Swarthmore College Catalogue, 2003-2004

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BULLETIN
2003-2004

Swarthmore
College Bulletin 2003-2004
Volume XCVXI Number 1
Catalog Issue August 2003

Directions for Correspondence
SW A R TH M O RE CO LLEG E, 500 C O LLEG E AVENUE, SW A R TH M O RE PA 19081-1390

Alfred H. Bloom

G EN ER A L CO LLEG E POLICY

President

Constance Cain Hungerford

A C A D E M IC PO LICY

Provost

Suzanne P. Welsh

FIN A N CE

Vice President and Treasurer

Maurice G. Eldridge

C O LLEG E A N D C O M M U N ITY RELA TIO N S

Vice President

Dan C. West

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

Vice President
A D M IN ISTRA TIO N

Lawrence M . Schall

j

Vice President
HU M A N R ESO U R C E S

Melanie Young

Lp

Associate Vice President

Robert J . Gross

ST U D E N T SER V IC ES

Dean of the College
A D M ISSIO N S A N D CA TA LO G S

‘C 3

James L. Bock III
Dean of Admissions and Financial Aid

Martin D. Warner

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

Registrar

Laura Talbot

FIN A N CIA L A ID A ND
FIN A N C IN G O P T IO N S IN FORM A TION

Director of Financial Aid

Nancy Burkett

C A R EE R SER V IC ES

Director o f Career Services

Tom Krattenmaker

G EN ER A L IN FO RM A TION

Director o f News and Information

Diane Crompton

G IF T S

Director o f Advancement Operations
Swarthmore College does not discriminate in
education or employment on the basis o f sex,
race, color, age, religion, national origin, mari­
tal status, sexual orientation, veteran status,
medical condition, pregnancy, disability, or any
other legally protected status. T his 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 o f the Federal Reha­
bilitation A ct o f 1973.
This Bulletin contains policies and program de­
scriptions as of July 15, 2003, and should be
used solely as an informational guide. T h e C ol­
lege reserves the right to alter or amend at any
time the policies or programs contained in the
Bulletin. Students are responsible for informing
themselves o f current policies and meeting all
relevant requirements.

T he Sw arthm ore C ollege Bulletin (ISSN 08882126), of which this is Volume X C V X I, num­
ber 1, is published in August, September,
December, March, and June by Swarthmore
College, 500 College Avenue, Swarthmore PA
19081-1390.
Periodical postage paid at Swarthmore PA
19081 and additional mailing offices. Permit
number 0530-620. Postmaster: Send address
changes to Sw arthm ore C ollege Bulletin, 500
College Avenue, Swarthmore PA 19081-1390.
Phone (610) 328-8000
Printed in U .S.A .

Table of Contents

CO LLEGE C A LEN D A R

i

h

hi

IV

V

5

IN TR O D U C T IO N 10
ED U CA TIO N A L R ESO U R C E S
ENDOW ED C H A IR S 22

11

A D M ISSIO N S 26
EXPENSES 3 0
FIN A N CIA L A ID 32
CO LLEG E LIFE

49

ED U CA TIO N A L PRO G RA M 70
FA CULTY REG U LA TIO N S 82
DEGREE R EQ U IR EM EN TS 87
AW ARDS A N D PRIZES 89
FELLO W SHIPS 94
C O U R SE S O F IN ST R U C T IO N
A rt 98
Asian Studies 108
Biology 114
Black Studies 121
Chemistry and Biochemistry 124
Classics 130
Cognitive Science 137
Comparative Literature 139
Computer Science 142
Economics 150
Educational Studies 156
Engineering 164
English Literature 176
Environmental Studies 196
Film and Media Studies 199
Francophone Studies 202
German Studies 205
History 207

VI

Interpretation Theory 223
Latin American Studies 226
Linguistics 228
Mathematics and Statistics 235
Medieval Studies 245
M odem Languages and Literatures 247
Music and Dance 284
Peace and Conflict Studies 304
Philosophy 307
Physical Education and A thletics 312
Physics and Astronomy 314
Political Science 322
Psychology 333
Public Policy 342
Religion 346
Sociology and Anthropology 355
Theater 372
Women’s Studies 381

TH E C O R PO R A TIO N and B O A R D O F M A N A G E R S 384
A LUM NI A SSO C IA T IO N O FFIC ERS and A LU M N I C O U N C IL
FA CULTY 390
A D M IN ISTRA TIO N 406
V ISIT IN G EXA M IN ERS 2003 421
DEG REES CO N FERRED 424
AW ARDS A N D D IST IN C T IO N S 429
EN RO LLM EN T S T A T IS T IC S 433
INDEX

388

434

SW A RTH M O RE CO LLEG E C A M PU S M A P

438

D IR E C T IO N S F O R R EA C H IN G SW A R TH M O RE COLLEG E

440

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College Calendar

2003

Fall Semester

Aug. 26

Residence halls open for new students.

Aug. 26-31

New student orientation and placement days.

Aug. 29

Residence halls open for returning students. Board plan starts at dinner for
returning students.

Aug. 30

Registration in Sharpies Dining Hall, 2 p.m. until finished (about 90
minutes)

Sept. 1

Classes and seminars begin.

Sept. 12

Drop/add ends. Last day to delete a course from or add one to permanent
registration, and last day to declare CR/NC grading option.

Sept. 19-20

Board o f Managers meeting

O ct. 1

Final exam schedule available on-line.

Oct. 10

October holiday begins at end of last class or seminar.

Oct. 20

October holiday ends at 8:30 a.m.

N ov. 3

Schedule of courses and seminars for next semester available on-line.

N ov. 7

Last day to withdraw from a course with the notation “W ” or to return to
regular grading from a CR/NC option.
Schedule of courses and seminars for next semester available in print for
on-campus individuals.

Nov. 10-20

Advising period

N ov. 2 4 -2 6

Pre-enrollment for spring semester

N ov. 26

Pre-enrollment ends at 4 p.m.
Thanksgiving vacation begins at end of last class or seminar.

D ec. 1

N ote: A ll accounts must show a $ 0 or positive balance to enroll or select a
room for spring semester.
Thanksgiving vacation ends at 8:30 a.m.

Dec. 5 -6

Board of Managers meeting

D ec. 8 -9

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

D ec. 12

Final examinations begin.

D ec. 12-20

N ote: Final exams are not rescheduled to accommodate travel plans. If you
must make travel arrangements before the exam schedule being published
(by O ct. 1), do not expect to be able to leave until after finals end.

D ec. 16

Seminafs end.

D ec. 20

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

5

College Calendar

2004

Spring Semester

Ja n . 17

Residence halls open at noon.

Ja n . 18

Board plan starts at dinner.

Ja n . 19

Classes and seminars begin.

Ja n . 30

Drop/add ends. Last day to delete a course from or add one to permanent
registration and last day to declare CR/NC grading option.

F eb. 2 7 -2 8

Board o f Managers meeting

M arch 5

Spring vacation begins at end o f last class or seminar.

M arch 15

N ote: A ll accounts must show a $0 or positive balance to enroll and select
a room for the upcoming fall semester.
Spring vacation ends at 8:30 a.m.

M arch 26

Last day to withdraw from a course with the notation “W ” or to return to
regular grading from a CR/NC option

M arch 29

Schedule o f courses and seminars for next semester available on-line.

A pril 2

Schedule o f courses and seminars for next semester available in print for
on-campus individuals.

A pril 5 -1 5

Advising period

A pril 1 6 -1 8

Family Weekend

A pril 19-21

Pre-enrollment for fall semester

A pril 21

Pre-enrollment ends at 4 p.m.

A pril 30

Classes and seminars end.

A pril 30-M ay 1

Board of Managers meeting

May 6

Final course and written honors examinations begin.

May 15

Course examinations end.

May 16

Board plan ends at dinner for all but seniors.

May 17

W ritten honors examinations end.
Residence halls close to all but seniors at 8 a.m. (Nonseniors are expected
to leave the College within 24 hours after their last examination.)

May 1 7 -1 8

Senior comprehensive examinations

M ay 2 0 -2 2

Oral honors examinations

M ay 29

Baccalaureate

M ay 30

Commencement

M ay 31

Residence halls close to seniors at 9 a.m.

Ju n e 4 -6

Alumni Weekend

6

2004

Fall Semester

Aug. 26

Thursday. Residence halls open for new students.

Aug. 26-31

New student orientation and placement days.

Aug. 29

Residence halls open for returning students. Board plan starts at dinner for
returning students.

Aug. 31

Tuesday. Registration in Sharpies Dining Hall, 2 p.m. until finished (about
9 0 minutes)

Sept. 1

Wednesday. Classes and seminars begin.

Sept. 14

Tuesday. Drop/add ends. Last day to delete a course from or add one to
permanent registration and last day to declare CR/NC grading option.

O ct. 1

Final exam schedule available on-line.

O ct. 1 -2

Board o f Managers meeting

O ct. 15

October holiday begins at end o f last class or seminar.

O ct. 25

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

N ov. 8

Schedule o f courses and seminars for next semester available on-line.

N ov. 9

Tuesday. Last day to withdraw from a course with the notation “W ” or to
return to regular grading from a CR/NC option.

N ov. 12

Schedule of courses and seminars for next semester available in print for
on-campus individuals.

N ov. 15-24

Advising period

N ov. 24

Thanksgiving vacation begins at end o f last class or seminar.

N ov. 29

Thanksgiving vacation ends at 8:30 a.m.

N ov. 29-D ec. 1

Pre-enrollment for spring semester

D ec. 1

Pre-enrollment ends at 4 p.m.
N ote: A ll accounts must show a $0 or positive balance to enroll or select a
room for spring semester.

D ec. 3-4

Board o f Managers meeting

D ec. 10

Classes end.

TBA

Lottery for spring housing

D ec. 13

Final examinations begin.

D ec. 13-21

N ote: Final exams are not rescheduled to accommodate travel plans. If you
must make travel arrangements before the exam schedule being published
(by O ct. 1), do not expect to be able to leave until after finals end.

D ec. 17

Seminars end.

D ec. 21

Final examinations end. Board plan ends at supper.

D ec. 22

Residence halls close at 6 p.m.

7

College Calendar

2005

Spring Semester

Ja n . 15

Residence halls open at noon.

Ja n . 16

Board plan starts at dinner.

Ja n . 17

Classes and seminars begin.

Ja n . 28

Drop/add ends. Last day to delete a course from or add one to permanent
registration and last day to declare CR/NC grading option.

TBA

Board o f Managers meeting

March 4

Spring vacation begins at end o f last class or seminar.

M arch 14

Spring vacation ends at 8:30 a.m.

March 15

N ote: A ll accounts must show a $0 or positive balance to enroll and select
a room for the upcoming fall semester.

March 25

Last day to withdraw from a course with the notation “W ” or to return to
regular grading from a CR/NC option

M arch 28

Schedule o f courses and seminars for next semester available on-line.

A pril l

Schedule o f courses and seminars for next semester available in print for
on-campus individuals.

A pril 4 -1 4

Advising period

TBA

Family Weekend

A pril 1 8 -2 0

Pre-enrollment for fall semester

A pril 20

Pre-enrollment ends at 4 p.m.

A pril 29

Classes and seminars end.

T BA

Board o f Managers meeting

May 5

Final course and written honors examinations begin.

