish and
Christian literature is distinctively masculine,
definitely male. Or is He? If we can point out
places in traditional writings where God is
nurturing, forgiving, and loving, does that mean
that God is feminine, or female? This course
examines feminist and queer writings about God,
explores the tensions between feminist and queer
theology, and seeks to stretch the limits of
gendering—and sexing—the divine. Key themes
include: gender; embodiment; masculinity;
liberation; sexuality; feminist and queer theory.
Eligible for GSST or INTP credit.
1 credit.
Not offered 2014—2015.
RELG 036. Christian Visions of Self and
Nature
This course is a thematic introduction to
Christianity. Beginning with early Christian
writings and moving historically up through the
contemporary period, we will explore a wide
variety o f ideas about God, self, and nature.

Religion
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 o f science and
religion, and we will investigate a multiplicity of
views about Christian understandings of the
relationship between the human and non-human
world. This class includes a community-based
learning component: Students will participate in
designing and teaching a mini-course on “Nature
and Chester” to students in the nearby community
of Chester. Readings include Aristotle (critical for
understanding science in the later Middle Ages),
Hildegard of Bingen, Roger Bacon, Galileo
Galilei, Charles Darwin, Herman Melville, Ralph
Waldo Emerson, John Muir, Graceanna Lewis,
Thomas Berry, Nalini Nadkami, and Terry
Tempest Williams.
1 credit.
Not offered 2014-2015.
RELG 038. Religion and Film
An introductory course that uses popular film as a
primary text/medium to explore fimdamental
questions in the academic study o f religion. In
particular, we will be concerned with the ways that
religion and religious experience are constituted
and defined on film as well as through film
viewing. In discussing films from across a range of
subjects and genres, we will engage in the work of
mythical, theological and ideological criticism,
while examining the nature, function, and value of
religion and religious experience. We will also
consider some of the most significant writers and
traditions in the field of Religion and develop the
analytical and interpretive skills of the discipline.
Scheduled films include The Seventh Seal, The
Matrix, Breaking the Waves, Contact, Jacob’s
Ladder, The Passion o f the Christ, The Rapture,
The Apostle, as well as additional student
selections. Weekly readings, writing assignments,
and evening screening sessions are required.
1 credit.
Spring 2015. Chireau.
RELG 039. Good and Evil
What do the Western religious traditions have to
teach us about the evils o f alienation, racism, war,
disease, exploitation and the possibility of
solidarity, resistance, love, and goodness? This
course will be an intense examination o f modem
philosophical and theological responses to the
mysteries o f radical evil and radical good.
Eligible for PEAC credit.
1 credit.
Not offered 2014-2015.
RELG 041. Religion and Poetry
How is poetry uniquely suited to describing
religious experience and concepts? How and why
does poetry draw upon the language and
techniques of sacred texts? We will read poetic

p. 417
texts from various religious traditions alongside
modem and contemporary poetry (including
Hopkins, Frost, Larkin, Bidart, Komunyakaa,
Levin, and Tracy K. Smith) that is nonetheless
engaged in religious inquiry o f one kind or
another. Assignments will include both critical and
creative writing in response to these texts.
1 credit.
Not offered 2014-2015.
RELG 042. Performing Ecstasy Dancing
the Sacred
(See DANC 038)
1 credit.
Spring 2015.
RELG 043. In Quest of God: The Latin
American Religious Arena
(See LASC 025)
This course counts for distribution in Humanities
under the Religion rubric.
1 credit.
Spring 2015. Machuca-Galvez.
RELG 053. Gender, Sexuality, and the
Body in Islamic Discourses
An exploration o f sexuality, gender roles, and
notions o f the body within die Islamic tradition
from the formative period o f Islam to the present.
This course will examine the historical
development of gendered and patriarchal readings
o f Islamic legal, historical, and scriptural texts.
Particular attention will be given to both the
premodem and modem strategies employed by
women to subvert these exclusionary forms.of
interpretation and to ensure more egalitarian
outcomes for themselves in the public sphere.
Topics discussed include female piety, marriage
and divorce, motherhood, polygamy, sex and
desire, honor and shame, same-sex sexuality, and
the role o f women in the transmission of
knowledge.
Eligible for GSST, ISLM, or MDST credit.
1 credit
Fall 2014. al-Jamil.
RELG 054. Power and Authority in Modern
Islam
This course examines some o f the salient issues of
concern for Muslims thinkers during the modem
period (defined for the purposes o f this course as
the colonial and post-colonial periods). Beginning
with discussion of the impact o f colonialism on
Islamic discourses, the course moves on to address
a number of recurrent themes that have
characterized Muslim engagement with modernity.
Readings and/or films will include religious,
political, and literary works by Muslims in variety
of cultural and linguistic settings. Topics to be
discussed will include: nationalism and the rise of
the modem nation-state, questions of religion and
gender, the Israeli-Palestinian conflict,

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developments in Islam in the United States and
Canada, and case studies of reformist and
revivalist movements in the modem nation-states
of Iran, Iraq, Afghanistan, Pakistan, and Saudi
Arabia. Special attention will be paid to
contemporary Muslim responses to feminist
critiques, democracy, pluralism, religious
violence, extremism, and authoritarianism.
Eligible for ISLM credit.
1 credit.
Not offered 2014—2015.
RELG 057. Hebrew for Text Study I
(Cross-listed as LING 007)
What does the Bible really say? Have you ever
noticed how radically different the Hebrew Bible
seems in different translations? If you want to
understand the enigma of this text, if you want to
experience it through your own eyes, if you want
to plumb its depths, appreciate its beauty, confront
its challenges, and understand its influence, you
must read it in Hebrew. In this course, you will
learn the grammar and vocabulary required to
experience the Hebrew Bible and ancient Hebrew
commentaries in the original language. You will
learn to use dictionaries, concordances, and
translations to investigate word roots and to
authenticate interpretations of the texts. In addition
to teaching basic language skills, this course offers
students the opportunity for direct encounter with
primary biblical, rabbinic, and Jewish liturgical
sources. No experience necessary. If you already
have some Hebrew competence, contact the
instructor for advice.
1 credit.
Spring 2015. Plotkin.
RELG 059. Hebrew for Text Study II
(Cross-listed as LING Ó10)
This course is a continuation of Hebrew for Text
Study I. Students who have not completed that
course will require the permission o f the instructor
to enroll in this course.
This set of courses teaches the grammar and
vocabulary required to experience the Hebrew
Bible and ancient Hebrew commentaries in the
original language. You will leam to use
dictionaries, concordances, and translations to
investigate word roots and to authenticate
interpretations of the texts. In addition to teaching
basic language skills, this course offers students
the opportunity for direct encounter with primary
biblical, rabbinic, and Jewish liturgical sources.
1 credit.
Fall 2014. Plotkin.
RELG 067. Judaism and Nature
“We are not obligated to complete the task; neither
are we free to abstain from it.” (Pirke Avot 2:21)
The task before us is to examine the relationship(s)
between Judaism and Nature. We are setting out to

p. 418
decide—or at least ponder—the following
questions (though we will surely encounter more
along the way): What does Jewish literature from
the Garden o f Eden to the present day say about
the earth and humanity’s relationship with it?
Because o f the growing awareness about current
ecological concerns and crises, Jewish tradition is
being mined—or cultivated—for historical
precedents that reflect ecologically sound models
of Jewish living. How fruitful is this process? To
what extent can contemporary Jews rely on
tradition to provide such models, and to what
extent must Jews today find new ways o f bringing
humanity and nature together?
1 credit.
Not offered 2014-2015.
RELG 093. Directed Reading: Readings in
Classical Jewish Texts
Section 01.
0.5 credit.
Fall 2014 and spring 2015. Plotkin.
RELG 093. Directed Reading
Section 02.
1 credit.
Fall 2014 and spring 2015. Staff.
RELG 095. Religion Café: Senior
Symposium
This seminar is a weekly symposium for senior
majors addressing some of the major themes,
theories, and methods in the academic study of
religion. The seminar will highlight the inherently
multidisciplinary nature of religious studies by
reading scholars from several disciplines who have
influenced certain theoretical and philosophical
assumptions and vocabularies in the field. The
seminar will examine a number of approaches to
religious studies including, but not limited to,
those drawn from: post-structuralism, gender
studies, critical theory, cognitive science,
phenomenology, ethics, pragmatism, social
history, and anthropology.
1 credit.
Fall 2014. Kessler.
RELG 096. Thesis
Writing course.
1 credit.
Fall 2014 and spring 2015. Staff.
RELG 097. Thesis
1 credit.
Fall 2014 and spring 2015. Staff.

Seminars
RELG 100. Holy War, Martyrdom, and
Suicide in Christianity, Judaism, and Islam
An examination of the concepts of martyrdom,
holy war, and suicide in Islam, Christianity, and

Religion
Judaism. How are “just” war, suicide, martyrdom
presented in the sacred texts o f these three
traditions? How are the different perspectives
related to conceptions of death and the afterlife
within each tradition? Historically, how have these
three traditions idealized and/or valorized the
martyr and/or the “just” warrior? In what ways
have modem post-colonial political groups and
nationalist movements appropriated martyrdom
and holy war in our time?
Eligible for ISLM or PEAC credit.
2 credits.
Not offered 2014-2015.
RELG 101. Jesus in History, Literature,
and Theology
This seminar explores depictions of Jesus in
narrative, history, theology, and popular culture.
We consider Jesus as historical figure, trickster,
mother, healer, suffering savior, visionary,
embodiment of the Divine, lover, victorious
warrior, political liberator, and prophet.
2 credits.
Not offered 2014-2015.
RELG 102. Folk and Popular Religion
This seminar investigates the cultural complexity
of the American religious experience through the
lens of folk and popular traditions. We will utilize
historical, anthropological, and literary approaches
to explore folk Catholicism in the United States,
local religious celebrations, 19th- and 20th-century
popular movements, and folk art and other
material representations of religion. Topics include
serpent handling in Appalachia; American
consumerism as religion; heterodox spiritualities
in America; Marian shrines and spirit apparitions;
and black Gods and racial folk religions.
2 credits.
Not offered 2014-2015.
RELG 108. Poets, Saints, and Storytellers:
The Poetry and Poetics of Devotion in
South Asian Religions
A study o f the major forms o f Hindu religious
culture through the lenses o f its varied regional
and pan-regional literatures, with a focus on the
literature o f devotion (bhakti), including
comparative readings from Buddhist and Islamic
traditions o f India. The course will focus on both
primary texts in translation (religious poetry and
prose narratives in epic and medieval Sanskrit,
Tamil, Kannada, Bengali, Hindi, Pali, Sinhala,
Sindhi, and Urdu) as well as pertinent secondary
literature on the poetry and poetics o f religious
devotion. We will also pay close attention to
specific literary forms, genres, and regional styles,
as well as the performance (music and dance) and
hagiographical traditions that frame the poems of
Hindu saint-poets, Buddhist monks, and Muslim
mystics. Along with a chronological and
geographical focus, the seminar will be organized

p. 419
around major themes such as popular/vemacular
and “elite” traditions; the performance and ritual
contexts o f religious poetry; the place o f the body
in religious emotion; love, karma, caste, and
family identity; asceticism and eroticism; gender
and power; renunciation and family obligations.
Eligible for ASIA or MDST credit.
2 credits.
Not offered 2014-2015.
RELG 109. Afro-Atlantic Religions
This seminar explores the historical experiences of
the millions of persons who worship African
divinities in the West. We will consider the
following questions: How were these religions and
their communities created? How have they
survived? How are African-based traditions
perpetuated through ritual, song, dance,
drumming, and healing practices? Special
attention will be given to Yoruba religion and its
New World offspring, Santeria, Voodoo and
Candomblé.
Eligible for BLST or LASC credit.
2 credits.
Not offered 2014-2015.
RELG 110. Religious Belief and Moral
Action
The seminar will explore the relationship between
religion and morality. Basic moral concepts in
Buddhism, Christianity, Judaism, Taoism, Islam
and Hinduism will be studied in relationship to
their cosmological/theological frameworks and
their historical contexts. The course will analyze
concepts o f virtue and moral reasoning, the
religious view o f what it means to be a moral
person, and the religious evaluation o f a just
society.
2 credits.
Not offered 2014-2015.
RELG 112. Postmodern Religious Thought
This seminar asks whether religious belief is
possible in the absence of a “transcendental
signified.” Topics include metaphysics and
theology, the death o f 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,
Nagaijuna, Nishitani, Ricoeur, Marion, Rorty,
Loy, Taylor, Panikkar and Vattimo.
Eligible for INTP credit.
2 credits.
Spring 2015. Wallace.
RELG 114. Love and Religion
The course will explore the concept of “love” and
many of its ramifications in several western
traditions and in Hindu traditions of ancient and

Religion
contemporary India through a careful reading of
both primary and secondary texts. We will focus
primarily on the uses of erotic love (along with the
body and the “passions”) in religious discourse—
in poetry, commentary, and prose narratives—the
many ways passionate love and/or sexuality are
used cross-culturally to describe the relationship
between the human and the divine. We will also
explore other emotions and attitudes evoked by the
word love: devotion, affection, friendship,
“charity” (caritas), parental love, and the tensions
of these forms o f “love” with erotic love. Along
with primary texts from the Greek, Jewish,
Christian, Islamic, secular troubadour, and Hindu
traditions, we will explore the theoretical writings
of Martha Nussbaum, Peter Brown, David
Halperin, Julia Kristeva, David Biale, Daniel
Boyarin, Caroline Walker Bynum, Henry Corbin,
Michael Sells, A.K. Ramanujan, Wendy Doniger,
David Shulman, and Margaret Trawick. Such a
thematic treatment of what we in the Englishspeaking West call “love” brings to the fore many
important theoretical questions concerning the
cultural construction o f emotions, particular love
and “ennobling virtues,” the erotic life, the body,
and religion.
Eligible for ASIA, GSST, or MDST credit.
2 credits.
Fall 2014. Hopkins.
RELG 119. Islamic Law and Society
A survey of the history o f Islamic law and its
developments, with particular attention to the ways
Islamic legal principles were formed, organized,
operated in practice, and changed over time. It will
focus on issues in Islamic legal theory,
methodology, constitutional law, personal law, and
family law that have had the greatest relevance to
our contemporary world. This course functions as
a basic introduction to the Islamic legal system in
its pre-modem and contemporary forms. The
course will also provide comparative discussion of
the contrasts between Islamic legal theory and
positive law and European and American legal and
constitutional thought.
Eligible for ISLM or MDST credit.
2 credits.
Spring 2015. al-Jamil.
RELG 126. 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 o f text-critical, theoretical and
historical perspectives, views o f the body,
innocence, experience, sexuality, the “margins” o f
literature; selfhood, self-giving, and “the gift of
death” in the late prophetic books. Along with

p. 420
published books of the designs and extended
commentaries on the illuminated books by David
Erdman, images, bibliographies, and other
resources from the online “Blake Archive” of
Eaves and Viscomi will be used for “close
reading” o f Blake’s illuminated books and
visionary designs.
2 credits.
Not offered 2014-2015.
RELG 127. Secrecy and Heresy
This seminar will explore religious literature,
bodily practices, and social behaviors associated
with the performance o f secrecy in various
geographical, historical, and political contexts.
Religious communities have often employed
secrecy as a strategy for the maintenance o f group
solidarity and religious identity when faced with
allegations o f heresy. Secrecy functions not only
as a means to subvert and undermine the
marginalization of religious minorities but as a
powerful tool for the creation o f more egalitarian
possibilities through preservation o f privileged
knowledge and the presence o f internally shared
though externally undisclosed social and religious
connections. What kinds o f religious secrets are
meant to be safeguarded? What set o f behaviors
and strategies are required to keep these “secrets”
or sustain adopted personas? Is religious secrecy
merely a tactic for ensuring survival in thé context
of social marginalization and political persecution?
What is the relationship between secrecy and
suspicion? Is it necessary that what one wishes to
conceal is inherently negative, pernicious or even
heretical?
Eligible for ISLM or MDST credit.
2 credits.
Not offered 2014-2015.
RELG 128. Sex, Gender, and the Bible
The first two chapters of the biblical book of
Genesis offer two very different ancient accounts
o f the creation of humanity and the construction of
gender. The rest of the book o f Genesis offers a
unique portrayal of family dynamics, drama and
dysfunction, fall of complex and compelling
narratives where gender is constantly negotiated
and renegotiated. In this class, we will engage in
close readings of primary biblical sources and
contemporary feminist and queer scholarship
about these texts, as we explore what the first book
of the Bible says about God, gender, power,
sexuality, and “family values.”
Eligible for GSST, INTP, or MDST credit.
2 credits.
Not offered 2014—2015.
RELG 180. Senior Honors Thesis
1 credit.
Fall 2014. Staff.

Religion
RELG 180S. Senior Honors Thesis
Writing course.
1 credit.
Spring 2015. Staff.
RELG 199. Senior Honors Study
0.5 credit.
Spring 2015. Staff.

p. 421

Sociology and Anthropology

p. 422

JOY CHARLTON, Professor o f Sociology4
MICHAEL L. MULLAN, Professor of Sociology
BRAULIO MUÑOZ, Professor of Sociology
SARAH WILLIE-LeBRETON, Professor of Sociology, Chair
FARHA N. GHANNAM, Associate Professor of Anthropology
LEE A. SMITHEY, Associate Professor of Sociology
CHRISTOPHER FRAGA, Assistant Professor of Anthropology
MAYA NADKARNI, Assistant Professor of Anthropology
MICHAEL REAY, Assistant Professor of Sociology
CHRISTINE SCHUETZE, Assistant Professor of Anthropology34
NINA JOHNSON, Visiting Assistant Professor o f Sociology and Black Studies, Faculty Coordinator of
Community Based Learning - Lang Center for Civic and Social Responsibility
STEPHEN VISCELLI, Visiting Assistant Professor of Sociology
ROSE MAIO, Administrative Coordinator
3Absent on leave, 2014-2015.
4Absent on administrative leave, 2014-2015.

The Sociology and Anthropology Department
provides students with intellectual tools for
understanding contemporary and historical social
issues, such as globalization, nationalism, racism,
sexism, embodiment, and the complex layering of
social inequalities in everyday life. These two
disciplines approach the study o f social life from
different avenues, each bringing a set of separate
and overlapping analytical and research tools to
intellectual tasks that are complementary and
synergistic. Our students seek knowledge about
societies o f the world and the social dynamics
within them. To that end, our majors each conduct
independent projects based on primary research
and/or fieldwork during their senior year.
Sociology and anthropology analyze experiences
at the level of the individual or the group and
connect them to larger social dynamics. The
disciplines illustrate how matters that are often
perceived as “private troubles” are actually
consequences of cultural categories and social
structures, including those that appear and feel
natural and inevitable. Among the goals of
sociology and anthropology are to acquire
knowledge about different groups, cultures, and to
engage critically with the complexities of social
life.
The Sociology and Anthropology Department
offers a course major, honors major and minor,
and several special majors, but no course minor.

The Academic Program
Overview of the Curriculum
Course majors are required to take eight units of
work in the department; of the eight, five are
assigned. Assigned courses include, “Introduction
to Anthropology and Sociology,” (at least) one
designated theory course, (at least) one designated
methods course and a two-credit senior thesis.

Introduction to Anthropology and
Sociology
This course offers a foundational introduction to
the department’s two fields; anthropology and
sociology. Taught by both a sociologist and an
anthropologist, it provides a solid background to
ongoing debates in the study of culture and
society, highlighting the distinct but
complementary theories and methods of the two
disciplines. Throughout the course, we will
examine fundamental theories and concepts of
both sociologists and cultural anthropologists and
how these have changed over time.

Course Major
Applicants for the major normally have completed
at least two courses in the department. Courses
numbered SOAN 001 to 020 serve as points of
entry for students wishing to begin work in the
department and normally serve as prerequisites to
higher-level work in the department
(SOAN 021-099). (Some higher courses may,
however, with permission of the instructor, be
taken without prerequisite.) Seminars are
numbered SOAN 100 to 199. For current seminar
listings, consult the Web site at
http://www.swarthmore.edu/socanth, or contact
the department administrative coordinator.
The applicant’s performance in department
courses is discussed during the application review
process; we also consider carefully an applicant’s
potential for carrying out the department’s senior
thesis requirement. Please note that the Sociology
and Anthropology Department does not offer a
course minor.
Note: Course labeling within each o f the three tiers
of offerings—introductory courses
(ANTH/SOCI/SOAN 001-019), regular courses
(ANTH/SOCI/SOAN 020-099) and seminars
(ANTH/SOCI/SOAN 100-199)—reflect internal
departmental codes rather than levels of

Sociology and Anthropology
advancement or particular research areas. Consult
the listings for prerequisites particular to each
course.)
Requirements for the Graduation Class of
2015 and 2015
Course majors in the department are required to
take eight units o f work in the department; o f the
eight, five are assigned. Assigned courses include
the course, “Introduction to Anthropology and
Sociology,” (at least) one designated theory
course, (at least) one designated methods course
and a two-credit senior thesis.
Culminating Exercise/Comprehensive
Examination
In order to graduate, all course majors must
complete a two-credit senior thesis.
Acceptance Criteria
For course majors, the department usually looks
for at least a C average overall and at least a C
average for work in the department.

Course Minor
The Sociology and Anthropology Department does
not offer a course minor.

Honors Major
Requirements
Students seeking to do an honors major are
required to complete at least nine ANTH or SOCI
or SOAN credits, five o f which are assigned:
“Introduction to Anthropology and Sociology,” (at
least) one designated theory course, (at least) one
designated methods course and a two-credit
honors senior thesis. In addition, two - 2 credit
preparations may be seminars, or, with permission,
a course plus attachment, or paired upper-level
courses, or off campus study.
Honors preparations include:
1. Three honors preparations in Sociology and
Anthropology, of which one must be a double
credit thesis. The other two may be a seminar,
course plus attachment, paired upper level
courses, or in special circumstances, off campus
study. The latter three forms o f preparation
must have the advance approval of the
supervising faculty member and of the
department.
2. For thesis preparations: the thesis will be sent
(the last day of April in your senior year) to and
read by an external examiner, who will also
administer an oral exam. These will be the
bases for the examiner’s evaluation of the
thesis.
3. For non-thesis preparations: evaluations will be
in the form of written assignments or
examinations given by the external examiners
and completed by honors students at the end of

p. 423

the senior year. External examiners will also
administer oral examinations.
Acceptance Criteria
Applicants for the Honors Program (majors and
minors) will usually be expected to have
completed at least two courses in the department
outside the honors preparations, to have at least a
B average overall and grades o f at least B for work
taken in the department.
The department will evaluate the progress of
students writing Senior Honor Thesis before the
end o f November. If progress is deemed
inadequate, the student will be asked to withdraw
from honors.
Honors Preparation with Attachments
Students wishing to prepare for honors through a
course plus an attachment must obtain permission
from the instructor. Honors preparation will
consist o f the following materials: a) the syllabus
for the course, b) the syllabus for the attachment,
and c) written materials as requested by the
instructor. The syllabus for the class and for the
attachment, plus the written materials, if any will
be forwarded to the external examiner. The
external examiner will be asked to prepare a
written examination based on the material as a
unified whole. An oral examination will follow.
Honors and Off-Campus Study
There are a number o f ways in which study abroad
can be either integral or complementary to a major
in sociology and anthropology. These include, but
are not restricted to, the development o f an honors
preparation from work abroad and preparation for
the senior thesis. To explore study abroad
possibilities, students are required to consult with
the chair of the department.
Students who contemplate basing an honors
preparation on off-campus study work must seek
the department’s conditional approval for this,
before undertaking the off-campus study. Upon
returning from abroad, students must request
departmental approval of the honors preparation
based on work done abroad. To do this, students
must submit to the department all materials done
abroad, including syllabi and written work, which
are intended to be part o f the honors preparation.
Upon review of these materials, the department
will notify the student as to whether or not the
proposed honors preparation is approved. Students
should expect approval o f only one honors
preparation which includes off-campus study.

Honors Minor
Students seeking to do an Honors minor normally
complete at least five ANTH or SOCI or SOAN
credits, three o f which are assigned: “Introduction
to Anthropology and Sociology,” (at least) one
designated theory course, (at least) one designated
methods course.

Sociology and Anthropology

p. 424

Minors in the Honors Program must complete one
- two credit preparation: a seminar or a thesis, a
class with an attachment, or with permission
paired courses.
The Honors Minor preparations include:
1. On honors preparation in SOAN.

Thesis / Culminating Exercise

2. Depending on the format of the presentation,
the examiner will receive the materials
described in (2) and (3), above. The honors
minor student’s work for this preparation will
be similar to the honors major student’s work.

Application Process Notes for the
Major or the Minor

Acceptance Criteria
Applicants for the Honors Program (majors and
minors) will usually be expected to have
completed at least two courses in the department
outside the honors preparations, to have at least a
B average overall and grades of at least B for work
taken in the department.
The department will evaluate the progress of
students writing Senior Honor Thesis before the
end of November. If progress is deemed
inadequate, the student will be asked to withdraw
from Honors.

Special Major
Most Special Majors need to be anchored in a
home department. When a student anchors their
special major in the department of Sociology and
Anthropology they must fulfill the requirements
below. In many cases, the best option is pursuing a
course major, since the department is not required
to approve a Special Major application.
Requirements
1. In SOAN, we normally require five SOAN
credits to be a home department. One credit
must be “Introduction to Anthropology and
Sociology,” (at least) one designated theory
course, (at least) one designated methods course
and a two-credit senior thesis.
2. Four credits from outside o f the department
must be included as part of the special major.
3. In putting together the special major, it is
advisable that the student only designate ten
courses as part o f the major. That way there will
be no problems with the 20-course rule.
Culminating Exercise/Comprehensive
Examination
In order to graduate, all special majors housed in
the Sociology and Anthropology Department must
complete a two-credit thesis.
Acceptance Criteria
The department usually looks for at least a C
average overall and at least a C average for work
in the department.

The 2-credit senior thesis requirement, normally
completed in the fall and spring semesters of the
senior year, includes the Thesis Writers Masters
Class and a thesis tutorial in which the student
works closely with a faculty adviser.

Students intending to major or minor in
sociology/anthropology must submit a Sophomore
Plan application to the department office.

Advanced Placement/lnternational
Baccalaureate Credit
Considered on a case-by-case basis for majors and
minors.

Transfer Credit
Considered on a case-by-case basis for majors and
minors.

Off-Campus Study
Because of its strong cross-cultural and
transnational orientations, the department
encourages students to study abroad. For many,
study abroad provides a basis for their senior
thesis project (see the department’s homepage for
a listing of students’ projects). The senior thesis
project allows students to develop their research
interests through working directly with a faculty
member. This combination of breadth of
knowledge, global understanding, and independent
research make sociology and anthropology an
ideal liberal arts major.

Research and Service-Learning
Opportunities
Students have the opportunity to conduct original
research supervised by faculty—whose approaches
run the gamut from ethnography to textual analysis
to survey research. Students also explore (he
historical development o f sociology and
anthropology. Research design, qualitative
research, and statistical analysis are an important
component o f many academic programs, enabling
students to undertake rigorous research projects
and best analyze, interpret, and communicate their
findings. The curriculum also provides
opportunities for students to learn techniques to
creatively convey their work through ethnography,
photography and documentary films.
Experiential learning is an important component of
much work in sociology and anthropology. Our
department strongly supports participation in study
abroad as well as work in the field. For many
students, these experiences challenge them to ask
questions that eventually serve as foundation of
their senior thesis project. Summer funding

Sociology and Anthropology
opportunities exist and are particularly relevant for
juniors planning research towards their senior
thesis projects. Study aboard and fieldwork
provide an opportunity for students to develop
contacts and gain rapport within their eventual
research setting. Funding is available from the
department and the College to support students in
their pursuit of these experiences.
The Sociology and Anthropology Department
emphasizes independent research. We prepare
students to conduct research on primary and
secondary documents as well as to conduct
interviews, engage in participant observation,
organize focus groups, administer surveys, and
produce ethnographic films. By senior year, our
students are ready to write a senior thesis that is
not only based on library research but also in realworld experience. Recent student research projects
have focused on issues such as alternative
development programs in Latin America,
immigration policies in the U.S., gender and health
in Africa, and online activism. Independent
research conducted by our students is one feature
that consistently distinguishes them when they are
pursuing jobs, fellowships, or graduate school
admission.
Summer Opportunities
Grants from a variety o f college-administered
sources are available to support research by
students during the summer. Please look at our
website for information about our extensive and
generous funds for travel, research, internships,
and faculty/student collaboration.
We encourage our juniors to explore these
possibilities. Each year for the past several years,
some o f our majors have been awarded these
grants and, in most cases, the summer research
done under their auspices has been the basis for
fine senior theses.

Teacher Certification
Each year, in conjunction with the Educational
Studies Department, a number o f our majors seek
teacher certification. Students contemplating
teacher certification would normally schedule their
program in a semester which does not conflict
with their senior thesis. Such programs should be
developed in close consultation with advisers in
the Educational Studies Department.