May 14

Course examinations end.

May 15

Board plan ends at dinner for all but seniors.

May 16

W ritten honors examinations end.
Residence halls close to all but seniors at 8 a.m. (Nonseniors are expected
to leave the College within 24 hours after their last examination.)

May 1 6 -1 7

Senior comprehensive examinations

May 19-21

O ral honors examinations

May 28

Baccalaureate

M ay 29

Commencement

May 30

Residence halls close to seniors at 9 a.m.

Ju n e 3 -5

Alumni Weekend

8

Introduction to
Swarthmore College

Educational Resources
Endowed Chairs

9

Introduction to Swarthmore College

Swarthmore College, founded in 1864 by
members of the Religious Society o f Friends as
a co-educational institution, occupies a cam­
pus o f more than 3 0 0 acres o f rolling wooded
land in and adjacent to the Borough o f Swarth­
more in Delaware County, Pa. It is a small col­
lege by deliberate policy. Its present enrollment
is about 1,400 men and women students. T he
Borough of Swarthmore is a residential suburb
within half an hour’s commuting distance of
Philadelphia. College students are able to
enjoy both the advantages of nearby rural set­
tings and the opportunities offered by Philadel­
phia. T h e College’s location also makes possi­
ble cooperation with three nearby institutions,
Bryn Mawr and Haverford colleges and the
University of Pennsylvania.

OBJECTIVES AND PURPOSES
Swarthmore students are expected to prepare
themselves for full, balanced lives as individu­
als and as responsible citizens through exacting
intellectual study supplemented by a varied
program o f sports and other extracurricular ac­
tivities. T h e purpose o f Swarthmore College is
to make its students more valuable human be­
ings and more useful members o f society.
Although it shares this purpose with other ed­
ucational institutions, each school, college,
and university seeks to realize that purpose in
its own way. Swarthmore seeks to help its stu­
dents realize their fullest intellectual and per­
sonal potential combined with a deep sense of
ethical and social concern.

VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for
no two students are exactly alike. T h e Swarth­
more College curriculum is designed to give
recognition to this fact and seeks to evoke the
maximum effort and development from each
student. T h é Swarthmore College Honors
Program offers additional enriching and excit­
ing intellectual experiences to students who
choose to prepare for evaluation by examiners
from other colleges and universities. Through­
out the curriculum, options for independent
study and interdisciplinary work offer opportu­

10

nities for exploration and development over a
wide range of individual goals. These opportu­
nities typically include considerable flexibility
of program choices from semester to semester,
so that academic planning may be responsive
to the emerging needs o f students.

THE RELIGIOUS TRADITION
Swarthmore College was founded by members
of the Religious Society of Friends (the Quak­
ers). Although it has been nonsectarian in
control since 1908, and although Friends now
compose a small minority o f the student body,
the faculty, and the administration, the Col­
lege still values highly many of the principles
of that society. Foremost among these princi­
ples 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 settle­
m ent of disputes. T h e 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 o f human
beings. It does, however, encourage ethical and
religious concern about such matters and con­
tinuing examination of any view that may be
held regarding them.

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

Educational Resources

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

THE ENDOWMENT
The educational resources at Swarthmore C ol­
lege have been provided by gifts and bequests
from many alumni, foundations, corporations,
parents, and friends. In addition to unrestrict­
ed gifts for the operating budget, these donors
have contributed funds for buildings, equip­
ment, collections o f art and literature, and per­
manently endowed professorships, scholar­
ships, awards, book funds, and lectureships.
Their gifts to Swarthmore have not only pro­
vided the physical plant but also have created
an endowment fund of $894 million at market
value on June 30, 2002. Swarthmore ranks
10th in the country in endowment per student.
Income from the endowment during the aca­
demic year 2001—2002 contributed approxi­
mately $29,000 to meet the total expense of
educating each student and provided about 40
percent of the College’s operating revenues.
The College’s ability to continue to offer a
high quality of education depends on continu­
ing voluntary support. Swarthmore seeks addi­
tional gifts and bequests for its current opera­
tions, its permanent endowment, and its capi­
tal development programs to maintain and
strengthen its resources. T h e vice president in
charge of development will be pleased to pro­
vide information about various forms of gifts:
bequests, outright gifts o f cash or securities,
real estate or other property, and deferred gifts
through charitable remainder trusts and life-income contracts in which the donor reserves
the right to the annual income during his or
her lifetime.

LIBRARIES
The library is an active participant in the in­
structional and research program o f the C ol­
lege. The primary function o f the library is to
support the teaching mission o f the College by
acquiring and organizing collections in a vari­
ety of print, digital, and other formats and by

instructing students in the effective use o f the
library and its collections. Although the li­
brary’s collections are geared primarily toward
undergraduate instruction, the scope, nature,
and depth o f student and faculty research re­
quire a greater quantity o f source materials
than is typically found in undergraduate li­
braries. Additional needs are met through in­
terlibrary loan, document delivery, and other
cooperative arrangements.
Swarthmore, Haverford, and Bryn Mawr col­
leges link their library collections through Tri­
pod (their shared, on-line catalog). Tripod, as
well as other network information sources, can
be accessed on-line through the library’s home
page at http://www.swarthmore.edu/library.
T h e Tri-College Library Consortium takes ad­
vantage o f a long history of cooperation and a
unified, on-line catalog to work toward build­
ing a research-quality collection from the com­
bined holdings o f these three strong, liberal
arts colleges.
R eference 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.
T h e library provides a considerable digital col­
lection o f electronic journals in all disciplines
and o f citation and full-text research databases
that support access to historical, statistical, vis­
ual, and bibliographic information. T h e ever­
growing am ount o f on -lin e resources has
created a variety of new library services, in­
cluding Live Help, an on-line “chat” reference
service. T he library also provides direct cur­
ricular support through an extensive print
and electronic reserve reading and honors
collection.
Swarthmore College library holdings amount
to approximately 800,000 volumes with some
20,000 volumes added each year. T h e College
participates in the Federal and Pennsylvania
Depository Library Program and selects those
government documents most appropriate to
the needs o f the curriculum and the public and
catalogs them in Tripod. T h e library also
houses an extensive interdisciplinary audio­
visual collection, including 4,000 videotapes
and DVDs, more than 13,000 classical and jazz
music recordings, and 1,400 spoken word
recordings o f dramatic and poetic literature.
T h e video collection includes U .S . and foreign

11

Educational Resources

classic films as well as educational, documen­
tary and experimental films.
T h e collections are housed in three libraries.
T he T hom as B . and Jean n ette L . M cC abe Library
is the center o f the college library system and is
home to the major portion of the collections,
extensive public computing resources, a wide
variety o f reading and study areas, and a video
classroom. A recent renovation has added a
small coffee bar, which is located near daily
papers and other light reading materials.
T he C orn ell Library o f Science and Engineering in
the new science center houses 60,000 volumes
and serves the curricular and research needs of
students and faculty in the sciences.
T he D aniel U nderhill M usic Library contains
20,000 books on music and dance as well as the
sound recordings mentioned earlier. It provides
a wide variety o f listening and viewing facili­
ties, which overlook the Crum Woods. Small
collections o f relevant materials are located in
the B lack Cultural C en ter and the B eit
Midrash.

Special Library Collections
T h e College library contains certain special
collections: the Private Press C ollection , repre­
senting the work o f more than 725 presses, an
exemplary collection o f “book arts”; British
A m ericana, accounts o f British travelers in the
U nited States; the works o f English poets
Wordsworth and Thomson bequeathed to the
library by Edwin H. Wells; the works o f Seamus
Heaney, winner of the Nobel Prize for Litera­
ture, 1995; the W .H . A uden C ollection com­
memorating the English poet who taught at
Swarthmore in the mid-1940s; and the Bathe
C ollection of the history of technology donated
by Greville Bathe.
W ithin the M cCabe Library building are two
special libraries that enrich the academic back­
ground o f the College:
T he Friends H istorical Library, founded in 1871
by Anson Lapham, is one of the outstanding
collections in the U nited States of manu­
scripts, books, pamphlets, and pictures relating
to the history o f the Society of Friends. T h e li­
brary 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.

T he W illiam W ade H inshaw Index to Quaker
Meeting Records lists material o f genealogical
interest. Special collections include materials
on various subjects of Quaker concern such as
abolition, Indian rights, utopian reform, and
the history of women’s rights. Notable among
the other holdings are the W hittier Collection
(first editions and manuscripts of John Greenleaf W hittier, the Quaker poet), the Mott
manuscripts (more than 500 autograph letters
o f Lucretia M ott, antislavery and women’s
rights leader), and the Hicks manuscripts
(more than 400 letters o f Elias Hicks, a promi­
nent 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. T h e library also has an extensive
collection of photographs of meetinghouses
and pictures o f representative Friends and
Quaker activities as well as a number of oil
paintings, including “T h e 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 o f Friends. W eb site:
http://www.swarthmore.edu/library/ffiends.
T he Sw arthm ore C ollege P eace C ollection is of
special interest to research students seeking the
records of the peace movement. T he records of
the Women’s International League for Peace
and Freedom and the personal papers of Jane
Addams of Hull-House, Chicago, formed the
original nucleus of the Collection (1930).
Over the years, other major collections have
been added including the papers o f Devere
A llen, Emily Greene Balch, Julien Cornell,
Homer Jack, Lucy Biddle Lewis, A .J. Muste,
Lawrence Scott, Joh n N evin Sayre, William
Sollm ann, E. Raymond Wilson, and others as
well as the records of the American Peace So­
ciety, A Quaker A ction Group, Business Exec­
utives Move, C C C O , Fellowship of Reconcili­
ation, Friends Committee on National Legisla­
tion, T h e Great Peace March, Lake Mohonk
Conferences on International Arbitration,
National Interreligious Service Board for Con­
scientious Objectors, National Council for
Prevention of War, National Council to Re­
peal the Draff, SA N E, War Resisters League,
W om en Strike for Peace, World Conference of
Religion for Peace, and many others. The

|

Peace Collection serves as the official reposi­
tory for the archives of many of these organiza­
tions, incorporated here in more than 10,000
document boxes. T h e Collection also houses
more than 12,000 books and pamphlets and
about 3,000 periodical titles. Four hundred
periodicals are currently received from 22
countries. T he comprehensive Guide to the
Swarthmore C ollege P eace C ollection , published
in 1981, and the G uide to Sources on Women in
the Sw arthm ore C ollege P eace C ollection
describe the archival holdings. W eb site:
http://www.swarthmore.edu/library/peace.

PHYSICAL FACILITIES
When Swarthmore College opened in the fall
of 1869, it consisted o f one building— Parrish
Hall—set on farmland and serving 199 stu­
dents. Today, it encompasses more than 40
buildings used by 1,400 students on 3 3 0 acres.
The College provides an impressive range of
modem facilities for students’ intellectual
growth, cultural enrichment, and physical and
social development. A t the same time, it main­
tains an intimate campus exemplifying the
concept of academic study in an idyllic setting.