Anthropology Courses
Note: Course labeling within each o f the three tiers
of offerings—introductory courses
(ANTH 001-019), regular courses
(ANTH 020-099) and seminars
(ANTH 100-199)—reflect internal departmental
codes rather than levels o f advancement or
particular research areas. Please consult the
listings for prerequisites particular to each course.

p. 425

ANTH 001D. First-Year Seminar:
Counterculture
If culture is a battlefield, nowhere was this
expressed more clearly than in the countercultural
tumult that beset North American civil society
during the Cold War. This First-Year Seminar will
analyze the dynamics o f cultural friction by
bringing some o f anthropology’s key concepts and
comparative insights to bear on the countercultural
campaigns that coalesced during the second half of
the twentieth century. In so doing, our broader
project will be to ask what countercultural friction
can teach us about the machinations o f power in
the contemporary world.
1 credit.
Fall 2014. Fraga.
ANTH 002D. First-Year Seminar: Culture
and Gender
The goal o f this seminar is to dismantle
commonplace assumptions about gender,
sexuality, and sexual difference. It brings key texts
in gender theory (Foucault, Butler, and others) into
conversation with anthropological studies that
respond to, problematize, or advance these
theoretical claims. Our focus is the gendered body
as the site o f power and resistance, in contexts that
range from past empires to present-day
inequalities, and from technologies of
reproduction to drag performances o f femininity.
Theory course.
Eligible for GSST credit.
1 credit.
Fall 2014. Nadkami.
ANTH 002F. Anthropology of Childhood
and the Family
The experience of being a child would appear
universal, and yet the construction o f childhood
varies greatly across cultures and throughout
history. This course examines childhood and
child-rearing in a number o f ethnographic
contexts, investigating children as both social
actors and as the target o f specific cultural
ambitions and anxieties. Topics include new forms
o f family and reproduction, children as objects
(and agents) o f violence, and representations of
childhood in human rights discourse, among
others.
Theory course.
Eligible for GSST credit.
1 credit.
Spring 2015. Nadkami.
ANTH 003F. Culture and Religion in Africa
In this course, we will explore the powerful
interplay between religion, politics, and culture in
Africa. Students engage in exploration o f a wide
range o f topics designed to provide a historical and
geographical overview o f religious practices in
different regions o f sub-Saharan Africa. In our

Sociology and Anthropology
readings and in class discussions, we will pay
close attention to how worldviews and systems of
meaning shape actions and attitudes, and focus our
anthropological eye on the practices of daily life:
the material conditions and day-to-day routines of
living. Throughout the course, we will consider the
usefulness o f the term “religion” itself, as we
examine how daily practices that emerge in and
through religious practices in Africa transcend
Western distinctions between “religion,”
“politics,” “economics,” and “society.”
Writing course.
Eligible for BLST credit.
1 credit.
Not offered 2014—2015. Schuetze.
ANTH 003G. First-Year Seminar:
Development and its Discontents
In this course, our goal will be to gain a new
perspective on an often-unquestioned social
“good”: that of international economic
development, including foreign aid to countries in
the global south. This course will provide students
with an introduction to the origin and evolution o f
ideas about development, and will encourage them
to examine major theories and approaches to
development from classical modernization theories
to world-systems theories. Students will gain
insight into how ideas o f development fit into
larger global dynamics of power and politics and
how, contrary to professed goals, the practices of
international development have often perpetuated
poverty and widened the gap between rich and
poor. During the course, we will investigate these
issues through an array of texts that address
different audiences including a novel, academic
books and journals, film, popular writings and
ethnographic monographs.
Theory course and writing course.
Eligible for BLST credit.
1 credit.
Not offered 2014—2015. Schuetze.
ANTH 009C. Cultures of the Middle East
Looking at ethnographic texts, films, and literature
from different parts o f the region, this class
examines the complexity and richness of culture
and life in the Middle East. The topics we will
cover include orientalism, colonization, gender,
ethnicity, tribalism, nationalism, migration,
nomadism, and religious beliefs. We will also
analyze the local, national, and global forces that
are reshaping daily practices and cultural identities
in various Middle Eastern countries.
Eligible for ISLM credit.
Writing course.
1 credit.
Spring 2015. Ghannam.
ANTH 020J. Dance and Diaspora
(See DANCE 025A)

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Theory course and writing course.
1 credit.
Fall 2014. Chakravorty.
ANTH 021D. Anthropology of Art and
Aesthetics
This course will familiarize students with the key
debates that have shaped the anthropological study
o f art over the course of the 20th century. After
reviewing Franz Boas’s path-breaking studies on
Native American design motifs, we will go on to
survey studies of indigenous artistic traditions, the
controversies ignited by metropolitan exhibitions
of primitivist modem art, and theoretical disputes
over aesthetic paradigms in the anthropology of
art, before posing the question o f how
anthropology can illuminate and engage
contemporary art worlds.
1 credit.
Fall 2014. Fraga.
ANTH 023C. Anthropological Perspectives
on Conservation
Conservation of biodiversity through the creation
of national parks is an idea and a practice that
began in the U.S. with the creation o f Yellowstone
in 1872. In this course, we will examine the ideas
behind the initial creation of national parks and
explore the global spread of these ideas through
the historical and contemporary creation o f parks
in other countries. As we examine the origin of the
idea for parks, we will also consider the human
costs that have been associated with their creation.
Ultimately, the class offers a critical exploration of
theories and themes related to nature, political
economy, and culture—themes that fundamentally
underlie the relationship between society and
environment.
Theory course.
Eligible for ENVS or BLST credit.
1 credit.
Not offered 2014-2015.
ANTH 029B. Ethnography: Theory and
Practice
This class maps anthropological theories and
methods through reading and critically analyzing
the discipline’s flagship genre, ethnography. We
work historically by reading classical texts that
exemplify different approaches (such as
functionalism, structuralism, symbolic
anthropology, and reflexive anthropology) used to
analyze culture and social structure. We address
questions such as: How did Malinowski
understand ethnography? How does this
understanding compare to more recent views of
anthropologists such as Geertz? How did the
meaning o f fieldwork change over time? We pay
special attention to the politics o f representation
and the anthropologists’ continuous struggle to
find new ways to write about culture.

Sociology and Anthropology
Theory and methods course.
Writing course.
1 credit.
Not offered 2014-2015.
ANTH 032D. Mass Media and
Anthropology
This intermediate course explores the
anthropology o f modernity and the
mass-mediation of modem forms of knowledge. It
examines how the emergence o f mass media has
produced new kinds of subjects and social
relations: from novel images o f nationhood to
mass experiences o f crime,
war, and violence. Along the way, the course also
asks the impact o f new media technologies on how
anthropology itself imagines identity, community,
and locality.
Theory course.
Eligible for FMST and INTP credit.
1 credit.
Not offered 2014-2015.
ANTH 039B. Globalization and Culture
What is globalization? Is globalization “cultural
imperialism,” Westernization, Americanization, or
McDonaldization? Our class will examine such
questions and critically analyze how global flows
(of goods, capital, labor, information, and people)
are shaping cultural practices and identities. We
will study recent theories o f globalization and
transnationalism and read various ethnographic
studies of how global processes are articulated and
resisted in various cultural settings.
Theory course and writing course.
1 credit.
Not offered 2014-2015. Ghannam.
ANTH 040B. Language, Culture, and
Society
(See LING 025)
Prerequisite: At least one linguistics course.
1 credit.
Not offered 2014-2015. Staff.
ANTH 040J. Social Movements in Latin
America: Gender & Queer Perspective
Since the 1980s, the contemporary forces of
neoliberalism, re-democratization and
globalization have profoundly reshaped the
societies o f Latin America.
Against this backdrop of change, people who have
long been politically marginalized—indigenous
groups, women, peasants, gays, blacks—have
struggled to assert their rights and make their
voices heard.
In this course we will focus on gender and queer
identities in Latin America through a social
movement lens.
Eligible for LASC credit.

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1 credit.
Spring 2015. Machuca-Galvez.
ANTH 041B. Visions of Latin America
This course is premised on the idea that the forms
o f a population’s political domination depend
upon how that population is envisioned—i.e., upon
the visual techniques o f knowledge/power that
make possible the orderly administration of
society, as well as upon the cultural imaginaires
that shape social desires and fears. Beginning with
historical accounts o f the cataclysmic encounter
between the Spanish Empire and the peoples o f the
New World, this course will survey the visual
technologies through which the Holy Roman
Empire and the later Latin American republics
attended to their subjects, as well as the colonial
and post-colonial fantasies that have haunted Latin
America over the past five hundred years.
Eligible for LASC credit.
1 credit.
Not offered 2014-2015.
ANTH 041C. Visual Cultures of Mexican
and Aztlan
Surveying the visual signifiers with which creole,
Mexican, and Chican@ identities have been
forged, this course will track a broad sample of
figures through the historical and political contexts
o f New Spain, modem Mexico and occupied
Aztlan. We will ground our study o f these icons in
the social context o f their production and
circulation, and will critically examine the
relationships between image-making and
state-making, and between citizenship,
national/ethnic identity, and community building.
Visual materials for the semester will include a
robust sample o f religious and secular art, cinema,
and print media.
Eligible for LASC credit.
1 credit.
Spring 2015. Fraga.
ANTH 042D. Political Anthropology
This course examines the anthropology of rights,
justice, and the state. Its focus is citizenship: as
both an ideal o f formal equality and a lived
practice of political belonging that reflects and
reproduces social inequity. The first half
investigates how citizenship intersects with forms
of difference such as race, class, gender, sexuality,
and ability. Ethnographic examples include
debates about the legal recognition o f gay
marriage, spatial struggles over the right to the
city, and disability activism and the biopolitics of
citizenship. The second half examines how new
forms o f mobility o f people, ideas, and capital
challenge the nation-state as the site o f political
membership. What is the state’s responsibility
towards its “others” : from transnational
entrepreneurs to illegal migrant workers, and from

Sociology and Anthropology
political refugees to the detainees at Guantanamo
Bay?
Theory course.
1 credit.
Fall 2014. Nadkami.
ANTH 043E. Culture, Health, Illness
People in all societies encounter and manage
sickness. Yet, there are diverse and unique
approaches to understanding and managing health
and disease. The human experience o f sickness
entails a complex interplay between biological,
socio-economic and cultural factors. This course
offers an introduction to medical anthropology,
and draws upon social, cultural, biological, and
linguistic anthropology to better understand those
factors which influence health and well being
(broadly defined), the experience and distribution
of illness, the prevention and treatment of
sickness, healing processes, the social relations of
therapy management, and the cultural importance
and use of pluralistic medical systems. Topics
covered include how beliefs about health, disease
and the body are constructed and transmitted, how
healers are chosen and trained, social disparities in
health and illness, and the importance of narrative
and performance in the effectiveness o f healing
practices. Finally, we will consider the ways in
which medical anthropology can shed light upon
important contemporary medical and social
concerns.
Theory course.
1 credit.
Not offered 2014-2015.
ANTH 043F. Culture, Power, and Religion
in Africa
In this course, we will explore the powerful
interplay between religion, politics, and culture in
Africa. Students engage in exploration o f a wide
range of topics designed to provide a historical and
geographical overview o f religious practices in
different regions o f sub-Saharan Africa. In our
readings and in class discussions, we will pay
close attention to how worldviews and systems of
meaning shape actions and attitudes, and explore
how differing systems o f meaning have shaped
relationships of power in both historical and
contemporary contexts. Throughout the course, we
will consider the usefulness of the concept
“religion” itself, as we examine how daily
practices that emerge in and through religious
practices in Africa transcend Western distinctions
between “religion,” “politics,” “economics,” and
“society.” ,
Eligible for BLST credit.
1 credit.
Not offered 2014-2015.

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ANTH 049B. Comparative Perspectives on
the Body
This class explores how different societies
regulate, discipline, and shape the human body. In
the first part, we examine theories of the body and
how they have evolved over time. In the second
part, we focus on in-depth ethnographic cases and
compare diverse cultural practices that range from
the seemingly traditional practices, such as
circumcision, foot binding, and veiling to the
currently fashionable, such as piercing, tattooing,
dieting, and plastic surgery. By comparing body
modification through space and time, we ask
questions such as: Is contemporary anorexia
similar to wearing the corset during the 19th
centuiy? Is female circumcision different from
breast implants? Furthermore, we investigate how
embodiment shapes personal and collective
identities (especially gender identities) and vice
versa.
Eligible for GSST or INTP credit.
1 credit.
Spring 2015. Ghannam.
ANTH 051B. Drugs and Governance in the
Americas
Psychoactive substances offer us an especially
powerful prism with which to analyze the
techniques of governance that have characterized
the political regimes of the Americas since
colonization. Hemispheric in scope, this course
will trace an anthropological history o f the uses
and abuses of such diverse substances as chocolate
and tobacco, coffee and cocaine, peyote and
prescription pharmaceuticals, thereby preparing
students to disentangle the multiple forces that
over determine contemporary discourses o f drugs,
intoxication, and their respective places in social
life,
1 credit.
Not offered 2014—2015. Fraga.
ANTH 072C. Memory, History, Nation
How do national communities remember—and
forget? What roles do commemoration and
amnesia play in constructing, maintaining, or
challenging national and collective identities? This
course considers memory and its pathologies as a
central problematic for the nation-state. It reads
theory and ethnography against each other to
explore the politics and aesthetics of national
memory across numerous sites and contexts,
attentive to both the collectivities such
commemorations inspire and their points of
resistance or failure.
Eligible for INTP credit.
Theory course.
1 credit.

Not offered 2014-2015.

Sociology and Anthropology
ANTH 072D. Visual Anthropology
This course introduces students to the history,
theory, and practice o f visual anthropology. Topics
include the intertwined histories o f colonial
photography and anthropology, how
anthropologists use visual ethnographic methods
as tools o f cultural analysis, and how indigenous
groups and activists use contemporary visual
technologies to gain visibility and to remake their
social worlds. The course will include a series of
film screenings, as well as a small production
component.
Theory and methods course.
Eligible for FMST credit.
1 credit.
Spring 2015. Nadkami.
ANTH 077B. The Visual Anthropology of
Performance
(See DANC 077B)
Theory course.
1 credit.
Not offered 2014-2015.
ANTH 080B. Anthropological Linguistics:
Endangered Languages
(See LING 120)
Theory course.
1 credit.
Fall 2014. Harrison.
ANTH 095. Independent Study
All students wishing to do independent work must
have the advance consent o f the department and o f
an instructor who agrees to supervise the proposed
project. Two options exist for students wishing to
get credit for independent work.
Option 1 - consists o f individual or group directed
reading and study in fields o f special interest to the
students not dealt with in the regular course
offerings.
Option 2 - credit may be received for practical
work in which direct experience lends itself to
intellectual analysis and is likely to contribute to a
student’s progress in regular course work. Students
must demonstrate to the instructor and the
department a basis for the work in previous
academic study. Students will normally be
required to examine pertinent literature and
produce a written report to receive credit
0.5 or 1 credit.
Fall 2014 and spring 2015. Staff.

Anthropology Seminars
ANTH 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

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explore questions such as: How is space socially
constructed? What is the relationship between
space and power? How is this relationship
embedded in urban forms under projects of
modernity and postmodemity? How do the
ordinary practitioners o f the city resist and
transform these forms? Our discussion will pay
special attention to issues related to racism and
segregation, ethnic enclaves, urban danger,
gendered spaces, colonial urbanism, and the
“global” city.
Theory course.
2 credits.
Not offered 2014-2015.
ANTH 116. Anthropology of Capitalism
In the wake o f the global financial system’s recent
paroxysms, it is more urgent than ever that
students o f anthropology be equipped to
understand the social and cultural dimensions of
contemporary capitalism. This seminar will
therefore examine the defining features o f the
current capitalist milieu through the lens of
comparative ethnography. Combining classic
theoretical readings on the structure and
development o f capitalism with concrete
ethnographic studies, we will analyze a broad
sample o f the many guises under which capital
travels across political, economic, and cultural
borders. These analyses will then enable us to
approach the more pressing question o f how
individual actors can and do contribute to the
transformation o f the global cultural economy.
Theory course.
2 credits.
Not offered 2014-2015.
ANTH 122. Urban Ethnographies
As key players in the global economy, cities are
becoming the focus o f a growing number of
studies that show how urban life is shaped by the
complex interplay o f global, national, and local
processes. In this class, we look at urban
ethnographies (texts and films) through space and
examine how the representation o f the city has
changed over time. These ethnographies are
conducted in Western cities such as New York,
London, and Paris as well as cities in other parts of
the world such as Cairo, Casablanca, Bombay, Sao
Paolo, and Shanghai. We read these ethnographies
to (1) discuss different techniques and approaches
used to study urban cultures and identities, (2)
examine how the collection o f 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 2014-2015.