Intellectual Growth
Parrish H all, the original College building, still
lies at the heart o f the campus with classroom
buildings clustered around it. T h e second old­
est building on campus, T rotter H all, was com­
pletely renovated and reopened in 1997.
Today, in a building that respects the past but
embraces m odem technology and design,
Trotter provides the space for the History,
Political Science, and Classics departments;
the Center for Social and Policy Studies; pro­
grams in women’s studies, black studies, and
Asian studies; the W riting Center; and several
classrooms and seminar rooms. A t the center of
the building is the T arble Atrium , an inspiring
wooden staircase crafted from cherry and birch
with expansive landings on each level that
function as student lounges and are supplied
with seating and computer hookups. Views
from this building overlook the Rose Garden
to the south and the Nason Garden and O ut­
door Classroom to the north.
Kohlberg H all, an entirely new academic build­
ing completed in 1996, features spaces for use

by the entire College community on the
ground floor, including a lounge complete with
a coffee bar and fireplace; the Scheuer Room, a
popular place for lectures and gatherings with a
window wall and modem audiovisual equip­
ment; and the Cosby Courtyard, a dramatic
outdoor space with a lawn panel and stone sit­
ting walls that double as an outdoor classroom.
O n the upper two floors are modem classrooms
and intimate seminar rooms, a language re­
source center, and faculty offices. Kohlberg
Hall— home to the Modem Languages and
Literatures, Econom ics, and Sociology/Anthropology Departments— demonstrates that a
new building with award-winning architectur­
al design can be integrated into an established
campus.
N ext door to Kohlberg lies the Lang Perform ing
A rts Center, home to the English, Dance, and
Theater departments. Although most o f the
spaces in this building provide for cultural en­
richment (more about that later), classrooms
and offices are found on the second and third
floors.
H icks, B eardsley, and Pearson halls are clustered
together on the north end of the academic
campus, forming with Trotter Hall a quadran­
gle now known as the Nason Garden. Hicks is
home to the Engineering Department and con­
tains laboratories, with several equipped for
computer-assisted and -controlled experimen­
tation. Beardsley, renovated in 1990, houses
the A rt Department; Pearson, renovated in
1998, is home to the Linguistics, Education,
and Religion departments. Completing the
cluster o f north campus academic buildings is
Papazian H all, which houses the Psychology
and Philosophy departments.
T h e scien ce cen ter will physically link the de­
partments o f Biology, Chemistry, Computer
Scien ce, M athem atics and Statistics, and
Physics and Astronomy and the C ornell
Science Library to foster interaction and ex­
change among scientists and to meet the ex­
panded space needs o f the sciences at Swarth­
more College. T h e project involves additions
and alterations to the D uPont Science Building,
M artin H all, and C orn ell Library, and new con­
struction linking them with an 80-seat lecture
hall, a 120-seat auditorium, and a commons
area. T h e project was designed and is being
constructed using criteria developed by the
U .S. G reen Building Council to produce a sus-

13

Educational Resources

tainable design that will provide opportunities
for education about the environment and en­
vironmental responsibility. T h e science center
will open in several phases. Major milestones
are science commons, February 2003; Chem ­
istry Department, July 2003; Biology Depart­
ment, November 2003; Physics and Astron­
omy, May 2004; and Mathematics and Statis­
tics and Computer Science, June 2004. For
further information about the science center
and to view recent construction photographs,
please visit the project W eb site at http://sciencecenter.swarthmore.edu.
In 1999, the Martin G reenhouse was renovated,
so it can support a broader research program.
Sproul O bservatory, with its 24-inch visual re­
fracting telescope, is the center o f fundamental
research in multiple star systems, and a 24-inch
reflecting telescope on Papazian Hall is used
for solar and stellar spectroscopy.
In the management, design, and construction
o f all physical facilities, the College recognizes
the importance o f employing environmentally
sound practices and acknowledges its commit­
ment to current and future societies. A n exam­
ple of Swarthmore’s commitment to sustain­
ability is the biostream bed, located between
M cCabe Library and Willets Hall and designed
to filter runoff from upper-campus building
roofs.
Inform ation Technology Services (IT S ), with
offices located in B eardsley H all, provides com­
puting and telecommunication resources and
support to all faculty, registered students, and
College staff. Academic computing resources
comprise several components: a number of
U N IX servers managed by the Computing
Center, a network o f SU N Sparc workstations
in the Computer Science Department, a net­
work o f HP workstations in the Engineering
Department, a Power M acintosh lab in the
Mathematics Department, and software servers
in the Chemistry and the Physics and Astron­
omy departments. A specialized multimedia
facility in Beardsley gives faculty a place to try
out new technology and create presentations
and multimedia projects for their courses.
Servers running Oracle and S C T Banner are
used for the College’s administrative data man­
agement needs. Fiber optic cabling ties these
components together into a campuswide net­
work. T h e campus network is linked to the
Internet, allowing communication and data

14

access on a global scale.
Power M acintosh computers are available in
public areas in Beardsley, DuPont, Kohlberg,
and M cCabe and Cornell libraries. Virtually
every administrative and faculty office is
equipped with computers. Students may con­
nect M acintosh or Windows computers to the
campus network from their rooms. Any Macin­
tosh connected to the network can be used to
gain access to electronic mail, bulletin boards,
the World Wide Web, Tripod (the library sys­
tem shared with Bryn Mawr and Haverford
colleges), and a variety of software programs.
Windows computers connected to the campus
network from residence hall rooms have access
to the World Wide W eb, electronic mail, and
Tripod.
Copies o f several commonly used commercial
software packages are available on a restricted
basis on the public-area hard drives or on file
servers connected to the network. Some of
these file servers also contain an assortment of
shareware and public domain software.
A computer repair service is located in Beards­
ley. T h e College Bookstore sells a variety of
software at very reasonable prices. T he repair
service provides on-campus repair services for
student-owned computers.
T h e Telecommunications Department of the
Computing C enter provides telephone and
voice-mail services to faculty, staff, and stu­
dents. Every student residing in a college dor­
mitory room is provided with a private tele­
phone and personal telephone number as well
as a voice-mail account. Long-distance calling
is available to students.
Assistance with the use o f the College’s com­
puting resources is available on several levels.
Students may seek help from student consul­
tants who are available most of the day and
night, seven days a week. Faculty may seek as­
sistance through a Help Desk or through ITS
staff assigned to their respective division for
curricular support.
Housed in Trotter Hall, the C en ter fo r Social
and Policy Studies is an interdisciplinary appliéd
research and policy initiative at the College.
Established in 1972, the center undertakes and
supports research addressing the complex, dy­
namic, and compelling needs o f inner-city
communities— particularly, the interplay be­
tween poverty and community development in

the neighboring community of Chester. In
addition, the center supports PS 106: T he
American Polity and Urban Policy.
For students, the center attempts to tie aca­
demic learning to “real-world problem solv­
ing”; provides a rich “hands-on” experience in
the broad field of social and public policy; and
through their research, education, outreach,
and advocacy activities, students have an op­
portunity to put into practice the convictions
of “ethical intelligence” as they work with res­
idents in the Chester community. T h e center’s
faculty director is Political Science Professor
Keith Reeves ’88.

Cultural Enrichment
The Lang M usic Building, opened in 1973, con­
tains an auditorium seating nearly 400 while
providing an expansive view into the Crum
Woods. It also is home to the D aniel-U nderhill
Music Library, classrooms, practice and re­
hearsal 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 T heresa Lang Perform ing Arts
Center (LPAC) opened in 1991. T h e building
contains Pearson-H all T heater, with a seating
capacity of 825. T h e theater can be divided
with a 40-ton movable soundproof wall, which
is raised and lowered hydraulically. W hen
raised, the space may be used simultaneously as
a cinema theater seating more than 300 and a
theater space of about equal seating capacity.
The stage of the theater may also be trans­
formed from its traditional configuration into a
thrust stage.
The Frear Ensem ble T heater 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 P atricia
Witky Boyer D ance Studio and D ance L ab. This
building also provides an elegant facility for
changing art exhibits, student art exhibitions,
and a display o f holdings o f Swarthmore C ol­
lege’s permanent art collection in its List A rt
Gallery.

Physical Development
The College maintains about 80 acres o f play­
ing fields around the academic heart o f the
campus to support a wide range o f sports, in­
cluding rugby, field hockey, lacrosse, and base­
ball. Track sports are supported by both an out­

door track around the C lothier Field and indoor
track in the Lam b-M iller Field H ouse, which
also provides indoor basketball courts and ex­
ercise rooms. N ext to the field house lies the
Squash C ourt building and W are P ool, with a
50-m eter pool. Twelve outdoor tennis courts
are supplemented with the newly opened
M ullan Tennis C en ter, an indoor tennis and fit­
ness pavilion. Ample open lawn areas, an inte­
gral part of the Swarthmore College campus,
accommodates and inspires a range of informal
and spontaneous physical activity from Frisbee
throwing to water sliding.

Social Development
Several residence halls are close to the core of
the campus. Rooms are assigned by a lottery
system. A ll students have private telephone
and computer hookup capabilities in their
rooms. A ll halls have common lounges for so­
cializing, and Swarthmore’s Sharpies D ining
H all provides an impressive single dining space,
ensuring students have the opportunity to in­
teract regularly at mealtimes. Sm all dining
rooms within the dining hall are frequently
used for special-interest groups such as lan­
guage discussion groups.
O ther student activity and organization space
on campus includes Parrish Parlors in the heart
o f campus; Parrish Commons a level up; Tarble
in C lothier, with a snack bar, game room, the
college bookstore, a large all-campus space
used for dances and other events and P aces, a
student coffeehouse; the Intercultural C enter,
with both private organization space and a
large meeting room for collective events; the
B lack C ultural C en ter; B ond H all, home to the
religious advisers and religious organizations;
Sharpies III, a student-run art association; and
O lde C lu b, the patty place.

Scott Arboretum
About 325 acres are contained in the College
property, including a large tract of woodland
and the valley o f Crum Creek. M uch of this
tract has been developed as a horticultural and
botanical co llection o f trees, shrubs, and
herbaceous plants through the provisions of
the Scott Arboretum, established in 1929 by
Mrs. A rthur Hoyt S c o tt and Owen and
Margaret M oon as a memorial to Arthur Hoyt
S co tt o f the Class o f 1895. T h e plant collec­
tions are designed both to afford examples of
the better kinds o f trees and shrubs that are

15

Educational Resources

hardy in the climate of eastern Pennsylvania
and suitable for planting by the average gar­
dener and to beautify the campus. A ll collec­
tions are labeled and recorded. There are ex­
ceptionally fine displays o f hollies, Japanese
cherries, flowering crabapples, magnolias, tree
peonies, lilacs, rhododendrons, azaleas, and
daffodils. C hoice specimens from the collec­
tions are displayed in several specialty gardens
including 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 and
outdoor classroom, and the Metasequoia Allée.
Many interested donors have contributed gen­
erously to the collections, and the arboretum is
funded primarily by outside grants and restrict­
ed endowment funds with a combined market
value of $17.7 million as of June 30, 2002.
T h e arboretum conducts applied research on
ornamental plants and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden M erit through the
Pennsylvania Horticultural Society, the perfor­
mance of hollies through the American Holly
Society, and the National Crabapple Evalua­
tion Program.
T h e arboretum offers horticultural educational
programs to the general public and Swarthmore students. These workshops, lectures, and
classes are designed to cover many facets of the
science/art called gardening. Tours are con­
ducted throughout the year for college people
and interested public groups.
Aiding the arboretum’s staff, in all o f its efforts,
are the “Associates of the Scott Arboretum.”
This membership organization provides not
only financial support but also assistance in
carrying out the myriad operations that make
up the arboretum’s total program, such as plant
propagation, public lectures, and tours to other
gardens. More than 100 “arboretum assistants”
aid in campus maintenance on a regular basis
by volunteering. Student memberships are
available. T h e arboretum’s newsletter, H ybrid,
serves to publicize their activities and provides
up-to-date information on seasonal gardening
topics. Maps for self-guided tours and
brochures of the arboretum’s plant collections
are available at the Scott Offices, (610) 3288025, located in the Cunningham House.
T h e Scott Arboretum was accredited by the
American Association of Museums in 1995,

16

signifying its professional standards of opera­
tion as an arboretum.

SPECIAL FUNDS AND LECTURESHIPS
T he C atherine G . ’72 and E rnest B . A bbott ’72
Partners in M inistry Endowm ent was created in
recognition of the importance of a distinctive
ecumenical program of spiritual nurture servic­
ing the entire Swarthmore College community.
Income from the A bbott endowment is distrib­
uted to Partners in Ministry to help provide for
the compensation o f the religious adviser and
supporting staff of the Swarthmore Protestant
community.
T he Stanley Aidamscm Sum m er Internship for
R esearch in Chemistry is endowed in memory of
Stanley D. Adamson ’65 by his parents, June
and George Adamson. It provides funding for
the summer research of a well-rounded rising
senior majoring in chemistry or biochemistry,
who, in the opinion o f the department, gives
great promise of excellence and dedication in
the field.
T he Jon athan Leigh A ltm an Sum m er Grant is
given in memory of this member of the Class of
1974 by Shing-mei P. Altm an ’76. It is award­
ed by the A rt Department to a junior who has
strong interest and potential in studio arts. It
provides support for purposeful work in the stu­
dio arts during the summer between junior and
senior year.
T he Jan ice R obb A nderson ’4 2 Jun ior Faculty
R esearch Endow m ent was established by Janice
Robb Anderson ’42 in 2001. T h e Anderson
endowment supports faculty research, with
preference for junior faculty members in the
hum anities whose research requires study
abroad.
John W . A nderson ’5 0 M em orial Internship was
created by his wife, Janet Ball Anderson ’51.
T h e Anderson internship supports students
teaching science to disadvantaged children,
w ith preference for students interested in
working with children in grades K-12. Prefer­
ence will also be given to students participat­
ing in the W O W program in the city of
Chester.
T he Barnard Fund was established in 1964 by
two graduates o f the College, Mr. and Mrs.
Boyd T. Barnard o f Rosemont, Pa. T he fund

has been augmented by the 50-year class gifts
from the classes of 1917 and 1919 and other
friends. T he income from the fund may be used
for any activity that contributes to the ad­
vancement of music at the College. It has been
used for concerts on the campus, for the pur­
chase of 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 Baudelaire A w ard is supported by the Jean­
nette Streit Rohatyn ’4 6 Fund. It was created
by Jeannette Streit Rohatyn ’46 in 2000. It is
named after one of her favorite poets and is
conferred each semester upon a Swarthmore
student participating in the Swarthmore
College Program in Grenoble. Recipients are
chosen by members of the French faculty, with
preference for students who show strong aca­
demic promise.
The A lbert H . Beekhuis M usic Fund was created
in 1989 by a generous bequest o f Mr. Beekhuis,
neighbor, friend, and patron of Swarthmore
music. T h e fund supports the acquisition and
maintenance o f musical instruments and brings
musical performers to the College, especially
for the Music and Dance Festival.
The A lfred H . B loom Jr. and M artha B . Bloom ,
parents of Alfred H. Bloom, Memorial Visiting
Scholar Fund is the gift of Frank Solom on Jr.
’50. It brings visiting scholars to campus at the
discretion o f the president.
The Patricia B oyer M usic 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 Philoso­
phy Department from 1937 to 1964. T h e fund
supports visiting speakers chosen by the
department.
The Philip A . Bruno Fine Arts Endowm ent was
created by Philip A . Bruno in 1988. T h e fund
supports the acquisition o f artwork for the
Swarthmore College collections.
The B arbara W eiss Cartumgfit Fund fo r Social
Responsibility was created in 1993 by a gift from
Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. T h e fund supports new or ex­
isting programs that encourage involvement in
addressing societal problems through projects

initiated by the College or created by current
students. In addition, it will provide opportu­
nities for faculty and students to participate in
volunteer service projects linked to the acade­
mic program.
W endy Susan C h eek ’83 Memorial Fund fo r
W om en’s Studies. Established in 1998 by Aimee
Lee and W illiam Francis Cheek, the fund sup­
ports student and/or programming needs of the
Women’s Studies Program, including the cap­
stone seminar for honors and course students.
T h e fund shall be spent at the direction o f the
women’s studies coordinator.
T he C ilen to Fam ily Com m unity Service Intern­
ship was established in 2002 by Alexander
C ilento ’71 to support Swarthmore College
students who carry out community service
projects that benefit low-income families in
the area. T h e fund is administered by the
Swarthmore Foundation.
T he C ilento Fam ily G en eral Endowm ent Fund
was established in 2002 by A lexander P.
C ilento ’71 to support the general objectives of
the College. T h e income is unrestricted.
T he C ilen to Fam ily Inform ation Technology Fund
was established in 2002 by A lexander P.
C ilento ’71 as an expression of gratitude and
appreciation for the Engineering Department
at Swarthmore College. T h e fund supports
teaching innovations in information science,
with preference for computer science, engi­
neering, and related disciplines. T h e fund is
administered by the Provost’s Office.
T he R ichard W . C onn er ’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 of an ecu­
menical program of spiritual nurture servicing
the diverse faith traditions o f the entire
Swarthmore College community.
T he G eorge R. C ooley C uratorship was estab­
lished in 1986. T h e Cooley endowment sup­
ports the curatorship o f the Swarthmore C ol­
lege Peace Collection.
T he W illiam J . C ooper Foundation provides
funding for a varied program of lectures, ex­
hibits, and concerts, which enriches the aca­
demic work and cultural experience o f the C ol­
lege and the community. T h e foundation was
established by W illiam J. Cooper, a devoted
friend o f the College whose wife, Emma

17

Educational Resources

M cllvain Cooper, served as a member o f the
Board o f Managers from 1882 to 1923. It pro­
vides annual funds that are used “in bringing to
the College from time to time, em inent citi­
zens o f this and other countries who are leaders
in statesmanship, education, the arts, sciences,
learned professions and business, in order that
the faculty, students and the college communi­
ty may be broadened by a closer acquaintance
with matters o f world [interest].”
T he C ooper Foundation C om m ittee, composed of
students, faculty, and staff, works with mem­
bers o f all campus constituencies to arrange
lectures, exhibitions, and performances o f C ol­
lege-wide interest as well as to bring to the
College speakers o f 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.
T he P riscilla H ayw ard C rago '53 Fund was
established in 1998. T h e Crago fund supports
the faculty at Swarthmore College.
Bruce C ratsley ’66 M em orial Fund was created
in 1998 and supports lectures about photogra­
phy and exhibitions.
T h é M ichael J . D urkan M em orial 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.

related subspecialties. Grants are awarded at
the discretion o f the chair o f the Biology
Department.
T he D onald J . G ordon A rt Fund was established
in 1998 by a gift from his children and their
spouses, on the occasion of his 70th birthday
and the 50th anniversary o f his graduation
from Swarthmore College. T h e fund supports
visiting artists.
T he H arry D . G otw als Fund w as established in
1997 in memory o f the distinguished service of
Harry D. Gotwals as vice president for devel­
opment, alumni, and public relations from
1990 to 1997. T h e fund supports the profes­
sional development o f members o f the division.
T he M erritt W . H allow ell '61 C areer Services
Fund was established in 2002 by Merritt Hal­
lowell to support the College’s career services
program and initiatives, including but not lim­
ited to student career exploration, vocational
counseling, identification o f skills, interests,
and values to develop an individual’s personal­
ized career options; electronic and print re­
sources; alumni networking and mentoring;
and extern opportunities. T h e fund is adminis­
tered by the Office o f Career Services.
T he Bruce H annay Fund was established by a
gift from the General Signal Corporation in
honor o f N. Bruce Hannay ’42. T h e fund will
provide support for the academic program,
with special consideration given to chemistry.
Bruce Hannay was a research chemist with Bell
Laboratories and received an honorary doctor
o f science degree from Swarthmore in 1979.

T he Jam es A . F ield Jr. Lectureship was estab­
lished by Thomas D. Jones Jr. ’53 and Vera
Lundy Jones ’58 in memory o f James Field, pro­
fessor o f history from 1947 to 1984, to support
lectures by visiting scholars on the history of
the United States.

T he M arjorie H eilm an Visiting A rtist Fund was
established by M. G rant Heilman ’41 in mem­
ory o f Marjorie Heilman to stimulate interest
in art, particularly the practice of art, on
campus.

T he Jam es A . Field Jr. M em orial Fund was
established by family and friends o f James A .
Field Jr. Clothier Professor Emeritus of history,
to support library collections.

T he Jam es C . H orm el ’55 Endow m ent fo r Public
Policy and Social C hange was established by
James Hormel ’55 to support faculty in the
Political Science Department.

T he L ee Frank M em orial A rt Fund, endowed by
the family and friends o f Lee Frank ’21, spon­
sors each year a special event in the A rt De­
partment: a visiting lecturer or artist, a scholar
or artist in residence, or a special exhibit.

T he Jam es C . H orm el '55 Endowm ent fo r Stu­
dent Services was established by James Hormel
’55 to support staffing and programs related to
student services and activities, including stu­
dent involvement in volunteering and pro­
grams to encourage greater understanding of,
sensitivity to, and incorporation into the great
society o f the differences in culture, sexual ori­
entation, or race.

T he G ertrude S . Friedm an R esearch Fund was
established in 1992 to support travel and re­
search o f biology faculty with preference to
those studying in the area of physiology and

18

The W illiam L . H uganir Sum m er R esearch
Endowment is awarded each spring by the
chairs 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.

T he Ju lia and Frank L . Lym an '43 Student Sum­
m er R esearch Stipend was created in February
2000. It is awarded each spring by the provost
upon receiving recommendations ffom mem­
bers o f the faculty involved with peace and
conflict studies.

The W illiam I. H ull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory o f her late husband. Dr. Hull
was a professor o f history and international law
at Swarthmore College for 48 years. T h e fund
enables the College to bring a noted lecturer
on peace to the campus each year in memory of
Dr. and Mrs. Hull who were peace activists.

T h e P en elope M ason E ndow m ent fo r A sian
Studies was created via the estate of Penelope
E. Mason ’57. T h e fund supports courses taught
in the departments of art, modem languages,
economics, history, music and dance, political
science, religion, and sociology/anthropology.