Sociology and Anthropology
ANTH 123. Culture, Power, Islam
This seminar will be an interdisciplinary
investigation into the shifting manners by which
Islam is multiply understood as a creatively
mystical force, a canonically organized religion, a
political platform, a particular approach to
economic investment, and a secular but powerful
identity put forth in interethnic conflicts, to name
only a handful o f incarnations. Though wide
ranging in our theoretical perspective, a deeply
ethnographic approach to the lived experience of
Islam in a number o f cultural settings guides this
study.
Eligible for ISLM credit.
2 credits.
Fall 2014. Ghannam.
ANTH 133. Anthropology of Biomedicine
In this seminar we explore biomedicine from an
anthropological perspective, exploring the
entanglement of bodies with history, environment,
culture, and power. We begin the course with a
focus on the historical emergence o f biomedical
technologies and their related discourses and
practices and then move into contemporary
contexts of their use and circulation. Throughout,
we focus on the ways in which the development,
use, and distribution o f biomedical technologies
and discourses are influenced by prevailing
medical systems, political interests, and cultural
norms. Topics to be covered include biomedicine
as technology, medical categorization and ideas of
the normal, ethics and moral boundaries, the space
of the clinic, the circulation o f pharmaceuticals,
and health and inequality.
2 credits.
Not offered 2014-2015.

Sociology Courses
Note: Course labeling within each of the three tiers
of offerings—introductory courses
(SOCI001-019), regular courses (SOCI020-099)
and seminars (SOCI 100-199)—reflect internal
departmental codes rather than levels of
advancement or particular research areas. Please
consult the listings for prerequisites particular to
each course.
SOCI 004B. First-Year Seminar:
Introduction to Contemporary Social
Thought
A general introduction to major theoretical
developments in the study o f social life since the
19th century. Selected readings will be drawn
from the work of such modem social theorists as
Marx, Weber, Durkheim, Freud, and Simmel.
Readings from contemporary authors such as
Geertz, Goffinan, Adomo, and Arendt will also be
included. These developments will be studied
against the background of the sociophilosophical
climate o f the 19th century.

p. 430

Theory course.
1 credit.
Fall 2014 Mufioz.
SOCI 006F. Rich and Poor
The U.S. has experienced a remarkable rise in
economic inequality since the 1970s. What is
driving this trend? Is the U.S. still the land of
opportunity or is it a society o f haves and
have-nots largely determined at birth? This course
will address these and other pressing questions
about economic inequality.
Theory course.
1 credit.
Spring 2015. Viscelli.
SOCI 006G. Social Problems and Social
Policy
This course uses theories o f class, race, and social
policy to analyze the concept of the “underclass”
over the past four decades. The class focuses on
sociological thinking about the effects o f public
policies concerning labor markets, housing,
incarceration, and the war on drugs.
1 credit.
Not offered 2014-2015.
SOCI 006H. Down But Not Out: The Social
Problems of Philadelphia
For decades the City o f Philadelphia has been
plagued by problems o f population loss, violent
crime, poverty, racial segregation, failing public
schools and environmental pollution. While
serious problems remain, parts o f Philadelphia are
experiencing a remarkable rebirth and the city has
reversed its decades-long trend of population loss.
This class will look at the historical development
of economic and educational inequality and an
effort to address them in South Philadelphia, a
largely poor and working-class area undergoing
some o f the most dramatic social change in the
city. For over a century South Philly has been
among the city’s most diverse and culturally
vibrant areas and a major gateway for immigrants
from across the globe—most recently from several
Asian countries and the Puebla region o f Mexico.
The class will travel to South Philly and see the
neighborhood in walking tours. The course has a
significant community-based learning component
in which students will contribute to an on-going
project at one of the city’s most diverse public
schools: Andrew Jackson Elementary. Jackson’s
principal has developed a vision for making the
school a model o f how a green curriculum can be a
low-cost vehicle for under-resourced urban
schools to achieve academic excellence. We will
help build a rooftop garden where Jackson’s
students will learn the science o f environmental
sustainability by growing their own food. Students
will also work to develop the next phase of
Jackson becoming a model green school by
designing a science greenhouse foe aquaponic and

Sociology and Anthropology
hydroponic vegetable growing systems. Every
aspect of this greenhouse will showcase principles
o f energy efficiency and foster learning of science
and math. The goal is to create a classroom that
demonstrates daily the potential o f passive and
active solar energy technologies, allowing
Jackson’s students to explore first-hand a critical
question: which one is really the expensive
“alternative” energy source: solar or digging up
carbon fuels and burning them?
Note: Students who want to enroll/get credit for
this as Educational Studies will need to have taken
EDUC 014.
1 credit.
Fall 2014. Viscelli.
SOCI 007B. Introduction to Race and
Ethnicity in the United States
This course uses classic ethnographies, current
race theory, and journalistic accounts to examine
the experiences of selected ethnic groups in the
U.S. and to investigate theories of racism, the
meaning o f race and ethnicity in the 20th century,
and contemporary racialized public debates over
affirmative action, welfare, and English-only
policies.
Theory course.
Eligible for BLST credit.
1 credit.
Spring 2015. Johnson.
SOCI 007C. Sociology Through African
American Women’s Writing
Interrogating the explicit and implicit claims that
black women writers make in relation to work by
social scientists, we will read texts closely for
literary appreciation, sociological significance, and
personal relevance, examining especially issues
that revolve around race, gender, and class. O f
special interest will be where authors position their
characters vis-à-vis white supremacy, patriarchy,
capitalism, and the U.S.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2014-2015.
SOCI 008F. First-Year Seminar:
Technology and Humanity
It sometimes seems as if science and technology
tend to replace communal understanding and
human relationships. Historical and social
scientific investigations suggest this is an illusion
however; technology has always been shaped by
and embedded in personal connections, group
struggles, and cultural understandings. The class
will explore this using examples such as the
development o f modem industry, the construction
of railroads, the risks of nuclear catastrophe, the
digital divide, and the development o f online
identities.

p. 431

1 credit.
Not offered 2014-2015.
SOCI 008G. First-Year Seminar: Science in
Public Life
This class looks at how science contributes to the
development of new technologies and practices
which impact the environment, public health, daily
life, and warfare. In order to help understand these
patterns o f the ‘co-construction’ o f science and
society, the course also looks at science education,
the media portrayal o f science and technology, and
the role o f scientific expertise in public policy and
decision-making.
1 credit.
Spring 2015. Reay.
SOCI 009E. First-Year Seminar: Social
Action and Social Responsibility
We will explore the conditions and consequences
o f 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 different
strategies for social change; and off-campus
opportunities for students to learn from groups and
individuals dedicated to activism and service.
1 credit.
Not offered 2015-2015.
SOCI 010C. The Social Development of
Sport
The course is designed as an introduction to the
subfield o f sport sociology. The primary focus o f
the course will rest on the developmental history
o f the institution o f Western sport and the
principal analytical frameworks constructed to
explain its origins. Although the historical and
theoretical material is centered on European
developments, contemporary issues and debates on
the relationship o f gender, race, and ethnicity to
sport will concentrate on American society.
Readings will be drawn from the work of
sociologists and historians working directly in
sport studies.
1 credit.
Not offered 2014-2015
SOCI 01 OH. The Tribal Identity of Sport:
Nationalism, Ethnicity, and the Rise of
Sport in the Modern Era
This course focuses on the development o f modem
sport of multiple levels o f analysis. First, it is a
primer on the descriptive facts of sport
development in the late 19th and early 20th
centuries and the social theory employed to study
it. Second, it is more detailed at the connections
between nationalism and sport, the nexus of
national, communal association with sporting
achievement as a social mechanism in the
construction o f group identity.

Sociology and Anthropology

p. 432

1 credit.
Not offered 2014—2015.

1 credit.
Not offered 2014-2015.

SOCI 010J. War, Sport, and the
Construction of Masculine Identity
The course will concentrate on the themes of sport
and war and the historical construction o f 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 U.S. as these nations
grappled with the meaning o f sport and war as
markers o f the adult male. Contemporary works
that challenge stock impressions of masculinity
will be read.
Eligible for GSST or PEAC credit.
1 credit.
Not offered 2014-2015.

SOCI 024C. Latin American Society
Through Its Novel
(Cross-listed as LITR 07 IS)
From an interdisciplinary framework, we will
explore the relationship between society and its
representation in the Latin America novel. The
course will also help us understand the links
between fiction and reality, and the role of
literature as a form o f cognition. Selected works
by Carlos Fuentes, Mario Vargas Llosa, Gabriel
Garcia Márquez, Isabel Allende, Luisa
Valenzuela, Jose Maria Arguedas and others.
Readings, assignments, and open-dialogue class
are in English. No prior knowledge of Spanish
necessary.
Eligible for LASC credit.
1 credit.
Spring 2015. Mufloz.

SOCI 01 OS. Diasporic Ethnicities: Mass
Emigration 1860-1924
In this course, we will explore theories and
traditions of sociological thought on ethnicity.
Working with individual social histories of
diaspora peoples as they make their communities
in the U.S., students will be introduced to
theoretical frameworks that help to explain the
differences between sojourners and settlers,
migration and exile.
1 credit.
'
1.
Not offered 2014-2015.
SOCI 010T. 1968 and the Origins of New
Left: Social Theory, War and Student
Revolt
The course begins with an ending, the Treaty of
Versailles, and the failed socialist revolutions in
Germany (1919) and Italy (1920-21) and the
subsequent recasting o f Marxist theory evident in
the writings of Gramsci, Marcuse and eventually
Habermas, thinkers who stimulate the rise o f the
New Left of the 1960s. 1968 symbolizes the
massive changes o f an era, the Paris
student/worker revolt, the Prague Spring, the
Chicago Democratic Convention, Vietnam and the
Tet Offensive, and the flowering o f youth culture
and the New Left. Thus, events and social theory
form the nucleus o f thought and investigation for a
course with a year, 1968, as its descriptive title.
Eligible for PEAC credit.
1 credit
Not offered 2014-2015.
SOCI 024B. Latin American Society and
Culture
An introduction to the relationship between culture
and society in Latin America. Recent and
historical works in social research, literature,
philosophy, and theology will be examined.
Eligible for LASC or PEAC credit.

SOCI 024D. Topics in Social Theory
This course deals with Kant’s and Hegel’s social
philosophy insofar as it influenced the
development of modem social theory. Works by
Marx, Weber, Durkheim, Freud, and critical
theorists, neo-conservatives, and postmodernists
will also be discussed.
Theory course.
1 credit.
Not offered 2014—2015.
SOCI 025B. Transforming Intractable
Conflict
This course will address the sociology o f peace
process and intractable identity conflicts in deeply
divided societies. Northern Ireland will serve as
the primary case study, and the course outline will
include the history of the conflict, the peace
process, and grassroots conflict transformation
initiatives. Special attention will be given to the
cultural underpinnings of division, such as
sectarianism and collective identity, and their
expression through symbols, language, and
collective actions, such as parades and
commemorations.
Eligible for PEAC credit.
1 credit.
Not offered 2014—2015.
SOCI 027B. The Constitution of Knowledge
in Modern Society
This course takes classic sociology of knowledge
texts as a starting place for an interrogation and
discussion of how knowledge is constructed in this
culture. Additional texts will be drawn from
gender and sexuality studies, black studies, and
media studies as we examine the powerful ways
that knowledge can be and is differently
constructed within our own culture as well as the

Sociology and Anthropology

p. 433

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.
Theory course.
1 credit.
Not offered 2014-2015.

Case studies might include the U.S. civil rights
movement, the Soviet bloc revolutions, People
Power in the Philippines, and the Arab Spring,
among others.
Theory course.
1 credit.
Fall 2014. Smithey.

SOCI 027C. Classical Theory
Through the works o f Marx, Weber, Durkheim,
Simmel, DuBois, and Freud, the recurrent and
foundational themes o f late 19th- and early 20thcentury social theory will be examined: capitalism,
class conflict and solidarity, alienation and
loneliness, social disorganization and community,
and secularization and new forms o f religiosity.
Theory course.
1 credit.
Not offered 2014-2015.

SOCI 036B. Field Methods
In this course students are introduced to the theory
and practice of field methods and their utility to
sociologists. Students will design and carry out
their own semester long research project
employing both participant observation and
in-depth interviewing.
Methods course.
1 credit.
Not offered 2014-2015.

SOCI 028D. Deviance
This is a class about how societies define some
things as normal, and what happens when
individuals or groups do not fit those definitions. It
presents some basic theories of institutional
constraint and the ‘labeling’ o f people as deviant,
emphasizing how these always involve issues o f
power and unequal opportunity. It focuses most
centrally on the sociology o f street crime, but also
explores examples concerning drug and music
subcultures, sex/sexuality/gender, religion, and
extremist politics.
1 credit.
Not offered 2014-2015.
SOCI 028E. Methods of Social Exploration
This course is a hands-on introduction to a wide
range o f different techniques for investigating
social and cultural life, including; archival history;
interviews; participant observation; analysis o f
interactions, conversations, texts, and media
images; audio and video recording; sample
surveys and questionnaires; statistical databases;
Geographic Information Systems, and network
mapping.
Methods course.
1 credit.
Spring 2015. Reay.
SOCI 035C. Social Movements and
Nonviolent Power
Social Movements and Nonviolent Power will
address the sociological literature on social
movements, including their emergence and
maintenance. When and why do people
participate? We will also take a strategic
perspective and investigate a range o f tactics and
methods that movements employ. We will
emphasize the power in social relations upon
which collective nonviolent action capitalizes and
the effects o f strategic choices within movements.

SOCI 036C. Sociology of U.S. Labor
Movement
Over decades millions o f workers struggled
together, often at great risk and against great odds
and repression, to build the U.S. labor movement.
In the process they carved out a place o f dignity,
prosperity, and political voice for workers at the
bottom o f the economic ladder. They created a
path of economic mobility for minorities, women
and immigrants. They provided a counterweight
for the average citizen against the increasingly
concentrated power and influence o f modem
capitalism’s most fortunate. Because the labor
movement empowers the weak it has always been
embattled and for decades now it has been in
decline. While it contributed some to its own
demise, capitalists have systematically attacked
the labor movement with a carefully planned and
well-funded hegemonic project that has directly
challenged it, delegitimized it and legally
hamstrung it. The consequences for workers and
our society have been terrible. The labor
movement is no longer a hedge against economic
inequality and over the last several decades an
ever-increasing share o f the benefits o f economic
growth go to the top 1% o f Americans while
wages stagnate or decline for most Americans.
Without labor our political discourse is bereft of
any meaningful discussion of alternative to the
corporate-sponsored neo-liberal ideology of ffeemarkets and deregulation. The traditional avenues
of a strong labor movement—the less-educated,
immigrants, women, Latinos, and
African-Americans—are closing. Soon, if things
don’t change, there will be no labor movement to
speak of. No other institution in U.S. history has
been able to do what the labor movement has done
for the average person. What could revitalize it?
What, if anything, could replace it? This course
will use theories of politics, economics, class and
social movements to understand the rise and