The Richard M . H urd ’4 8 Engineering R esearch
Endowment was created in 2000 in memory of
distinguished alumnus and former member of
the Board o f Managers Richard M . Hurd ’48.
The fund supports students interested in pursu­
ing engineering research during the summer
months.
The Jonathan R . L ax Fund, created by his
bequest in 1996, supports an annual Lax C on­
ference on Entrepreneurship and Economic
Anthropology. Jonathan Lax, Class of 1971,
was class agent and a reunion leader. His par­
ents, Stephen ’41 and Frances Lax, and broth­
ers Stephen (Gerry) Lax Jr. ’74 and Andrew
Lax ’78 have been actively involved at the
College.
T he L ist G allery E xhibit Fund, established
through the generosity o f Mrs. A lbert List, sup­
ports exhibits in the List Gallery of the Eugene
M. and Theresa Lang Performing Arts Center.
The Joan n a Rudge Long ’5 6 C on flict Resolution
Endowment was created in 1996 in celebration
of the donor’s 4 0 th reunion. T h e stipend is
awarded to a student whose meritorious pro­
posal for a summer research project or intern­
ship relates to the acquisition of skills by ele­
mentary school or younger children for the
peaceful resolution o f conflict.
The Julia and F ran k L . Lym an ’43 Partners in
Ministry Endowm ent was created in February
2000 in recognition o f the importance o f a dis­
tinctive ecumenical program of spiritual nur­
ture servicing the entire community of Swarth­
more College. Incom e from this endowment
will help provide for the compensation o f the
religious adviser and supporting staff o f the
Swarthmore Protestant Community.

T he T hom as B . M cC abe M em orial Fund was
established with gifts ffom alumni and the
M cCabe Family to support an annual lecture­
ship that brings to campus each fall individuals
with distinguished careers in fields such as pub­
lic service, business, government, education, or
medicine.
T he Jam es H . M iller ’5 8 Partners in M inistry En­
dow m ent was created in recognition of the im­
portance o f a distinctive ecumenical program
of spiritual nurture servicing the entire Swarth­
more College community. Income from the
M iller 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.
T he M argaret W . and Joh n M . M oore Endow ­
m ent was created in September 1999 via a lifeincome gift contract. Income provides research
stipends for selected scholars using the re­
sources o f the Friends Historical Library and/or
the Peace C ollection at Swarthmore College.
T he H elen F. N orth Fund in C lassics, established
in 1996 by Susan W illis Ruff ’60 and Charles
F. C . Ruff ’60 to honor the distinguished career
o f Helen F. North and her enduring impact on
generations o f Swarthmore students, is award­
ed to support the program o f the Classics De­
partment. A t the discretion of the department,
it shall be used to fund annually the Helen F.
North Distinguished Lectureship in Classics
and, as income permits, for a conference or
symposium with visiting scholars; summer
study o f Greek or Latin or research in classicsrelated areas by students majoring in the field;
or study in Greece or Italy in classics by a grad­
uate o f the department.
T he G en e D . O verstreet M em orial Fund, given
by friends in memory o f G ene D. Overstreet
(1924—1965), a member o f the Political Sci-

19

Educational Resources

ence Department (1 9 5 7 -1 9 6 4 ), provides in­
come to bring a visiting expert to the campus
to discuss problems of developing or moderniz­
ing nations and cultures.
T he Prom ise Fund, established anonymously by
an alumnus on the occasion o f his graduation,
is administered by T h e Cooper Foundation
Comm ittee. Income from the Promise Fund
brings guest speakers, artists, and performers in
music, film, dance, and theater who show
promise o f distinguished achievement.
T h e E dgar an d H erta R osen blatt Fund was
created in 1967 and supports the work o f the
faculty at Swarthmore College.
T he Ruach Endow m ent was created in 2000 to
support Hillel activities on campus.
T he Sager Fund o f Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimina­
tion, the fund sponsors events that focus on
concerns o f the lesbian, bisexual, and gay com ­
munities and promotes curricular innovation
in the field o f lesbian and gay studies. T h e fund
also sponsors an annual three-day symposium.
T h e fund is administered by a committee of
women and men from the student body, alum­
ni, staff, faculty, and administration.
T he Savage Fund, created in 1996 in honor of
Professor Emeritus o f Biology Robert Savage,
supports student research and other activities
in cellular and molecular biology. Grants are
awarded at the discretion o f the chair o f the
Biology Department.
T he Scheuer-Pierson Fund, established in 1978
by W alter and Marge Scheuer ’48, supports the
Economics Department.
T he Science C en ter Endow m ent was established
by numerous donors to support the operation
o f the renovated science center and related
academic programs.
T he G il and Mary R oelofs Stott C on cert Fund
was established in 1997 on the 25th anniver­
sary o f the Lang Music Building. T h e fund was
created as an expression of deep affection for
the Stotts by Eugene M. Lang, Class o f 1938, to
recognize their special artistic talents and all
that they have meant to the Swarthmore com­
munity. Each year, a new musical composition
will be commissioned by the College to be per­
formed at an annual G il and Mary Roelofs
S to tt Concert at which the G il and Mary

20

Roelofs S to tt Resident Student Artist will
perform.
T he M ary and G ilm ore Stott H onors Phibsophy
Sem inar Endow m ent was created in 1998 by
W illiam G . S to tt ’75 and by Christopher
Niemczewski ’74. T h e fund supports a seminar
offered by the Philosophy Department. It was
established in honor o f the parents of William
G . S to tt ’75.
T he Sw arthm ore C hapter 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.
T h e T hatcher Fund provides individualized
assistance to students with disabilities. The
purpose o f the fund is to enable such students
to take full advantage o f the academic and ex­
tracurricular life o f the College and to make
Swarthmore a desirable choice for prospective
students with disabilities. T h e fund was estab­
lished in 1997.
T he P hoebe A nna T hom e M em orial Endowment
w as created by a T hom e family member in
1911. T h e endowment supports the faculty o f
Swarthmore College.
T he P at Trinder Endowm ent was established by
alumni and friends o f Patricia E. Trinder, a
member o f the career planning and placement
office staff, to honor her many years o f dedica­
tion and support to students. T h e endowment
supports programs to advance career planning
and placement at Swarthmore College. It spe­
cifically supports alumni participation in the
recruiting, placement, and mentoring efforts
for students.
T he P. Linw ood U rban Jr. Partners in Ministry
Endow m ent was created in recognition of the
importance of a distinctive ecumenical pro­
gram of spiritual nurture servicing the entire
Swarthmore College community. Income from
the Urban endowment is distributed to Part­
ners in Ministry to help provide for the com­
pensation o f the religious adviser and sup­
porting staff o f the Swarthmore Protestant
community.
T he Benjam in W est Lectu re, made possible by
gifts from members o f the Class of 1905 and
other friends o f the College, is given annually
on some phase o f art. It is the outgrowth of the
Benjam in W est Society, which built up a col­
lection o f paintings, drawings, and prints,

which are exhibited, as space permits, in the
buildings on campus. T h e 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.
Kenneth R . W ynn ’74 Fund fo r Interdisciplinary
Programs was created in 1998 to support inter­
disciplinary, language-based programs that em­
brace a more global view o f language learning
than traditional sources.

21

Endowed Chairs

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

T he A lexander G risw old Cum m ins Professorship
o f English Literature was established in 1911 in
honor o f Alexander Griswold Cummins, Class
o f 1889, by Morris L. Clothier, Class of 1890.

T he Franklin E . and B etty B arr C hair in E co­
nom ics was established in 1989 as a memorial
to Franklin E. Barr Jr. ’4 8 by his wife, Betty
Barr.

T he H ow ard N . and A d a J. Eavenson P rofessor­
ship in Engineering was established in 1959 by a
trust bequest of Mrs. Eavenson, whose husband
graduated in 1895.

T he A lbert L . and E dna Pow nall Buffington Pro­
fessorship was established by a bequest from A l­
bert Buffington, Class o f 1896, in 1964, in
honor of his wife, Edna Pownall Buffington,
Class o f 1898.

T he Jam es H . H am m ons P rofessorship was estab­
lished in 1997 by Jeffrey A . Wolfson, Class of
1975, to recognize the inspiring academic and
personal guidance provided by James H. Ham­
mons, professor o f chemistry, who began his
distinguished teaching career at Swarthmore in
1964. T h e professorship may be awarded in any
division, with preference given to the Chem­
istry Department.

T he D arw in P. Cartw right P rofessorship in S ocial
T heory and S ocial A ction was created in 1993 by
Barbara Weiss Cartwright, Class o f 1937, to
honor her husband, Dorwin P. Cartwright,
Class o f 1937. T h e professorship shall be
awarded for a period o f five years to a full pro­
fessor who has contributed to and has the
promise o f continuing major contributions to
the understanding o f how social theory can be
brought to bear on creating a more humane
and ethically responsible society.
C entennial chairs. Three professorships, unre­
stricted as to field, were created in 1964 in
honor o f Swarthmore’s centennial from funds
raised during the Centennial Fund Campaign.
T he Isaac H . C lothier Jr. P rofessorship o f Biology
was established by Isaac H. Clothier Jr. as a
tribute o f gratitude and esteem for Dr. Spencer
Trotter, a professor o f biology from 1888-1926.
T he Isaac H . C lothier P rofessorship o f H istory
and International R elations was created in 1888
by Isaac H. Clothier, member o f the Board of
Managers. Originally in the field of civil and
mechanical engineering, he later approved its
being a chair in Latin, and in 1912 he ap­
proved its present designation.
T he M orris L . C lothier Professorship o f Physics
was established by Morris L. Clothier, Class of
1890, in 1905.
T he Ju lien and Virginia C orn ell Visiting P rofessor­
ship was endowed by Julien Cornell ’3 0 and
Virginia Stratton Cornell ’30, former members
o f the Board o f Managers, to bring professors
and lecturers from other nations and cultures
for a semester or a year. Sin ce 1962, Cornell
professors and their families from every corner
of the world have resided on the campus so
that they might deepen the perspective o f both
students and faculty.

22

T he Jam es C . H orm el Professorship in Social
Ju stice, established in 1995 by a gift from James
C . Hormel, Class o f 1955, is awarded to a pro­
fessor in any academic division whose teaching
and scholarship stimulate increased concern for
and understanding o f social justice issues, in­
cluding those pertaining to sexual orientation.
T he H ow ard M . and C harles F. Jen kin s Profes­
sorship o f Q u aker H istory and R esearch was en­
dowed in 1924 by Charles F. Jenkins, H’26 and
member o f the Board o f Managers, on behalf of
the family o f Howard M. Jenkins, member of
the Board of Managers, to increase the useful­
ness o f the Friends Historical Library and to
stimulate interest in American and Colonial
history with special reference to Pennsylvania.
T h e fund was added to over the years through
the efforts o f the Jenkins family and by a 1976
bequest from C . Marshall Taylor ’04.
T he W illiam R . K enan Jr. P rofessorship was es­
tablished 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 sin­
cere personal interest in students will enhance
the learning process and make an effective con­
tribution to the undergraduate community.”
T he Eugene M . Lang R esearch Professorship, es­
tablished in 1981 by Eugene M. Lang ’38,
member o f the Board o f Managers, normally
rotates every four years among members of the
Swarthmore faculty and includes one year de­
voted entirely to research, study, enrichment,
or writing. It carries an annual discretionary
grant for research expenses, books, and materials.