Sociology and Anthropology
decline o f the labor movement and why it was so
critical in determining economic inequality.
Spring 2015. Viscelli.
SOCI 036D. Into the Field: Qualitative
Methods
This course will introduce students to participant
observation, interviewing, and surveys as research
methods. We will read and discuss a range of
studies employing these methods. Throughout the
semester students will gain firsthand experience
using these methods. This course will include a
significant community-based learning component.
Students will help to design a research study for a
public elementary school, Andrew Jackson
Elementary, in Philadelphia. This study will focus
on why parents choose charter schools rather than
their local neighborhood school. The project will
aid Jackson in its efforts to attract more families
from the surrounding neighborhood and may
contribute to a critical debate about school choice
in Philadelphia.
Methods course.
1 credit.
Fall 2014. Viscelli.
SOCI 038C. Sociology of Economic Life
This class covers a range of topics concerning
economic life broadly defined. It doesn’t focus on
the way markets work - which is the main strategy
of the discipline o f economics. Instead it looks at
how other phenomena might be important,
especially power hierarchies, network connections,
and cultural biases.
Theory course.
1 credit.
Fall 2014. Reay.
SOCI 040B. Language, Culture and Society
(See LING 025)
1 credit.
Not offered 2014-2015.
SOCI 040G. Between the “Is” and the
“Ought” Black Social and Political
Thought
(Cross-listed as BLST 040G)
Our study o f black social and political thought will
include not only the pivotal scholarly texts, but
also the social and political practice and cultural
production of abolitionists, maroons, PanAfricanists, club women, freedom fighters, poets,
and the vast array of “race men and women”
across the spectrum o f crusades. We will explore
the range of intellectual and cultural production
and protest ideology/action o f Blacks through the
politics and social observation o f the
pre-emancipation period, post-emancipation
liberation struggles, and the post-colonial and
post-eivil rights period.

p. 434

1 credit.
Not offered 2014-2015.
SOCI 0401. Race and Place: A Philadelphia
Story
Using Philadelphia neighborhoods as our site of
study, this course will analyze the relationship
between race/ethnicity and spatial
inequality, emphasizing the institutions, processes,
and mechanisms that shape the lives of urban
dwellers. We will survey major theoretical
approaches and empirical investigations o f racial
and ethnic stratification in cities, their concomitant
policy considerations, and the impact at the local
level in Philadelphia. We will focus particular
attention on the role of narrative and racialized
discourse in relation to the distribution o f an array
of economic, social, and political resources to city
residents.
Eligible for BLST credit.
1 credit.
Not offered 2014-2015.
SOCI 040K. Political Sociology: The Mafia
and the State
This course will introduce students to the
comparative study of criminal organizations across
the globe. In it, we will explore the social, political
and economic conditions in which organized crime
develops. Analyses will be focused on the
organization of criminal networks, rules and
codes, activities both in legitimate business and
illegal markets, and their relationship to politics.
This comparative approach will enable students to
identify those factors facilitating the emergence,
migration and persistence o f organized crime
across nation states and global polities —
emphasizing the mechanisms, processes and
institutions that structure and are structured by
criminal organizations. We will survey the major
theoretical approaches and empirical
investigations of Mafias and like organizations in
Italy, Russia, China, Japan, Central Asia, Central
and South America, the United States, and locally
in Philadelphia.
Theory course.
1 credit.
Fall 2014. Johnson.
SOCI 044B. Colloquium: Art and Society
An examination of the relationship between art
and society from a sociohermeneutical
perspective. Literary and sociotheoretical works
will be the main focus of analysis this semester.
Selected works by Plato, Nietzsche, Hegel, Mann,
Dostoevski, Kafka, Benjamin, Lukács, Freud,
Borges, Foucault, and Sontag will be examined.
Eligible for INTP credit.
Theory course.
1 credit.

Not offered 2014-2015.

Sociology and Anthropology
SOCI 044C. Colloquium: Contemporary
Social Theory
A discussion of contemporary social theory and its
antecedents. The first part of the course will be
devoted to a discussion of works by Nietzsche,
Marx, and Freud. The second part will deal with
works by contemporary theorist such as Habermas,
Geertz, Foucault, Bourdieu, and Freire.
Prerequisite: SOAN 044E.
Theory course.
1 credit.
Not offered 2014-2015.
SOCI 044D. Colloquium: Critical Social
Theory
An overview o f major developments of critical
social theory since the 19th century. Readings
from Marx, Freud, Nietszche, Lukács, Adorno,
Horkheimer, Benjamin, Habermas, Foucault,
Bourdieu and Freire. It is highly recommended
that students take SOAN 044E Colloquium:
Modem Social Theory before taking this course.
Theory course.
1 credit.
Not offered 2014-2015.
SOCI 044E. Colloquium: Modern Social
Theory
This course is an analysis of the rise and
development o f modem social theory. The
introduction to the colloquium deals with works by
such social philosophers as Rousseau, Kant, and
Hegel. The core o f the colloquium focuses on
selected works by Marx, Weber, Durkheim, and
Freud. The colloquium is recommended for
advanced work in social theory and is particularly
well suited for students interested in the areas of
sociology and anthropology and interpretation
theory.
Eligible for INTP credit.
Theoty course.
1 credit.
Spring 2015. Munoz.
SOCI 048C. Sociology of Science
This class explores science as a social
phenomenon. It first looks at the various ‘internal’
aspects o f science as an institution, including its
organizational structures, work practices, status
systems, and forms o f discourse. It then turns to
the ‘external’ issues o f how science relates to the
rest of society, including its connection to gender,
racial, and international inequality, its portrayal in
the media, its relationship to technology, its
conflicts with religion, and its authority as
‘objective’ truth in law and government.
1 credit.

Not offered 2014-2015.

p. 435

SOCI 048D. Sociology of Humor
Humor and laughter are common elements o f
everyday life in most cultures, but what exactly are
they, and what do they do? This course explores
how humor is in fact a wonderfully complex and
multifunctional phenomenon based on people
managing social contradictions by switching their
level of awareness. It looks at how this deceptively
simple mechanism can then end up playing a
number o f important roles in communication,
group identity formation, domination, resistance,
and entertainment
1 credit.
Not offered 2014—2015.
SOCI 062B. Sociology of Education
(See EDUC 062)
Theory course.
1 credit.
Not offered 2014-2015.
SOCI 095. Independent Study
Two options exist for students wishing to get
credit for independent work. All students wishing
to do independent work must have the advance
consent of the department and o f an instructor who
agrees to supervise the proposed project.
Option 1 - consists of individual or group directed
reading and study in fields of special interest to the
students not dealt with in the regular course
offerings.
Option 2 - credit may be received for practical
work in which direct experience lends itself to
intellectual analysis and is likely to contribute to a
student’s progress in regular course work. Students
must demonstrate to the instructor and the
department a basis for the work in previous
academic study. Students will normally be
required to examine pertinent literature and
produce a written report to receive credit.
0.5 or 1 credit.
Fall 2014 and spring 2015. Staff.

Sociology Seminars
SOC1127. Race Theories
Contemporary theories o f race and racism by
sociologists such as Winant, Gilroy, Williams,
Gallagher, Ansell, Omi, and others will be
explored. Concepts and controversies explored
will include racial identity and social status, the
question of social engineering, the social
construction o f justice, social stasis, and change.
The U.S. is the focus, but other countries will be
examined. Without exception, an introductory
course on race and/or racism is a prerequisite.
Theory course.
Eligible for BLST credit.
2 credits.
Spring 2015. Willie-LeBreton.

Sociology and Anthropology
SOC1129. Sociology of Technology
This seminar explores sociological approaches to
understanding the development and impact of
technology. The first half reviews the literature on
a number of basic topics, including utopian and
dystopian predictions, historical and
constructionist approaches to explaining
technological development, and debates over the
control of technological risk. The second half
further explores these ideas by looking at more
detailed topics, with seminar participants
themselves selecting the topics, as well as finding
and presenting appropriate readings.
2 credits.
Not offered 2014-2015.
SOC1138. Work and Identity
This seminar looks at how different occupations
and work conditions are central to the construction
of identity and to the reproduction of class, racial,
ethnic, and gender inequalities in the
contemporary U.S. It explores these issues by
looking primarily at ethnographies and interviews,
getting into a fair amount of detail concerning
what it’s like to do different jobs. Particular topics
covered include factory work, construction
management, service work, domestic, office work,
and illegal work.
2 credits.
Not offered 2014-2015.
SOC1162. Sociology of Education
(See EDUC 162)
Prerequisite: EDUC 014 or permission o f the
instructor.
Theory course.
2 credits.
Not offered 2014-2015.
SOAN 180. Honors Thesis
Candidates for honors will usually write theses
during the senior year. Students are urged to have
their thesis proposals approved as early as possible
during the junior year.
Writing course.
2 credits.
Fall 2014 and spring 2015. Staff.

Sociology/Anthropology Courses
SOAN 001A. Introduction to Anthropology
and Sociology
This course offers a foundational introduction to
the department’s two fields; anthropology and
sociology. Taught by both a sociologist and an
anthropologist, it provides a solid background to
ongoing debates in the study of culture and
society, highlighting the distinct but
complementary theories and methods of the two
disciplines. Throughout the course, we will
examine fundamental theories and concepts of

p. 436

both sociologists and cultural anthropologists and
how these have changed over time.
1 credit.
Fall 2014. Ghannam and Willie-LeBreton.
SOAN 020B. Urban Education
(See EDUC 068)
Theory course.
1 credit.
Spring 2015. Staff.
SOAN 030P. Introduction to GIS for Social
and Environmental Analysis
(See POLS 037)
1 credit.
Fall 2014. Heckert.
SOAN 096-097. Thesis
Theses will be required of all majors. Seniors will
normally take two consecutive semesters o f thesis
tutorial. Students are urged to discuss their thesis
proposals with faculty during the spring semester
of their junior year, especially if they are interested
in the possibility o f fieldwork. In order to receive
credit for SOAN 096 students must attend SOAN
098.
Writing course (for SOAN 097 only).
1 credit each semester.
Fall 2014 and spring 2015. Staff.
SOAN 098. Thesis Writers Master Class
This class meets weekly to support sociology and
anthropology students in developing the skills
necessary for writing their theses, including
conducting literature searches, interpreting data,
formulating research questions, and writing in a
way that contributes to the disciplines. The class
complements and supports the work that students
are doing with their thesis advisers. Students who
have signed up for a senior thesis credit are
automatically enrolled in the class. The class is
open to only senior thesis writers.
0 credit.
Fall 2014. Willie-LeBreton.

Theater

p. 437

ALLEN KUHARSKI, Professor and Chair
K. ELIZABETH STEVENS, Assistant Professor3
MATT SAUNDERS, Assistant Professor (part time)
LAILA SWANSON, Assistant Professor (part time), Co-Chair for Production
ELIZABETH ATKINSON, Visiting Assistant Professor (part time)
GABRIEL QUINN BAURIEDEL, Visiting Assistant Professor (part time)
JAMES MAGRUDER, Visiting Assistant Professor (part time)
ALEX TORRA, Visiting Assistant Professor (part time)
ADRIANO SHAPLIN, Visiting Instructor (part time)
SARAH SANFORD, Visiting Instructor (part time)
JAMES MURPHY, Associate in Theater Performance (part time)
ADAM RIGGAR, Production Manager and Technical Director
JEAN TIERNO, Administrative Assistant
TARA WEBB, Costume Shop Manager and Arts Administrator
3 Absent on leave, 2014-2015.

The theater major uses the study of all aspects of
performance as the center of a liberal arts
education. It is intended to be o f broad benefit
regardless of a student’s professional intentions.
All courses in the department address the
processes of play production, especially as they
involve collaboration; all production for
performance in the department is part of
coursework.
The Theater Department emphasizes writing as an
important aspect o f discursive thinking and
communication. Many courses have a significant
writing component, the nature o f which varies
from course to course.

The Academic Program
Planning a major or minor in theater requires
thoughtful care and deliberate planning. First- and
second-year students thinking about a theater
major should read these requirements and
recommendations closely and should consult with
their faculty adviser or the chair o f the Theater
Department early and often. Leave schedules,
study abroad, a wide variety o f intern and
apprentice programs, and the importance o f course
sequences make long-range planning essential.
Almost all theater courses and seminars are
offered on a regular, annual schedule.
Courses numbered 001 to 010 are introductory and
are prerequisite to intermediate courses.
Courses numbered 011 to 049 are intermediate and
are prerequisite to advanced courses numbered
050 through 099.
Seminars carry numbers 100 and above.
Intermediate work in each o f the course sequences
requires a beginning course in that area.
Some advanced courses carry additional
prerequisites that are listed in the course
descriptions.
For those majors who intend a career in theater,
whether academic, not-for-profit, or commercial,
internships in professional theaters are strongly

recommended. Because o f scheduling difficulties,
students should plan and apply for internships,
time spent off campus, and community projects as
far in advance as possible.
Alumni guest artists are typically in residence on
campus during the summer as part of the
Swarthmore Project in Theater. Positions are
usually available in production, development,
public relations, marketing, box office, and house
or stage management. Positions are usually not
available in acting, directing, or design.

Course Major
Requirements
10 credits o f work including:
•
Fundamentals of Dramaturgy (001)
•
Acting I (002A)
•
Fundamentals o f Design for Theater
and Performance (003) or any course in
design (004A, 004B, 004C, 004D,
004E)
•
Performance Theory and Practice (015)
•
One credit from following list:
Playwriting Workshop (006) or Solo
Performance (025) or Directing I (035)
•
Production Ensemble (022) or Special
Project in Design (034)
•
Senior Company (099)
•
Theater Seminar (100-level)
•
One additional credit in acting, design,
directing, theater history, playwriting,
or dramaturgy
All course majors and minors are required to fulfill
a set number o f hours doing technical/crew work
before the end o f the junior year. Students can
obtain details on how to fulfill the technical/crew
requirement from their major advisers, the
department office, or from advising forms
available outside the chair’s office. Technical/crew
hours can be arranged directly with the

Theater
department’s Production Manager/Technical
Director or Costume Shop Supervisor.
The areas of specialization are acting, solo
performance, directing, design, playwriting,
dramaturgy, and theater history. Special
arrangements will be made for students who seek
secondary school certification. Prospective majors
should consult with the chair or their department
adviser about their choice.
In addition to these course requirements, the major
includes a comprehensive examination in two
parts: (1) an essay relating the student’s experience
in Senior Company; and (2) an oral examination
on the essay and related subjects by theater
faculty.

Course Minor
Course minors are required to take 7.0 credits of
work including:
•
Fundamentals of Dramaturgy (001)
•
Acting I (002A)
•
Fundamentals of Design for Theater
and Performance (003) or any course in
design (004A, 004B, 004C, 004D,
004E)
•
Performance Theory and Practice (015)
•
One credit from following list:
Playwriting Workshop (006) or Solo
Performance (025) or Directing I (035)
•
Production Ensemble (022) or Special
Project in Design (034)
•
Each minor will choose an area of
specialization and take one additional
course or seminar in that area. Course
minors who complete these
requirements by the end of the junior
year may petition to enroll in TT1EA
099: Senior Company in the fall
semester of their senior year.
All course minors need to fulfill the same
technical/crew requirement described for course
majors above.

Honors Major
General requirements include:
•
•
•

•
•

•

Fundamentals o f Dramatrugy (001)
Acting I (002A)
Fundamentals o f Design for Theater
and Performance (003) or any course in
design (004A, 004B, 004C, 004D,
004E)
Performance Theory and Practice (015)
One credit from following list:
Playwriting Workshop (006) or Solo
Performance (025) or Directing I (035)
Production Ensemble (022) or Special
Project in Design (034)

p. 438
•
•

Senior Company (099)
Theater Seminar (100-level; counts as
one honors preparation)
•
Two additional thesis projects or
seminars to be arranged individually in
consultation with the student’s major
adviser.
All potential honors majors need to fulfill the same
technical/crew requirement described for course
majors above.
Each major will choose an area of specialization
and take one additional course in that area. One
specialization will constitute the normal honors
major in theater. Honors students will take Senior
Company in the fall o f senior year, while they are
planning their production project. The usual
schedule will be spring of junior year, Theater
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 examination
and comps in theater, the examination may be a
production project, depending on available
resources.
Approval of the Sophomore Plan for any honors
major is conditional upon;
•
the student maintaining good academic
standing through the end o f the junior
year.
•
theater honors majors approved for
production thesis projects in the senior
year áre required to notify the
department chair o f their intention to
drop or change their Honors Program
by the end o f the junior year.
•
an honors major in theater must receive
the approval of their major adviser
before committing to any
extracurricular or off-campus projects
during the junior or senior year in order
to avoid potential conflicts with their
honors thesis work.
•
students who prove unable to fulfill the
expectations of the faculty for their
Honors Programs in theater may be
dropped from honors at the
department’s discretion.
•
unless for reasons o f health or other
personal circumstance beyond the
student’s control, leaving the
department’s Honors Program after the
end o f the junior year is considered a
significant compromise o f a student’s
academic performance.
Honors students majoring in theater will typically
make a total o f three preparations as follows:

Theater
1. Seminar (listed earlier), written examination,
and an oral set by an outside examiner.
2. Production project in one of the following
fields: Acting, Design, Directing, Dramaturgy,
Playwriting, or Solo Performance (see
descriptions below).

3. A third preparation for honors will be
approved at the discretion of the faculty at the
end of the student’s junior year.
In the student’s Sophomore Plan of study
and again in the junior year, they will be
asked to indicate their first and second
preference for their third honors preparation,
only one o f which may be for an additional
production thesis. In addition to thesis
preparations in the form of performance
projects, the third preparation may consist of
a second seminar, staged readings in
playwriting or production dramaturgy,
portfolio projects in design, written thesis
work in performance theory, playwriting,
dramaturgy, etc. Due to scheduling and
staffing constraints, the department can only
guarantee one individual performance thesis
project per student. Decisions on the third
preparation in honors will be made on a caseby-case basis, in part on the quality and
completeness o f each student’s coursework
in the department through the end o f the
junior year.
Acting
The student, together with their adviser, will
undertake a project that will take place over the
course o f two semesters. The fall semester will
consist o f a series o f workshops and assignments
designed to further develop the critical and
practical skills required for performance. This
preparatory work in the fall semester will be put to
use in the spring through the production o f a play
or performed by the students and directed by the
acting faculty. An external examiner will attend as
many rehearsal sessions as possible to observe the
student’s process. The examiner also attends one
or more of the public performances. The
examination proper will consist of an extended
interview directly following the performance and a
briefer oral during honors weekend. The subject of
the first interview will be the student’s processes
as he or she relates to the production. The second
oral will concern the student’s assessment of the
entire process as a part of his or her undergraduate
education and future plans.
Design
The student will function as the designer for a
production presented by the Theater Department in
one area of design. The student will produce
appropriate preparatory materials for this project
(research, sketches, color renderings, drafting,
models, digital media, light or sound plots, etc.).
Because this is a collaborative project, a
production time line will need to be prepared and

p. 439
production meetings scheduled. In addition to the
development o f the design, the student will
collaborate with all relevant staff and craftsmen
during the fabrication stage, ensuring the full-scale
design is executed as designed. The local
instructor will supervise these activities
appropriately, on the model o f a special project in
theater. 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 performances and in
advance of honors weekend will receive in digital
form the student’s completed portfolio for
presentation. The examination proper will consist
o f an extended interview directly following the
performance and a briefer oral during honors
weekend. The subject o f the first interview will be
the student’s processes as he or she relates to the
production. The second oral will concern the
student’s assessment of the entire process as a part
o f his or her undergraduate education and future
plans.
The student may also prepare a portfolio project in
design as an honors thesis, with all appropriate
studio work but without being linked to a specific
production in the department. Such a project
permits the student to create a project beyond the
givens o f the department’s specific production
environment.
Directing
The student will, under faculty supervision, read
around a given playwright’s work, make a
director’s preparation for the entire play, and
rehearse for public presentation a locally castable
portion of the chosen play. Original developmental
projects may be proposed, subject to the approval
of the faculty adviser for the thesis. The
department will hire a professional collaborator
(usually an actor) for a set number of rehearsal
hours in connection with the project. The
instructor will supervise these activities
appropriately, on the model o f a special project in
theater. The external examiner will visit this
project several times (depending on schedule and
available funds). These visits (to rehearsal or
planning session) will not include feedback from
the examiner. The examiner attends rehearsal to
know as much as possible about the student’s
methods o f making the work. The examiner also
attends one or more o f the public performances.
The examination proper will consist of an
extended interview directly following the
performance and a briefer oral during honors
weekend. The subject of the first interview will be
the student’s processes as he or she relates to the
production. The second oral will concern the
student’s assessment o f the entire process as a part
o f his or her undergraduate education and future
plans.

Theater
Dramaturgy
This project will be done in one of the following
ways:
1. As a production project in the form o f a onecredit attachment to the Fundamentals of
Dramaturgy class (THEA 001) or Production
Dramaturgy Seminar (THEA 121) consisting of
work with a faculty or student director. This will
typically be in connection with Production
Ensemble 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 presskit notes, study guide, and a grant proposal. The
student’s work will continue in rehearsal. The
external examiner will receive all materials as they
are generated. The examiner also attends one or
more of the public performances. The examination
proper will consist of an extended interview
directly following the performance and a briefer
oral during honors weekend. The subject o f the
first interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment o f the entire
process as a part of his or her undergraduate
education and future plans.
2. The completion of a stage adaptation o f a nondramatic text or combination of texts. A complete
draft of the adaptation will be completed under the
supervision of a faculty member in production
dramaturgy, and a staged reading of a revised
version of the text will be presented in
collaboration with a professional director as guest
artist. This is a two-credit thesis project to be
completed over two semesters in the senior year,
generally parallel to the honors thesis model for
playwriting. The examiner will attend at least two
rehearsals and the final staged reading, in addition
to reading the final text and its original source.
The examination will consist of an extended oral
presentation given during honors weekend.
3. Students fluent in a second language can apply
to do a translation of a play into or out o f English
as an honors thesis attachment to Production
Dramaturgy. This may be a one-credit attachment
for a written draft only (done with a member of the
faculty) or as a two-credit thesis with a staged
reading done in collaboration with a guest director,
as in the adaptation thesis above. In the case o f a
staged reading, the examiner will attend at least
two rehearsals and the final staged reading, in
addition to reading the final text together with the
original source. The examination proper will
consist of an extended interview directly following
the performance and a briefer oral during honors
weekend. The subject of the first interview will be
the student’s processes as he or she relates to the
production. Tlie second oral will concern the
student’s assessment of the entire process as a part
of his or her undergraduate education and future
plans.

p. 440
Playwriting
The student will write a complete draft of a play
over the course of a semester in collaboration with
a faculty member or other professional production
dramaturge. In a second semester, the department
will hire a professional director for a set number of
rehearsal hours in preparation for a staged reading,
with whom the student will work through a
rehearsal and revision process based on the earlier
work with the production dramaturgy. The faculty
adviser and/or the production dramaturgy faculty
will continue to assist during the rehearsal/revision
process. The external examiner will read the
completed first draft and attend as many rehearsal
sessions as possible and the final staged reading to
observe the student’s writing and collaborative
process. The examination proper will consist of an
extended interview directly following the staged
reading, the reading o f the student’s revised draft
based on the rehearsal process and performances,
and a briefer oral examination during honors
weekend. There is also the option of a purely
written playwriting thesis preparation, without the
production component.
Solo Performance
The student, with guidance from their adviser, will
create and perform a solo performance. The
program will hire a professional director for a set
number of rehearsal hours, which the student will
supplement with practice and other writing, acting,
and design “homework.” The adviser will assist in
this work on a regular basis. The external
examiner will attend as many rehearsal sessions as
possible to observe the student’s process. The
examiner attends rehearsal to know as much as
possible about the student’s methods o f making
the work. The examiner also attends one or more
o f the public performances. The examination
proper will consist of an extended interview
directly following the performance and a briefer
oral during honors weekend. The subject o f the
first interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment of the entire
process as a part o f his or her undergraduate
education and future plans.

Honors Minor
Seven credits o f work including:
•
•
•

•
•

Fundamentals of Dramaturgy (001)
Acting I (002A)
Fundamentals of Design for Theater
and Performance (003) or any course in
design (004A, 004B, 004C, 004D,
004E)
Performance Theory and Practice (015)
One credit from following list:
Playwriting Workshop (006) or Solo
Performance (025) or Directing I (035)

Theater
•

Theater Seminar (100-level) o r twocredit Honors Thesis in Dramaturgy
(180-181) o r two-credit Honors Thesis
in Playwriting (180-181)
Honors minors who complete these requirements
and complete a sequence in acting, design,
directing, or playwriting/dramaturgy by the end of
the junior year may petition to enroll in THEA
099: Senior Company in the fall semester of their
senior year.
There is an option for students to pursue a course
major in conjunction with an Honors minor, in
which case the student may be eligible for an
individual thesis project along the lines o f those
described for honors majors above. Interested
students should discuss the details o f this with
their major advisers before preparing their
sophomore papers.
All potential honors minors need to fulfill the
same technical/crew requirement described for
course majors above.
Department Policies for All Theater Majors
and Minors
Co-curricular and extracurricular work in the
Theater Department, although not specifically
required, is strongly recommended for majors.
Opportunities include paid and volunteer staff
positions with the department, in-house projects
for various classes, production work in The
Eugene M. and Theresa Lang Performing Arts
Center, and Drama Board productions.
While the Theater faculty recognizes the value of
co-curricular and extra-curricular performance
work by students, such commitments at times can
create serious stress and scheduling conflicts that
can negatively impact a student’s health and
academic performance. The departm ent therefore
requires a ll m ajors an d m inors to receive w ritten
pre-approvalfrom eith er th eir advisers o r the
ch air before com m itting to any perform ance
w ork ou tside o f th e departm ent

In the case of conflicts for students between dress
rehearsals or performances in the department and
other classes, the faculty will gladly make
arrangements for excused absences with professors
in other departments. Students should alert the
department faculty about any such conflicts in the
first weeks o f rehearsals for any given production
in the department, and never less than two weeks
before the date o f the conflict with dress
rehearsals.
Working consistently with faculty on such timemanagement issues is essential for all rising
theater majors and minors, and is o f the highest
priority for students planning to participate in the
Honors Program.
With respect to the 20-course rule, courses in
dramatic literature taught in the English Literature,
Classics, or Modem Languages and Literatures
departments may be designated as part o f the

p. 441
major. Courses in non-dramatic literatures taught
in those departments will not be considered part of
the major.

Recommended Course/Seminar
Sequence for Majors and Minors
* indicates requirements for all course and honors
majors in theater.
Freshman Year
Fundamentals o f Dramaturgy (001)
Acting I (002A), fall or spring semester*
Any course in design (003 or 004 sequence), fall
or spring semester*
Production Ensemble (022), fall semester* (by
audition; open to first-year students)
Sophomore Year
Fundamentals o f Dramaturgy (001) (if not taken
freshman year)
Performance Theory & Practice (015), fall
semester* (counts for Writing Intensive Course
Credit in the Humanities)
Playwriting Workshop (006), or Solo Performance
(025)
Production Ensemble (022), fall semester*, or
Special Project in Design (034), fall or spring
semester
(If not taken in freshman year, Theater 022 or 034
recommended here for students considering study
abroad in their junior year)
NB: Theater majors planning a semester abroad
should plan to do so in the spring o f the
sophomore year or the fall of the junior year.
Junior Year
Playwriting Workshop (006), o r Solo Performance
(025), o r Directing I (035)
Performance Theory & Practice (015), fall
semester*
Production Ensemble (022), fall semester* (if not
taken in previously)
Special Project in Design (034), fall or spring
semester
Theater Seminar (100-level) spring semester*
(counts fo r Writing Intensive Course Credit in the
Humanities)
NB: A seminar is required for all theater majors
and honors minors and should be taken in the
junior year.
Completion o f a sequence in acting, directing,
design, playwriting, or production dramaturgy*
Completion o f the technical/crew hours
requirement
Senior Year
Senior Company (099), fall semester*
(honors majors add at least one credit o f thesis
credit each sem ester o f the senior year)

Theater
Introductory Courses
All introductory courses are open to all students
without prerequisite.
THEA 001. Fundamentals of Dramaturgy
This course will investigate a tripartite nature of
dramaturgy as it is currently regarded and
practiced in American theater. Structural
dramaturgy: tragedy, comedy, farce, the wellmade play, and modem departures thereof.
Production dramaturgy: collaborative process,
methods and strategies for historical research,
note-taking, script editing, and adaptation.
Institutional dramaturgy: script evaluation, season
planning, mission statements, marketing and
audience outreach. Through readings, discussions,
writing assignments, and engagement with campus
and area productions, students will sidestep the
deathless—and deadly—question, “What is a
dramaturg?” to focus upon how dramaturgs think
and what they do with what they know.
Fulfills a general requirement for all theater majors
and minors as well as a counting as a writing­
intensive course in the Humanities Division.
1 credit.
Fall 2014. Magruder.
THEA 002A. Acting I
This course is designed as a practical introduction
to some o f the principles, techniques, and tools of
acting. We will use theater games and
improvisational exercises (from Stanislavsky,
Viola Spolin, Uta Hagen and other sources) to
unleash the actor’s imagination, expand the
boundaries of accepted logic, encourage risk
taking, and free the body and voice for the creative
process. We will also focus on beginning to
analyze text, understanding scene-work and
monologues in relation to an entire play, listening
and responding to self, others and space, and
developing the ability to play actions. Finally, each
student will have the opportunity to test our
principles o f work through one scene with a
partner, no longer than ten minutes, to be assigned
by the instructor. This scene will be performed in
front of the class.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Fall 2014. Bauriedel. Fall 2014. Sanford. Spring
2015. Staff.
THEA 002B. Special Project in Voice
Performance
By individual arrangement with the directing or
acting faculty for performance work in connection
with department directing workshops, honors
thesis projects, or Senior Company.
0.5 or 1 credit.