The Eugene M . Lang Visiting P rofessorship en­
dowed in 1981 by Eugene M . Lang ’38, brings
to Swarthmore College for a period o f one se­
mester to three years an outstanding social sci­
entist or other suitably qualified person who
has achieved prominence and special recogni­
tion in the area o f social change.
The Jan e Lang P rofessorship in M usic was estab­
lished by Eugene M. Lang, Class o f 1938, to
honor his daughter, Jane Lang, Class o f 1967.
The Jane Lang Professorship is awarded to a
member of the faculty whose teaching or pro­
fessional activity promotes the centrality of
music in the educational process by linking it
to other disciplines.
The Stephen Lang Professorship o f Perform ing
Arts was established by Eugene M. Lang, Class
of 1938, to honor his son, Stephen Lang, Class
of 1973. T h e Stephen Lang Professorship of
Performing Arts is awarded for five years to a
member of the faculty whose teaching or pro­
fessional activity promotes excellence in the
performing arts at Swarthmore.
The Sara Law rence U ghtfoot P rofessorship was
created by the College in 1992 in recognition
of an unrestricted gift by James A . Michener,
Class of 1929. T h e professorship is named in
honor of Sara Lawrence Lightfoot, Class of
1966, Doctor o f Humane Letters, 1989, and
former member o f the Board o f Managers.
The Susan W . Lippincott P rofessorship o f M odem
and Classical Languages was endowed in 1911
through a bequest from Susan W. Lippincott,
member of the Board of Managers, a contribu­
tion from her niece Caroline Lippincott, Class
of 1881, and gifts by other family members.

T he G il and Frank M ustin Professorship was es­
tablished by G ilbert B. Mustin ’42 and Frank
H. Mustin ’44 in 1990. It is unrestricted as to
field.
T he Richter Professorship o f P olitical Science was
established in 1962 by a bequest from Max
R ichter at the suggestion of his friend and at­
torney, Charles Segal, father o f Robert L. Segal
’46 and Andrew Segal ’50.
T he Scheuer Fam ily C hair o f H um anities was cre­
ated in 1987 through the gifts o f James H.
Scheuer ’4 2; W alter and Marge Pearlman
Scheuer ’44; and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from T he
National Endowment for the Humanities.
T he H ow ard A . Schneiderm an ’48 Professorship
m Biology was established by his wife, Audrey
M. Schneiderman, to be awarded to a professor
in the Biology Department.
T he C laude C . Smith '14 Professorship was es­
tablished in 1996 by members o f the Sm ith
family and friends o f Mr. Sm ith. A graduate of
the Class of 1914, Claude Sm ith was an es­
teemed lawyer with the firm o f 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.
T he Swarthm ore Professorship was established in
2002 by Eugene M. Lang ’38 in honor of Alfred
and Peggi Bloom.

The C harles and H arriett C ox M cD ow ell Profes­
sorship o f Philosophy and Religion was established
in 1952 by Harriett Cox McDowell, Class of
1887 and member o f the Board o f Managers, in
her name and that o f her husband, Dr. Charles
McDowell, Class o f 1877.

T he H enry C . and C harlotte Turner Professorship
was established in 1998 by the Turner family.
Henry C . Turner ’93 and J . A rcher Turner ’05
served as members o f the Board of Managers of
Swarthmore College, as officers of the corpora­
tion, and as members o f various committees.
Henry Turner was founder o f the Turner C on­
struction Company; his brother, J. A rcher
Turner, was the firm’s president. Four genera­
tions o f 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 cur­
rent Board member. Howard Turner ’33, son of
J. A rcher Turner, has also been very active as
past chair and member o f the Board o f Man­
agers over the years.

The Mari S. M ichener P rofessorship was created
by the College in 1992 to honor Mrs. M ichen­
er, wife of James A . Michener, Class of 1929,
and in recognition o f his unrestricted gift.

T he J . A rcher and H elen C . Turner Professorship
was established in 1998 by the Turner family.
Henry C . Turner ’93 and J. A rcher Turner ’05
served as members of the Board o f Managers of

The Edward H icks MagiU P rofessorship o f Mathe­
matics and N atural Sciences was created in 1888
largely by contributions of interested friends of
Edward H. MagiU, president o f the College
from 1872-1889, and a bequest from Joh n M.
George.

23

Endowed Chairs

Swarthmore College, as officers o f the corpora­
tion, and as members o f various committees.
Henry Turner was founder o f the Turner C on­
struction Company; his brother, J. A rcher
Turner, was the firm’s president. Four genera­
tions of Turners have had ties with the College,
and Sue Thomas Turner ’35, wife o f Robert C .
Turner ’3 6 (son o f Henry C . Turner), is a cur­
rent Board member. Howard Turner ’33, son of
]. A rcher Turner, has also been very active as
past chair and member o f the Board o f M an­
agers over the years.
T he H enry C . a n d j. A rcher Turner Professorship
o f Engineering was established with their con­
tributions and gifts from members o f the Turn­
er family in 1946 in recognition o f the devoted
service and wise counsel o f Henry C . Turner,
Class o f 1893 and his brother, J . A rcher Turn­
er, Class o f 1905. Both were members o f the
Board o f Managers.
T he D aniel U nderhill Professorship o f Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class o f 1894
and a member o f the Board o f Managers.
T he M arian Snyder W are P rofessorship o f Physi­
cal Education and A thletics was established by
Marian Snyder Ware ’3 8 in 1990. It is to be
held by the chair o f the Physical Education and
A thletics Department.
T he Joseph W harton P rofessorship o f Political
Econom y was endowed by a trust given to the
College in 1888 by Joseph W harton, chair of
the Board o f Managers.
T he Isaiah V. W illiam son P rofessorship o f C ivil
and M echanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

24

Admissions

Inquiries concerning admission and applica'
tions should be addressed to the Dean of
Admissions and Financial A id, Swarthmore
College, 5 00 College Avenue, Swarthmore PA
19081-1390 or admissions@swarthmore.edu.
O ffice telephone: (6 1 0 ) 328-8300 or (800)
667-3110.

GENERAL STATEMENT
In the selection o f students, the College seeks
those qualities o f character, social responsibili­
ty, and intellectual capacity that it is primarily
concerned to develop. It seeks them not in iso­
lation but as essential elements of the whole
personality o f candidates for admission.
Selection is important and difficult. N o simple
formula will be effective. T h e task is to choose
those who give promise o f distinction in the
quality o f their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its stu­
dents on the basis o f their academic achieve­
m ent and commitment to intellectual inquiry
as well as their individual future worth to soci­
ety and of their collective contribution to the
College.
It is the College’s policy to have the student
body represent not only different parts o f the
U nited States but also many foreign countries;
public, independent, and religiously affiliated
schools; and various economic, social, religious,
ethnic, and racial backgrounds. T h e College is
also concerned to include in each class the sons
and daughters o f alumni and members of the
Society o f Friends.
Admission to the first-year class is normally
based on the satisfactory completion o f a fouryear secondary school program. Under some
circumstances, students who have virtually
completed the normal four-year program in
three years will be considered for admission,
provided they meet the competition of other
candidates in general maturity as well as readi­
ness for a rigorous academic program. Homeschooled students should make every effort to
complete the application with information
that is appropriate to his/her 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

26

secondary schooling. Students who have al­
ready completed a college degree, or higher, are
not eligible for admission to Swarthmore
College.
A ll applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school princi­
pal, headmaster, or guidance counselor, and
from two academic teachers.
3. SAT-I or A C T scores.
4. Three SA T-II scores, one o f which must be
the SAT-II W riting test. Applicants consid­
ering a major in engineering are strongly en­
couraged to take the SAT-II M ath IIC test.
5. A brief statement about why the student is
applying to Swarthmore, a brief essay on a
meaningful activity or interest, and a longer
essay (subject specified).
6. Co-curricular and extracurricular activities.
Applicants must have satisfactory standing in
school and standardized tests as well as strong
intellectual interests. T h e College is also inter­
ested in strength o f character, promise of
growth, initiative, seriousness o f purpose,
distinction in personal and extracurricular
interests, and a sense of social responsibility.
T h e College values the diversity that varied
interests and backgrounds can bring to the
community.

PREPARATION
Swarthmore does not require a set plan of sec­
ondary school courses as preparation for its
program. T h e election of specific subjects is left
to the student and school advisers. In general,
preparation should include the following:
T. Accurate and effective use of the English
language in reading, writing, and speaking.
2. Comprehension and application o f the prin­
ciples of mathematics.
3. T h e strongest possible command o f one or
two foreign languages. T h e College encour­
ages students to study at least one language
for four years, if possible.
4. Substantial course work in history and social
studies; literature, art, and music; and math­
ematics and the sciences. Variations of

choice and emphasis are acceptable, al­
though some work in each of the three
groups is recommended.
Those planning to major in engineering should
present work in chemistry, physics, and four
years o f mathematics, including algebra, geom­
etry, trigonometry, and calculus.

F a ll E arly Decision
Closing date for applications
Notification o f candidate

Nov. 15
by Dec. 15

W inter E arly Decision
Closing date for applications
Notification o f candidate

Jan. 1
by Feb. 1

R egular Decision

APPLICATIONS AND EXAMINATIONS
Application to the College may be submitted
through either the Regular D ecision or one of
the Early D ecision plans. Applicants follow the
same procedures, submit the same supporting
materials, and are evaluated by the same cri­
teria under each plan.
The Regular D ecision plan is designed for those
candidates who wish to keep open several dif­
ferent options for their undergraduate educa­
tion throughout the admissions process. Appli­
cations under this plan will be accepted at any
time up to the Jan. 1 deadline, but the applica­
tion should be submitted as early as possible to
create a file for the candidate to w hich
supporting material will be added up to the
deadline.
The Early D ecision plans are designed for can­
didates who have thoroughly and thoughtfully
investigated Swarthmore and other colleges
and found Swarthmore to be an unequivocal
first choice. O n applying to Swarthmore C ol­
lege, 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 ad­
mission to Swarthmore.
Any Early Decision candidate not admitted
will receive one o f two determinations: a defer­
ral 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 con­
sideration. If one of these determinations is
made, the applicant is free to apply to other
institutions.
Application under any plan must be accompa­
nied by a nonrefundable application fee of $60
or fee waiver (which must be approved by sec­
ondary school counselor). Timetables for the
plans are the following:

Closing date for applications
Notification o f candidate
Candidate reply date

Jan. 1
by April 1
May 1

Under certain circumstances, admitted stu­
dents may apply in writing to defer their ad­
mission for one year. These requests must be
received by May 1 and approved in writing by
the dean o f admissions, and students must con­
firm their plans for the year by June 1. T he
dean of admissions may choose to review other
requests on a case-by-case basis. Students
granted deferment may neither apply to nor
enroll at another degree-granting college/
university program.
Swarthmore College places strong emphasis on
academic achievement and personal character.
A n offer o f admission to Swarthmore College
is dependent on a student maintaining his or
her standard of academic achievement before
enrolling at the College. A n offer o f admission
is also dependent on a student’s continued
demonstration o f 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 ap­
plying as first-year or transfer students, admis­
sion to Swarthmore is determined without re­
gard to financial need. Information concerning
financial aid is on pp. 32-47.