Fall and spring semesters. Staff.

p. 442
THEA 002C. Special Project in Acting
By individual arrangement with the directing or
acting faculty for performance work in connection
with department directing workshops, honors
thesis projects, or Senior Company.
Prerequisite: Concurrent or past enrollment in
THEA 002A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 003. Fundamentals of Design for
Theater and Performance
This course offers an introduction to creative
aspects of designing scenery, costumes, lighting,
and sound for theater and performance with
emphasis on the correlation of text, imagination,
and space. In a collaborative classroom setting, the
students will have the opportunity to explore
individual ideas and transform these into a design
that is cohesive and relevant to a production. The
lab component o f the course will provide a broad
introduction to the technical aspects o f theater
production. The course is designed to serve all
students regardless of prior experience in theater
production.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Spring 2015. Swanson.
THEA 004A. Set Design
This course will focus on set design and introduce
methods that apply to designing for stage. In class,
we will take a look at the set designer’s
responsibilities as an artist and collaborator and
explore the relationship between text, concept, and
production in addition to learning the basic skills
o f drafting and model making. In addition, we will
discuss the relationship between scenery,
costumes, and light in performance. A lab
component of this class will include an
introduction to computer drafting and additional
information about materials used for stage
construction. The course is designed to serve all
students regardless o f prior experience in theater
production.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Spring 2015. Saunders.
THEA 004B. Lighting Design
This class explores the fundamentals o f lighting
design. The course objective is to introduce
lighting concepts and how to express them for
both theater and dance. It is intended to demystify
an enormously powerful medium. Reading and
class discussion provide a theoretical basis for
such creativity while the assignments and projects
provide the practice for this artistic endeavor. The

Theater
course is designed to serve all students regardless
of prior experience in theater production.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Fall 2014. Murphy.
THEA 004C. Costume Design
This course will focus on costume design and
introduce methods that apply to designing for
stage. In class, we will take a look at the costume
designer’s responsibilities as an artist and
collaborator and explore the relationship between
text, concept, and production. In addition to formal
lecture, we will discuss fabrics and colors and how
they relate to light and scenery in performance,
and we will explore different medium and
techniques for presentation o f a design. A lab
component of this class will introduce the student
to costume shop operation and equipment in
addition to a brief overview o f costume history.
The course is designed to serve all students
regardless of prior experience in theater
production.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Fall 2014. Swanson.
THEA 004D. Integrated Media Design for
Live Performance
The purpose of this course is to introduce students
to the application o f various visual and audio
technologies in live theater and dance
performance. Discussion of the historical and
theoretical context of contemporary mixed-media
performance will be combined with an orientation
to the available technologies found at Swarthmore
and beyond. The class will include the
conceptualization and preparation of a series o f
individual studio projects. The course is designed
to serve all students regardless of prior experience
in theater production.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Spring 2015. Saunders.
THEA 004E. Sound Design
This course will provide an introduction to sound
design concepts for live performance. Course work
will emphasize research, design development,
collaboration, and the creative process. Laboratory
work will focus on basic audio engineering,
software, field recording, and documentation in a
theatrical context. The course is designed to serve
all students regardless o f prior experience in
theater production.
Fulfills a general requirement for all theater majors
and minors.

p. 443
1 credit.
Fall 2014. Atkinson.
THEA 005. Opera Production Workshop
(Cross-listed as MUSI 024)
Opera is a collaborative art form, involving
composing, writing, performing, stage directing,
choreography and design. In this workshop-based
class, students will gain a basic understanding of
opera as an art form and experience all aspects of
the rehearsal and production process. The class
culminates in the performance of an original opera
written, directed and performed by faculty and
students in collaboration with students from a
nearby elementary school.
1 credit.
Spring 2015. Staff.
THEA 006. Playwriting Workshop
This creative workshop course introduces students
to essential elements o f 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. Students will
explore their individual creative voice, learning
how to translate their vision through character,
image, and story.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Spring 2015. Shaplin.
THEA 008. Movement Theater Workshop
(Cross-listed as DANC 049)
This class will offer an orientation to movementbased acting through various approaches:
traditional performance traditions in Bali and
elsewhere, commedia dell’arte, the teachings of
Jacques Lecoq, and so forth. Taught by Gabriel
Quinn Bauriedel o f the Pig Iron Theatre Company
in Philadelphia. The class will require rehearsal
with other students outside o f 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 o f THEA 012 either as a prerequisite
for Acting III or by students seeking a major or a
minor with an emphasis in acting.
Prerequisites: THEA 002A, any dance course
numbered 040-044, or consent of the instructor.
1 credit.
Spring 2015. Bauriedel.

Intermediate Courses
THEA 012. Acting II
In this course students will explore and develop
the skills necessary to perform Shakespeare with

Theater
specificity and confidence. In addition to vocal
and physical exercises intended to strengthen and
free the actor’s body and voice, students will delve
into Shakespearean scene study. The course
provides a strong foundation in basic acting
technique that can be applied to multiple dramatic
genres. In addition students will explore
Shakespearean scenes using rigorous textual
analysis, learning to use the clues in Shakespeare’s
text to make smart, useful acting choices. While
working on scenes from Shakespeare’s plays,
students will learn how to rehearse, how to
develop a character and how to increase their
vocal, physical and emotional flexibility.
Prerequisites: THEA 002A.
1 credit.
Spring 2015. Staff.
THEA 012A. Intermediate Special Project
in Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company. May
be taken concurrently with THEA 008 or 012.
Prerequisite: THEA 002A, THEA 002C, and
THEA 008 or 012 or 022.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 013. Special Project in Theater
Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing workshops,
honors thesis productions, Production Ensemble,
or Senior Company.
Prerequisite: THEA 003 or any 004 design class.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 014. Special Project in Stage
Management
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014A. Special Project in Set Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004A.
0.5 or 1 credit.

Fall and spring semesters. Staff.

p. 444

THEA 014B. Special Project in Lighting
Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004B.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014C. Special Project in Costume
Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004C.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014D. Special Project in Integrated
Media Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014E. Special Project in Sound
Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004E.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 015. Performance Theory and
Practice
This course covers a series o f major texts on
performance theory and practice, with emphasis on
directing and acting. Assigned readings will focus
on theoretical writings by or about the
performance work o f artists such as Zeami,
Stanislavsky, Artaud, Brecht, Grotowski,
Mnouchkine, Chaikin, Suzuki, and Robert Wilson
as well as selected theoretical and critical texts by
nonpractitioners. The course includes units on
performance traditions and genres outside of
Europe and North America. Weekly video
screenings required.
Fulfills a general requirement for all theater majors
and minors.
Writing course.
1 credit.
Fall 2014. Kuharski.

Theater
THEA 016. Special Project in Playwriting
An independent study in playwriting taken either
as a tutorial or in connection with a production
project in the department. By individual
arrangement between the student and department
faculty.
Prerequisites: THEA 006.
1 credit.
Fall and spring semesters. Staff.
THEA 021. 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 001 :
Fundamentals o f Dramaturgy. By individual
arrangement between the student and the
department faculty.
Prerequisite: THEA 001
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 022. Production Ensemble I
Rehearsal o f a full-length work for public
performance with a faculty director: ensemble
techniques, improvisation, using the audience as
part o f 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.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Fall 2014. Torra.
THEA 023. Special Project: Intermediate
Theater Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing workshops,
honors thesis productions, Production Ensemble,
or Senior Company.
Prerequisite: THEA 003 or any 004 design class,
and THEA 013.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 024. Special Project: Intermediate
Stage Management
By individual arrangement for a production project
in connection with department directing
workshops, honors thesis projects, Acting III, or
Senior Company.
Prerequisite: THEA 003, or THEA 004B, or
THEA 035.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 025. Solo Performance
Solo performance is a theater o f inclusion: it
creates a space in which everyone can speak up

p. 445
and be heard. In this course students will research,
write, and perform a one-person show. This course
fulfills the intermediate acting requirement for
acting majors and minors (Acting I is still required
for all majors and minors). It also counts as a
prerequisite for Production Ensemble in the spring.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Next offered spring 2016.
THEA 034A. Special Project: Intermediate
Set Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004A and THEA 014A.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034B. Special Project: Intermediate
Lighting Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004B and THEA 014B.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034C. Special Project: Intermediate
Costume Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004C and THEA 014C.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034D. Special Project: Intermediate
Integrated Media Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004D and THEA 014D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034E. Special Project: Intermediate
Sound Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004E and THEA 014E.
0.5 or 1 credit.

Fall and spring semesters. Staff.

Theater
THEA 035. Directing I: Directors’ Lab
This course focuses on the theater director’s role
in a collaborative ensemble and on the ensemble’s
relation to the audience. Units cover the director’s
relationship with actors, designers, composers,
technicians, and playscripts. The student’s
directorial self-definition through this
collaborative process is the laboratory’s ultimate
concern. Final project consists of an extended
scene to be performed as part of a program
presented by the class.
Prerequisites: THEA 001, THEA 002A.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Fall 2014. Kuharski.
THEA 042. Production Ensemble II
Available by audition or consent of instructor to
students who have successfully completed THEA
022.
1 credit.
Fall 2014. Torra.

Advanced Courses
THEA 052. Production Ensemble III
Available by audition or consent o f instructor to
students who have successfully completed THEA
022 and 042.
1 credit.
Fall 2014. Torra.
THEA 053. Special Project: Advanced
Theater Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing workshops,
honors thesis productions, Production Ensemble,
or Senior Company.
Prerequisite: THEA 003 or any 004 design class,
and THEA 013, and THEA 023.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 054A. Special Project: Advanced Set
Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004A and THEA 014A and
THEA 034A.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 054B. Special Project: Advanced
Lighting Design
By individual arrangement for a production project
in connection with department directing

p. 446
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004B and THEA 014B and
THEA 034B.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 054C. Special Project: Advanced
Costume Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004C and THEA 014C THEA
034C.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 054D. Special Project: Advanced
Integrated Media Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004D and THEA 014D and
THEA034D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 054E. Special Project: Advanced
Sound Design
By individual arrangement for a production project
in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004E and THEA 014E and
THEA 034E.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 055. Directing II: Advanced Directing
Workshop
Directing II requires students to apply the
exercises from THEA 035: Directing I to a variety
o f scene assignments. These will address a variety
o f theatrical genres and various approaches to
dramatic text (improvisation, cutting, and/or
augmentation o f play scripts, adaptation of
nondramatic texts for performance, etc.). Projects
will be presented for public performance.
Prerequisites: THEA 001,002A, 015, THEA 035,
and any class in design.
1 credit.
Spring 2015. Kuharski.
THEA 061. Intermediate Special Project in
Production Dramaturgy
Production dramaturgy in connection with a
production complete on or off campus. By
individual arrangement between the student and
the department faculty.

Theater
Prerequisites: THEA 021, and 051.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 062. Production Ensemble IV
Available by audition or consent o f instructor to
students who have successfully completed THEA
022, 042, and 052.
1 credit.
Fall 2014. Torra.
THEA 064. Advanced Special Project in
Scenography, Sound, and Technology
A portfolio design or other design project in
connection with a production completed on or off
campus. To be taken concurrently or following
THEA 054A, THEA 054B, THEA 054C, THEA
054D, or THEA 054E. By individual arrangement
between the student and the department faculty,
Prerequisites: Any course in the THEA 003-004.
group, THEA 014 group, and THEA 034 group.
0.5 or 1 credit.
Fall and spring semesters. Staff.

p. 447
honors thesis productions, Production Ensemble,
or Senior Company.
Prerequisite: THEA 004B, THEA 014B, THEA
034B, and THEA 054B.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 074C. Special Project: Senior
Project in Costume Design
This course is an independent study in costume
design. This special project will examine the forms
and techniques of design applied in actual
production. By individual arrangement under the
mentorship o f the design faculty for work in
connection with department directing workshops,
honors thesis productions, Production Ensemble,
or Senior Company.
Prerequisite: THEA 004C, THEA 014C, THEA
034C, and THEA 054C.
0.5 or 1 credit.
Fall and spring semesters. Staff.

THEA 072. Advanced Special Project in
Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company. With
faculty approval, acting in a production off
campus may qualify for this credit.
Prerequisites: THEA 002A, THEA 002C, THEA
008 or 012 or 022, THEA 012A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.

THEA 074D. Special Project: Senior
Project in Integrated Media Design
This course is an independent study in integrated
media design. This special project will examine
the forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship o f the design faculty for
work in connection with department directing
workshops, honors thesis productions, Production
Ensemble, or Senior Company.
Prerequisite: THEA 004D, THEA 014D, THEA
034D, and THEA 054D.
0.5 or 1 credit.
Fall and spring semesters. Staff.

THEA 074A. Special Project: Senior
Project in Set Design
This course is an independent study in set design.
This special project will examine the forms and
techniques of design applied in actual production.
By individual arrangement under the mentorship
of the design faculty for work in connection with
department directing workshops, honors thesis
productions, Production Ensemble, or Senior
Company.
Prerequisite: THEA 004A, THEA 014A, THEA
034A, and THEA 054A.
0.5 or 1 credit.
Fall and spring semesters. Staff.

THEA 074E. Special Project: Senior Project
in Sound Design
This course is an independent study in sound
design. This special project will examine the forms
and techniques o f design applied in actual
production. By individual arrangement under the
mentorship of the design faculty for work in
connection with department directing workshops,
honors thesis productions, Production Ensemble,,
or Senior Company.
Prerequisite: THEA 004E, THEA 014E, THEA
034E, and THEA 054E.
0.5 or 1 credit.
Fall and spring semesters. Staff.

THEA 074B. Special Project: Senior
Project in Lighting Design
This course is an independent study in lighting
design. This special project will examine the forms
and techniques o f design applied in actual
production. By individual arrangement under the
mentorship Of the design faculty for work in
connection with department directing workshops,

THEA 075. Advanced Special Project in
Directing
By individual arrangement with the directing
faculty. With faculty approval, directing or
assistant directing off campus may qualify for this
credit.
Prerequisites: THEA 001, THEA 015 or THEA
021, THEA 022, THEA 035, THEA 106.

Fall and spring semesters. Staff.

Theater
THEA 091. Advanced Special Project in
Production Dramaturgy
Production dramaturgy in connection with a
production complete on or off campus. By
individual arrangement between the student and
the department faculty.
Prerequisites: THEA 001,021,051, and 061.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 092. Off-Campus Projects in Theater
Residence at local arts organizations and theaters.
Fields include management, financial and
audience development, community outreach, and
stage and house management.
Prerequisites: appropriate preparation in the major.
1 credit.
Fall and spring semesters. Staff.
THEA 093. Directed Reading
1 credit.
Fall and spring semesters. Staff.
THEA 094. Special Projects in Theater
1 credit.
Fall and spring semesters. Staff.
THEA 099. Senior Company
A workshop course emphasizing issues of
collaborative play making across lines of
specialization, ensemble development of
performance projects, and the collective dynamics
of forming the prototype of a theater company.
Work with an audience in performance of a single
project or a series o f projects.
This course is required of all theater majors in
their senior year and can not be taken for external
examination in the Honors Program. Class
members will consult with the instructor during
spring semester o f their junior year, before
registration, to organize and make preparations.
Course and honors minors may petition to enroll,
provided they have met the prerequisites.
Prerequisites: THEA 001,002A; any course in
design; 015; 006,025, or 035; 022; a 100-level
seminar; and the completion o f one three-course
sequence in theater.
Fulfills a general requirement for all theater majors
and minors.
1 credit.
Fall 2014. Swanson.

Seminars
THEA 102A/102B. Acting Capstone
By arrangment with the theater faculty.
This project will take place over the course o f two
semesters. The fall semester will consist o f a series
of workshops and assignments designed to further
develop the critical and practical skills required for
performance. This preparatory work in the fall

p. 448
semester will be put to use in the spring through
the production of a play or performed by the
students and directed by the acting faculty.
Fall 2014. Torra. Spring 2015. Torra.
THEA 106. Theater History Seminar
A comparative study of theater history from its
origins through the 21st century, along with a
critical examination of a given theatrical company
as a case study. Emphasis on the coherence of
specific performance traditions and periods,
significant companies as well as individual artists,
the placement of theatrical performance within
specific cultural contexts, and their relevance to
contemporary theatrical practice. Readings will
include, but not be limited to, dramatic texts as one
form of artifact of the theatrical event. The spring
2015 seminar will focus on the work of Ariane
Mnouchkine and the Théâtre du Soleil.
Prerequisites: THEA 015.
Writing course.
2 credits.
Not offered 2014—2015.
THEA 121. Dramaturgy Seminar
How does a “monstre sacré” like Phaedra or Don
Juan repeat across the centuries? What does Joe
Orton owe to Wycherley and Ralph Roister
Doister? In this cross-temporal comparative study
o f the post-classical western dramatic canon,
emphasis will be placed equally on works from
famous “periods” (Spanish Golden Age,
Restoration comedy, French Classicism, Sturm
und Drang, etc.) and on examples of forgotten or
usurped genres—e.g., masque, melodrama, ballad
opera, le parade, tragicomedy, Grand Guignol.
Readings will also include critical texts by
Castelvetro, Jonson, Boileau, Rousseau, Diderot,
Dryden, Lessing, Schiller, Hegel, Hugo,
Kierkegaard, Strindberg, Shaw, Nietzsche, and
others.
Prerequisites: THEA 001 or by permission of
instructor.
Fulfills a general requirement for all theater majors
and minors.
Writing course.
2 credits.
Spring 2015. Magruder.
THEA 180. Honors Thesis Preparation
Credit either for honors attachments to courses or
for honors thesis projects in directing, design,
acting, and so on. By arrangement with the
student’s faculty adviser in theater.
THEA 180A. Honors Thesis Preparation in
Acting.
THEA 180B. Honors Thesis Preparation in
Directing.
THEA 180C. Honors Thesis Preparation in
Playwriting.

A

Theater
THEA 180D. Honors Thesis Preparation in
Design.
THEA 180E. Honors Thesis Preparation in
Dramaturgy.
THEA 180F. Honors Thesis Preparation in Solo
Performance.
THEA 180G. Honors Thesis Preparation in
Performance Theory.
Fall and spring semesters. Staff.
THEA 181. Honors Thesis Project
Credit for honors thesis projects in directing,
design, acting, and so on. By arrangement with the
student’s faculty adviser in theater.
THEA 181 A. Honors Thesis Production in Acting.
THEA 181B. Honors Thesis Production in
Directing.
THEA 181C. Honors Thesis Production in
Playwriting.
THEA 181D. Honors Thesis Production in Design.
THEA 18IE. Honors Thesis Production in
Dramaturgy.
THEA 18 IF. Honors Thesis Production in Solo
Performance.
THEA 181G. Honors Thesis Production in
Performance Theory.
Fall and spring semesters. Staff.

p. 449

Directions to Swarthmore College

p. 450

Swarthmore College is located 11 miles southwest of the city of Philadelphia in the Borough of
Swarthmore, Pennsylvania. The College is just a 30 minute drive from Philadelphia. New York and
Washington, D.C. are each about two hours away.
DRIVING
From the NORTH (New Jersey Turnpike or 1-95)
Take the New Jersey Turnpike to Exit 6 (1-276 West/Pennsylvania Turnpike). Follow 1-276 West to Exit
20 (1-476 South, toward Philadelphia/Chester). Take 1-476 South to Exit 3, Media/Swarthmore. At the
bottom of the exit ramp turn left onto Baltimore Pike. (Directions continue below.)
From the SOUTH (1-95)
Follow 1-95 North to Pennsylvania Exit 7 (1-476 North/Plymouth Meeting). Take 1-476 to Exit 3
(Media/Swarthmore). At the bottom o f the exit ramp turn right onto Baltimore Pike. (Directions continue
below.)
From the EAST (via the Pennsylvania Turnpike)
From Exit 333(Norristown), follow signs for 1-476 South. Stay on 1-476 approximately 17 miles to Exit 3
(Media/Swarthmore). At the bottom o f the exit ramp mm left onto Baltimore Pike. (Directions continue
below.)
From the WEST (via the Pennsylvania Turnpike)
From Exit 326(Valley Forge), Take 1-76 East (Schuylkill Expressway), about 4 miles to 1-476 South.
Take 1-476 approximately 12 miles to Exit 3 (Media/Swarthmore). At the bottom of the exit ramp turn
left onto Baltimore Pike. (Directions continue below.)
From the AIRPORT
Take 1-95 South. Continue to Exit 7 (1-476 North/Plymouth Meeting). Take 1-476 North to Exit 3
(Media/Swarthmore). At the bottom o f the exit ramp turn right onto Baltimore Pike. (Directions continue
below.)
Continue to the Visitor’s Center
Stay in the right lane and in less than 1/4 mile turn right onto state Route 320 South. At the first light turn
right to stay on state Route 320. Proceed through two traffic lights on College Avenue, and then turn
right into the first driveway on your right toward visitor parking at the Benjamin West House. The
Benjamin West House is the College’s visitor center and is open 24 hours a day.
Continue to the Admissions Office
Stay in the right lane and in less than 1/4 mile turn right onto state Route 320 South. At the first light mm
right to stay on state Route 320. At the next light turn right onto College Avenue. On College Avenue
take the first right onto Cedar Lane. At the next stop sign turn left onto Elm Avenue. Turn left onto
Whittier Place, marked by stone pillars. Proceed to the end of Whittier Place and turn right into the
DuPont parking lot, beside the Science Center. After parking in the DuPont parking lot, it is a short walk
to the Admissions Office in Parrish Hall. Follow the path in front of the Science Center, continue past
Kohlberg Hall, and you will see the back entrance o f Parrish straight ahead. The Admissions Office is on
the second floor.
TRAIN
The College is readily accessible from Philadelphia by train. Amtrak trains from New York and
Washington, D.C. arrive hourly at Philadelphia’s 30th Street Station. From 30th Street Station, the
SEPTA Media/Elwyn Local takes approximately 23 minutes to reach the Swarthmore station, which is
adjacent to campus.
AIR
An express train runs from the Philadelphia International Airport to 30th Street Station, where you can
take the SEPTA Media/Elwyn Local train directly to the Swarthmore campus. Taxi service is also
available.

Parrish H all (Adm issions)
M agill W alk
McCabe Library
3
Dean Bond Rose Garden
4
T rotter Hall
5
6 Pearson H all
Swarthm ore Friends Meetinghouse
7
8 Beardsley Hall
hficks Hall
9
10 H icks Parking
11 Papazian Hall
12 DuPont Parking

1

2

Mary Lyon Residence Hall Detail

Wer

fcter

:ien

irtdc

>me

rar

artr

>hlb

46
47
48
49
150
51
52
53
54
55
56
57
58
59

26
27
28
29

hittier Parking
ing Center fo r C ivic and Social
esponsibility
an and Sidney W est House
w le House (student residence)
v rth Entrance
■oolman Residence Hall
Baler Tower Parking
* te r van de Kamp O bservatory
tence Center
itdoor classroom
>mell Science and Engineering
>rary
»tin Hall
ihlberg Hall and Cosby Courtyard

30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45

Lang M usic B uilding
Eugene M. and Theresa Lang
Perform ing A rts C enter
S cott B uilding (sta ff lounge)
C lothier M em orial Hall
C lothier Tower and C loister
S cott Am phitheater
S proul A lum ni House
S proul O bservatory
W harton Residence Hall
Crum W oods
H allow ell Residence Hall
Dana Residence H all
Faulkner Tennis Courts
Women’s Resource C enter
and O lde Club
K itao S tudent A rt G allery
D elta Upsilon House
P hi Psi House
Sharpies D ining Hall
W est Field House Lane Parking
Heating P lant
Service B uilding

60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79

Field House Parking
Bam
Tarble Pavilion
Lam b-M iller Field House
M atchbox
W are Pool
M ullan Fitness and Tennis C enter
Crum Ledge
C lothier Fields
Roberts Residence H all
P ittenger Residence Hall
Palm er Residence H all
South Entrance
Swarthm ore SEPTA Train S tation
(M edia/Elw yn)
A lice Paul Residence H all
David Kemp Residence H all
M ertz Residence Hall
Old Tarble
W orth H ealth Center
V isito r Entrance
Benjam in W est House
Benjam in W est Parking
Bond M em orial H all and Lodges
W orth Residence Hall
Cunningham Fields
Main Entrance
H allow ell House
Ashton House
Courtney Sm ith House
Robinson House (B lack C ultural
C enter)
W illets Residence Hall
W ister Education C enter and
Greenhouse
Cunningham House (S cott A rbore­
tum and O ff-Cam pus Study o ffices)
M ary Lyon Residence H all

Index
Absence from examinations, 8.4
Academic misconduct, 6.1.1,6.8
Academic support, 6.7.3
Administration and staff, 14
Administrative divisions, 14.1
Admissions, 3
Advanced Placement, 3.5
Advanced standing, 3.5,7.6
Advancement Services, 14.1, 14.10.1
Advising, 6.7,7.4
Alumni and Gift Records, 14.1,14.10.1
Alumni Association officers, 12
Alumni Council, 12
Alumni Relations, 12,14.1,14.10.2
Alumni, total, 12
Annual and Parent Giving, 14.1,14.10.3
Associate dean for academic affairs, 14.1,14.9
Associate dean o f diversity, inclusion, and
community development, 14.1,14.9
Associate provost for educational programs and
curriculum support, 14.1,14.28
Associate provost for faculty development and
outreach, 14.1,14.28
Athletics, 6.5.3
Attendance at classes, 7.10, 8.1
Auditing courses, 8.3
Awards and prizes, 17.4
Bachelor o f arts degree, 9.1
Bachelor o f science degree, 9.1
Bequests, 2.1
Black Cultural Center, 6.6.1, 14.1, 14.9
Board o f Managers, 11
Bookstore, 14.1,14.3
Business Office, 14.1,14.7
Calendars, see preface
Capital Giving, 14.1,14.10.3
Career Services, 6.7.6,14.1,14.4
Center for Social and Policy Studies, 14.1,14.5
Cocurricular opportunities, 6.5
Code o f Conduct, 6.1.1
College entrance examinations, 3.1
Communications Office, 2.4,14.1,14.6
Community-based learning, 6.6.5
Comprehensive examinations, 7.1,9.1
Computing services, see Information Technology
Services
Controller’s Office, 14.1,14.7
Cooper (William J.) Foundation, 2.6
Cooperation with neighboring institutions, 7.13
Cornell Science and Engineering Library, 2.2,
14.1,14.24.2
Corporate, Foundation, and Government
Relations, 14.1,14.10.3
Corporation, officers of, 10
Counseling and Psychological Services 6.3.3,
14.1,14.8
Course numbering system, 20
Creative arts, 6.5.2, 7.12
Credit/no credit, 8.2.3
Cross-listed course rules, 7.2
Curriculum, 1.2, 7

Dean o f Students Office, 14.1,14.9
Degree requirements, 9
Degrees conferred, 16
Degrees offered, 9
Development, 14.1,14.10.3
Dining Services, 6.2.3, 14.1, 14.11
Directed reading, 7.8.1
Directions for correspondence, see preface
Directions for reaching the College, see endnote
Disability services, 6.7.3,14.1,14.9
Distribution requirements, 7.2
Divisions (academic), 7.2
Divisions and departments (administrative), 13.3
Domestic exchange, 7.14
Drop/add, 8.3
Emeriti faculty, 13.1
Endowed chairs, 18
Endowment, 2.1
Enrollment statistics, 19
Environmental Services, 14.1,14.12
Equal Opportunity Office, 14.1,14.20
Equal Opportunity statement, see preface
Examinations, 8.4
Exceptions to the 4-year program, 7.6
Exchange programs, 7.13
Exclusion from the College, 8.8
Expenses, 4
Extracurricular activities, 6.5
Facilities management, 14.1,14.12
Faculty advisers, 6.7.2
Faculty and other instructional staff, 13.2
Faculty regulations, 8
Fees (tuition, residence, etc.), 4
Fellowships, 17.6
Fellowships and Prizes Office, 14.1,14.9
Final examinations, 8.4.1
Financial aid, 5
Footnote key, 20
Foreign language requirement, 9.1
Fraternities, 6.6.2
Friends Historical Library, 2.2.1, 14.1, 14.24.4
Gender education, 14.1,14.9
Geographic distribution o f students, 19.2
Gift Planning Office, 14.1, 14.10.3
Grades, 8.2
Graduation requirements, 7,9
Grounds, 2.5.5,14.1,14.2
Health Sciences Office, 6.7.4,7.11,14.1,14.15
Health Services, 6.3.2,14.1,14.168
Honors examiners, 7.5,15
Honors Program, 7.5
Housing, 6.2.1
Human Resources, 14.1, 14.17
Incomplete grade policies, 8.2.2
Independent study, 7.8.1
Information Technology Services, 2.3,14.1,14.20
Institutional Research Office, 14.1,14.21
Insurance, 6.2.2,6.3.4

Index
Intercultural Center, 6.6.3,14.1,14.9
Interdisciplinary work, 7.9
International admissions, 3.6
Investment Office, 14.1,14.21
Lang Center for Civic and Social Responsibility,
6.5.5,6.6.5,14.1,14.22
Leaves of absence, 8.5.1
Libraries, 2.2,14.1,14.24
List Gallery, 2.5.2,14.25
Loans to students, 5.2
Maintenance, 14.1,14.12
Map of College grounds, see endnote
Master’s degrees, 9.2
McCabe Library, 2.2,14.1,14.24.1
Normal course load, 7.7
Observatory, see Physics and Astronomy
Occupational and environmental safety, 14.1,
14.12
Off-Campus Study Office 7.15,14.1,14.27
Office Services, 14.1,14.7
Parking, regulations, 6.2.4
Pass/fail, see credit/no credit
Payroll, 14.1,14.17
Physical education requirements, 7.2,8.7
Planning and Construction, 14.1,14.12
Post office, 14.1,14.7
Prelaw advising 6.7.5
Premedical advising, 6.7.4,7.11
President’s Office, 14.1,14.27
Provost’s Office, 14.1,14.28
Public Safety, 6.4,14.1,14.29
Publications, student, 6.5.4
Readmission to the College, 8.5.3
Registrar’s Office, 14.1,14.30
Registration, 8.3
Religious advisers, 6.6.4
Repeated course rules, 8.2.4
Residential life, 6.2,14.1,14.9
SAT, 3.1
Scholarships, 5.1,5.4
Scott Arboretum, 2.5.5,14.1,14.31
Secretary o f the College, 14.1,14.6
Senior Year Rule, 7.6.1
Sharpies Dining Hall, 6.2.3
Social Affairs Committee, 6.5.1
Sophomore Plan, 7.2
Special major, 7.4.1
Standing committees o f the faculty, 13.4
Student accounts, 4.5,14.1,14.7
Student activities, 6.5,14.1
Student conduct, 6.1.1,14.1,14.9
Student conduct system, 6.8
Student Council, 6.5.1
Student employment, 5.3
Student exchange programs, 7.14
Student Right to Know, 7.16

Student rights, 6.1.1
Student-run courses, 7.8.2
Study abroad, see Off-Campus Study Office
Summer programs, 14.1,14.2
Summer school work, 8.6
Swarthmore College Peace Collection, 2.2.1,14.1,
14.24.5
Swarthmore Foundation, 6.6.5
Tarble Social Center, 6.6.6
Teacher certification, see Educational Studies
Transfer, application process, 3.7
Transfer credit, 7.2,8.6
Tuition and other fees, 4.1
Twenty-course credit rule, 7.2
Underhill Music and Dance Library, 2.2,14.1,
14.24.3
van de Kamp Observatory, 2.5.1, see also Physics
and Astronomy
Vice President for Communications, 14.1,14.6
Vice President and Dean o f Admissions, 14.1,14.2
Vice President for Development and Alumni
Relations, 14.1,14.10
Vice President for College and Community
Relations and Executive Assistant to the
President, 14.1,14.27
Vice President for Facilities and Services, 14.1,
14.12
Vice President for Finance and Treasurer, 14.1,
. 14.13
Vice President for Human Resources, 14.1,14.17
Withdrawal from the College, 4.3,8.5.2
Withdrawal from courses, 8.2,8.3
Women’s Resource Center, 6.6.7
Worth Health Center, 6.3.1
Writing Center, 6.7.3

Notes

i
Swarthmore College
500 College Avenue
Swarthmore PA 19081-1390
(610) 328-8000
www.swarthmore.edu