THE INTERVIEW
A n admissions interview with a representative
o f the College is a recommended part o f the
first-year application process. (Applicants for
transfer are not interviewed.) Prospective firstyear applicants should take the initiative in ar­
ranging for this interview. On-campus inter­
views are available to rising seniors from June
through early December. Students are encour­
aged to complete the interview before submit-

27

Admissions

ting an application to the College. Those who
can reach Swarthmore with no more than a
half-day’s trip are urged to make an appoint­
m ent to visit the College for this purpose.
O ther 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. Interviews with alumni repre­
sentatives take longer to arrange than inter­
views on campus. A s a result, the deadline for
applicants living in the United States to re­
quest an alumni interview is Nov. 15. T he
deadline for applicants living overseas to re­
quest an alumni interview is Dec. 15.
Arrangements for on-campus or alumni inter­
views can be made by writing to the Office of
Admissions or by calling (610) 328-8300 or
(800) 667-3110. Directions for reaching the
College can be found on p. 440.

ADVANCED PLACEMENT
Enrolled first-year students with special cre­
dentials may be eligible during the first semes­
ter for advanced placement (placement into
courses with prerequisites) and/or credit toward
graduation from Swarthmore (32 credits are re­
quired). A ll decisions are made on a subject-bysubject basis by the registrar in consultation
with individual Swarthmore departments. Typ­
ically, special credentials consist of Advanced
Placement examinations of the College En­
trance Examination Board, higher-level exam­
inations of the International Baccalaureate,
certain other foreign certifications (such as
British A-Levels or the German Abitur), or
courses taken at another college. Every effort is
made to place students at the appropriate level,
but no department is required to give credit for
work done elsewhere. Credit is denied or re­
voked 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 W eb site under “Poli­
cies.”
In some cases, students may qualify for ad­
vanced 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
o f the first year, intend to complete the degree

28

requirements in three years, and signify this
intention when she or he applies for a major
during the spring o f the first year.
Those students who wish to have courses taken
at another college considered for either ad­
vanced placement or credit must provide an of­
ficial transcript from the institution attended
as well as written work (papets, examinations);
syllabi; and reading lists in order that the
course work may be evaluated by the depart­
ment concerned. Such requests for credit must
be made within the first year at Swarthmore.
Departments may set additional requirements.
For instance, students may be required to take
a placement examination at Swarthmore to
validate their previous work.

INTERNATIONAL ADMISSIONS
T h e College is deeply committed to a strong
international presence on campus. T h e appli­
cation process is the same as for U .S. citizens
and permanent residents o f the United States
with the following exceptions:
1< Admission is no t need-blind. Students must
submit additional financial documentation
to the Financial Aid Office. Applying for fi­
nancial 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 re­
quired o f those for whom English is not their
first language. T his may be in the form of a
standardized test for non-native speakers of
English, such as T O EFL or APIEL, superior
academic achievement in a school where
English is the language o f instruction, or a
portfolio o f graded English writing samples
in conjunction with the ELPT. Although
not requited, an interview on campus or
with a College admissions representative
overseas is considered to be very helpful.
3. Required SAT-I and SAT-II tests are waived
for those who live in countries where such
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 Swarth­
more College by the appropriate application
deadline.
4. It is the applicant’s responsibility to guaran-

tee the authenticity of all submitted creden­
tials. This includes notarized translations of
official documents and certified school tran­
scripts signed by the appropriate school staff
member.
5. T he College does not accept transfer appli­
cations from foreign nationals who require
financial aid.

APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
students. Applicants for transfer must have had
an outstanding academic record in the institu­
tion attended and must present transcripts for
both college and secondary school work, in­
cluding an official statement indicating that
the student is leaving the institution attended
in good standing. Students who have complet­
ed the equivalent o f two or more semesters of
university-level work must apply for transfer
admission. Admission status for students who
have completed less than the equivalent of two
semesters of university-level work will be de­
cided on a case-by-case basis. Transfer appli­
cants must take the SAT-I or the A C T if one
of these tests has not been taken previously.
Four semesters o f study at Swarthmore College
constitute the minimum requirement for a de­
gree, two of which must be those o f the senior
year. Applications for transfer must be filed by
April 1 o f the year in which entrance is de­
sired. Swarthmore does not have a midyear
transfer application process. Need-based finan­
cial assistance is available for transfer students
who are U .S. citizens or permanent residents.
Transfer applications are not accepted from in­
ternational students who require financial aid.
Transfer applicants are notified o f decisions on
or before May 30.

Expenses

STUDENT CHARGES
Total charges for the 2 0 0 3 -2 0 0 4 academic year
(two semesters) are as follows:
Tuition

$28,500

Room

4,572

Board

4,342

Student activities fee

302
$37,716

These are the annual charges billed by the Col­
lege. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items. In ad­
dition, the College will bill for unpaid library
fines, H ealth Center fees, and other fees and
fines not collected at the source.
Students engaged in independent projects
away from the College for which regular aca­
demic credit is anticipated are expected to reg­
ister in advance in the usual way and pay nor­
mal 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 o f a semester, the above
charges may be made on a pro rata basis.
Late fees o f 1.5 percent per month will accrue
on all past-due balances. Students with pastdue balances will not be permitted to enroll for
the following semester, participate in the room
lottery, graduate, nor obtain a transcript.
T h e regular College tuition covers the normal
program of four courses per term as well as vari­

ations o f as many as five courses or as few as
three courses. Students who elect to carry more
than five courses incur a unit charge for the
additional course ($3,562.50) or half-course
($1,781.25), although they may within the reg­
ular tuition vary their programs to average as
many as five courses in the two semesters of
any academic year. College policy does not per­
m it programs of fewer than three courses for
degree candidates in their first eight semesters
o f enrollment.

Study Abroad
Students who wish to receive Swarthmore
credit for study abroad must, for the semester or
year abroad, pay the full Swarthmore charges
(excluding the student activities fee). Finan­
cial aid is normally applicable to study abroad,
with the approval o f the Office for Foreign
Study. Students contemplating study abroad
should contact Steven Piker, foreign study ad­
viser, well in advance for academic and admin­
istrative planning.

PAYMENT POLICY
Semester bills are mailed in July and Decem­
ber. Payment for the first semester is due by
Aug. 11, 2003, and for the second semester by
Jan. 12, 2004. A 1.5 percent late fee will be as­
sessed monthly on payments received after the
due date. Many parents have indicated a pref­
erence to pay College charges on a monthly

WITHDRAWAL POLICY
Charges for tuition and fees will be reduced for students who withdraw for reasons approved by
the dean before or during a semester. Reductions in charges will be made in the following ways:
For Students W ho W ithdraw

Tuition and F ees Reduced

B oard Reduced

Room Reduced

Before start o f classes

To $0

To $0

To $500

During first 2 weeks o f classes

To $200

To $100

To $500

During week 3

By 90 percent

By 90 percent

To $500

During week 4

By 80 percent

By 80 percent

To $500

During week 5

By 70 percent

By 70 percent

To $500
To $500

During week 6

By 60 percent

By 60 percent

During week 7

By 50 percent

By 50 percent

To $500

During week 8

By 40 percent

By 4 0 percent

To $500

During week 9 and beyond

No further reduction on tuition, fees, board, or rooms

30

basis rather than in two installments. For this
reason, Swarthmore offers a monthly payment
plan, which provides for payment in install'
ments without interest charges. Information
on the plan is mailed to all parents in April
2004.

b. Between Dec. 1 and Jan. 5, a $100
penalty.
c. Between Jan. 5 and the eighth week,
$500.
d. Leave after the eighth week, there will
be no room refund.

Inquiries
HOUSING FINES
Any time you select a room in the lottery that
you do not use, the minimum fine is $100.
Other fines follow:

A ll correspondence regarding payment o f stu­
dent charges should be addressed to Linda
Weindel, student accounts manager, or phone
(610) 328-8396.

Fall Semester
If you select a room in the lottery and
1. Choose to live off-campus but are still
enrolled, you will be assessed
a. A $500 penalty unless everyone in the
space notifies the Residential Life Office
by June 1 that they will not be occupy­
ing the room. If everyone does notify the
office, the fine will be $100 each.
b. Notice between June 1 and the eighth
week of classes will cost $500 for each
person moving off campus.
c. Notice after the eighth week will have
no room refund.
2. Take a leave o f absence and notify the
Dean’s Office
a. By Aug. 1, a $ 1 0 0 penalty.
b. Between Aug. 1 and the eighth week of
classes, a penalty of $500.
c. After the eighth week, there will be no
room refund.

Spring Semester
If you select a room in the December lottery
or already have a room from fall semester and
1. Choose to live off campus but are still
enrolled, you will be assessed
a. A $250 penalty unless everyone in the
unit leaves this space and notifies the
Residential Life Office by Dec. 1.
b. Notice between Dec. 1 and the eighth
week of classes will cost $500 each.
c. Notice after the eighth week will receive
no room refund.
2. Take a leave of absence and notify the
Dean’s Office.
a.

By Dec. 1, no penalty.

31

Financial Aid

T h e College strives to make it possible for all
admitted students to attend Swarthmore, re­
gardless of their financial circumstances and to
enable them to complete their education if fi­
nancial reversals take place. About 50 percent
of the total student body currently receives aid
from the College. About 99 percent o f the fi­
nancial aid awarded by the College is based on
demonstrated financial need and is usually a
combination of scholarship, loan, and campus
employment. T h e College is committed to
meeting all demonstrated financial need, and
demonstrated need is assessed by a careful re­
view o f families’ financial circumstances. In
2003—2004, Swarthmore students need an
average o f $25,150. Thus, to meet that need,
our average award is $25,150.
A prospective student should apply for aid and
outside assistance when applying for admission
to Swarthmore. However, admission and finan­
cial aid decisions are made separately. Instruc­
tions for obtaining and filing an application are
included in the admissions application. Finan­
cial assistance will be offered if a family does
not have the capacity to meet College costs.
T h e amount a family is expected to contribute
is determined by weighing the family’s income
and assets against such demands as taxes, living
expenses, medical expenses, and siblings’ un­
dergraduate tuition expenses, etc. Family con­
tribution also includes a $1,450 to $1,890 sum­
mer earnings contribution as well as a portion
o f the student’s personal savings and assets.
For 2 0 0 3 -2 0 0 4 , the College bill, which in­
cludes tuition, room, and board, and a compre­
hensive fee, will be $37,716. T his comprehen­
sive fee covers not only the usual student ser­
vices— health, library, laboratory fees, for ex­
ample— but admission to all social, cultural,
and athletic events on campus. T h e total bud­
get figure against which aid is computed is
$39,616. This allows $1,900 for books and per­
sonal expenses. A travel allowance is added to
the budget for those who live in the United
States but more than 100 miles from the
College.
In keeping with the policy o f basing financial
aid upon demonstrated need, the College re­
views each student’s financial situation annual­
ly. Each student who would like to be consid­
ered for our support for the next year must sub­
mit a new financial aid application midyear. A
student’s aid is no t withdrawn unless financial

32

need is no longer demonstrated. Assistance is
available only during a normal-length under­
graduate program (eight semesters) and while a
student makes satisfactory academic progress.
These limitations are also applied in our con­
sideration o f a sibling’s undergraduate educa­
tional expenses. Students who choose to live
off campus will not receive College scholarship
or College loan assistance in excess of their
College bill. However, the cost o f living off
campus will be recognized in the calculation of
a student’s financial need, and outside sources
o f aid may be used to help meet off-campus liv­
ing expenses once the College bill is satisfied.
U .S . students who have not previously re­
ceived financial aid may become eligible and
may apply to receive aid if their financial situ­
ations have changed. A student who marries
may continue to apply for aid, but a contribu­
tion from the parents is expected equal to the
contribution made were the student single.
T h e College has, by action o f our Board, reaf­
firmed its need-blind Admission Policy and the
related practice of meeting the demonstrated
financial need of all admitted or enrolled stu­
dents. Eligibility for federal aid funds is now
limited to those who are able to complete and
submit to us the Statem ent of Registration
Compliance, but additional funds have been
made available for those who are unable to ac­
cept need-based federal aid because they have
not registered with the Selective Service.
Financial support for foreign citizens is limited
and must be requested during the admission
application process. New aid applications from
foreign nationals cannot be considered after
admission.
A special brochure has been prepared to advise
families o f the various sources o f aid as well as
a variety o f financing options. Please request
a copy from our Admissions Office. You may
also find the answers to most of your financial
aid questions on our W eb site, http://www.swarthmore.edu/admissions/financial_aid.html.

SCHOLARSHIPS
For the academic year 200 3 -2 0 0 4 , the College
awarded more than $15 m illion in Swarthmore
scholarship funds. About one-half o f that sum
was provided through the generosity o f alumni

and friends by special gifts and the endowed
scholarships listed on pp. 34-47. It is not nec­
essary to apply for a specific College scholar­
ship. The College decides who is to receive en­
dowed scholarships, and others are helped from
general scholarship funds. Although the quali­
fying criteria for awarding most endowed
scholarships remain general, some donors have
established explicit guidelines that closely mir­
ror the interests of the individual for whom the
scholarship is named. However, financial need
is a requirement for all College scholarships
unless otherwise indicated. T h e federal gov­
ernment also makes Pell Grants and Supple­
mental Educational Opportunity Grants avail­
able to eligible students.

LOAN FUNDS
The College is able to meet the financial needs
of each student through long-term, low-inter­
est loan funds with generous repayment terms
combined with Swarthmore’s scholarship pro­
grams. Although most offers of support from
the College include elements o f self-help
(campus work and borrowing opportunities),
the College strives to keep each student’s debt
at a manageable level.
Aided students are expected to meet a portion
of their demonstrated need (from $1,000 to
about $4,500 each year) through the federal
Stafford Loan, Perkins Loan, or the Swarthmore College Loan programs. T h e College de­
termines which source is appropriate for which
student. Each of these programs allows the bor­
rower to defer repayment until after leaving
school, and each allows further deferment of
the debt if the borrower goes on to graduate
school. Up to 10 years may be taken to repay
Stafford, Perkins, or Swarthmore College
loans. No separate application is needed for the
Perkins or Swarthmore College loans because
the College administers these funds. T h e
Stafford Loan applications must be initiated by
the student with a bank.
Parents who wish to borrow might consider the
federal PLUS Loan. Up to $37,716 per year is
available at a variable interest rate. Repayment
may be made over a 10-year period.
For more information about these loan pro­
grams, read our Financial Aid Brochure (avail­

able from our Admissions Office), or visit our
W eb site.
T h e College also maintains the following spe­
cial loan funds:
T he Jay and Sandra Levine L oan Fund
T he T hatcher Fam ily L oan Fund
T he Sw arthm ore C ollege Student L oan Fund

STUDENT EMPLOYMENT
Student employment on the Swarthmore cam­
pus is coordinated by the Student Employment
Office, which is under student direction. Jobs
are available in such areas as the library, de­
partment offices, the post office and the stu­
dent-run coffeehouse. Placem ents can be
arranged when students arrive in the fall. Oncampus rates o f pay run from $7.13 to $7.63 per
hour. Students receiving financial aid are usu­
ally offered the opportunity to earn up to
$1,520 during the year and are given hiring
priority, but there are usually jobs available for
others who wish to work on campus.
T he Student Employment Office publicizes
local off-campus and temporary employment
opportunities. Students are generally able to
carry a moderate working schedule without
damaging their academic performance. Stu­
dents are encouraged not to work more than
seven or eight hours weekly.
Off-campus placements in public or private,
nonprofit agencies in the local or Philadelphia
area can be arranged through the Financial
Aid Office during the academic year or nation­
wide during the summer (when federal funds
are sufficient) for students who qualify under
the federal College W ork-Study Program.
Hospitals, schools, museums, and social service
agencies, and local, state, or federal govern­
ment agencies are suitable employers.

ENDOWED SCHOLARSHIPS
A ll students who demonstrate financial need
are offered scholarship aid, some of which is
drawn from the following endowments. How­
ever, students should not worry if they do not
fit the specific restrictions subsequently listed
because their scholarships will be drawn from

33

Financial Aid

other sources no t listed here.
(F in an cial n eed is a requirem ent fo r all scholar­
ships unless otherw ise indicated. N o separate ap­
plication is n eeded.)
T he C atherine G . A bbott ’72 and E rnest B .
A bbott '72 Scholarship was established by
Catherine 7 2 and Ernest B. A bbott 7 2 and is
awarded to a man or woman who shows great
promise. T h is renewable scholarship is
awarded to a first-year student who demon­
strates both need and academic excellence.
T he A etn a Foundation Scholarship G rant pro­
vides assistance to minority students with fi­
nancial need.
T he L isa P. A lbert Scholarship is awarded to a
young man or woman on the basis o f scholar­
ship and need with preference given to those
with a demonstrated interest in the humanities.
T he G eorge I. A lden Scholarship Fund was estab­
lished as a memorial by the Alden Trust and is
awarded on the basis o f merit and need with
preference to a student from New England
studying in the sciences or engineering.
T he V ivian B . A llen Foundation provides schol­
arship aid to enable foreign students to attend
Swarthmore College as part o f the foundation’s
interest in the international exchange of
students.
T he Alumni Scholarship is awarded to students on
the basis of financial need. Established in 1991,
this endowment is funded through alumni gifts
and bequests.
T he Alumni C ouncil Scholarship was established by
the Alumni Council of Swarthmore College. It is
awarded based on academic merit and financial
need and is renewable.
T he John R .’53 and Joyce B. ’55 Ambruster Schol­
arship was created in 2001. It is awarded on the
basis of academic merit and financial need.
T he E venor Arm ington Scholarship is given each
year to a worthy student with financial need in
recognition of the long-standing and affection­
ate connection between the Armington family
and Swarthmore College.
T he F ran k and M arie A ydelotte Scholarship is
awarded to a new student who shows promise
o f distinguished intellectual attainment based
upon sound character and effective personality.
T h e award is made in honor o f Frank Ayde­
lotte, president o f the College from 1921 to
1940 and originator o f the Honors Program at

34

Swarthmore, and o f Marie Osgood Aydelotte,
his wife.
T he D avid Baltim ore ’60 Scholarship was estab­
lished by an anonymous donor in 2000. It is
awarded with preference for a junior or senior
majoring in biology or chemistry. T he scholar­
ship is renewable.
T he Philip and Roslyn B arbash, M .D ., Scholar­
ship was endowed in 1990 as a memorial by
their daughter and son-in-law, Babette B.
Weksler, M .D. ’58 and Marc E. Weksler, M.D.
’58. It is awarded on the basis of merit and need
and is renewable through the senior year. Pref­
erence is given to women with interest in the
sciences and, in particular, in the environment.
T he Philip H . Barley M em orial Scholarship, es­
tablished in memory o f Philip H. Barley ’66, by
his family and friends and die Class of 1966,
which he served as president, provides finan­
cial assistance for a junior or senior who has
demonstrated outstanding leadership qualities
at Swarthmore.
T he Franklin E . B arr Jr. ’48 Scholarship is
awarded to a first-year student who has broad
academic and extracurricular interests and who
shows promise of developing these abilities for
the betterment of society. T his scholarship is
based on need and is renewable for three years.
T he H . A lbert Beekhuis Scholarship in engineer­
ing is awarded on the basis of merit and need to
a first-year student and is renewable through
the senior year as long as that student retains
a major in engineering. This scholarship is
endowed through the generous bequest of
Mr. Beekhuis, neighbor, friend, and successful en­
gineer.
Patty Y. and A .J. B ekavac Scholarship. Estab­
lished in 1997 by their daughter, Nancy Y.
Bekavac ’69, the scholarship is awarded on the
basis of need, with preference given to students
from western Pennsylvania.
T he M argaret F raser B ell '53 Scholarship was cre­
ated in her memory by her husband, Monroe
Bell. It is awarded each year to a junior on the
basis o f need and merit, with preference given
to a student majoring in Russian.
T he B rand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
T he Jean n e C otton Blum ’4 0 Scholarship was es­
tablished in 2003 by Jeanne C otton Blum and
is awarded on the basis o f academic merit and

financial need. T he scholarship is renewable.
The Curtis Bolt Scholarship was established in
the College’s Centennial Year, 1964, in honor
of the late Philadelphia attorney, author, and
jurist, who was a Quaker and honorary alum'
nus of Swarthmore. T h e scholarship is assigned
annually to a junior or senior whose qualities of
mind and character indicate a potential for hu­
manitarian service such as Curtis Bok himself
rendered and would have wished to develop in
young people. Students in any field o f study,
and from any part o f this country or from
abroad, are eligible. T h e scholarship is renew­
able until graduation.
The Edward S. B ow er M em orial Scholarship, es­
tablished by Mr. and Mrs. Ward T. Bower in
memory of their son, Class o f ’42, is awarded
annually to a man or woman student who
ranks high in scholarship, character, and
personality.
The G eorge and Josephine C larke Braden Scholar­
ship, established in 1999 by their children in
honor o f George ’3 8 and in memory o f
Josephine ’41, is awarded to a student with
demonstrated need for financial assistance,
with preference for a child of immigrant par­
e n ts) or guardian(s), and is renewable through
the senior year.
The W illiam A . B radford Jr. ’66 Scholarship was
established by William Bradford to provide fi­
nancial assistance to a student who gives great
promise based on academic merit and financial
need. The scholarship is renewable.
The C arol Paxson Bram erd '26 Scholarship is
awarded on the basis o f financial need and aca­
demic merit.
The D aniel W alter Brenner M em orial Scholarship,
established by family and friends in memory of
Daniel W. Brenner, Class of 1974, is awarded
to a senior majoring in biology who is distin­
guished for scholarship and an interest in plant
ecology, wildlife preservation, or animal be­
havior research. T h e recipient is chosen with
the approval of biology and classics faculty.
The Malcolm C am pbell U nitarian Scholarship, es­
tablished by Malcolm Campbell ’44 on the oc­
casion of his 50th reunion, is awarded to a stu­
dent who is an active Unitarian Universalist
with financial need and a strong academic
record. The scholarship is renewable through
the senior year.
The William and E leanor Stabler C larke Scholar­

ships, established in their honor by Cornelia
Clarke Schm idt ’46 and W. Marshall Schmidt
’47, are awarded to two worthy first-year stu­
dents with need. Preference is to be accorded
to members of the Society of Friends. These
scholarships are renewable through the senior
year.
T he C lass o f 1925 Scholarship was created on
the occasion o f the class’s 50th reunion. It is
awarded on the basis o f academic merit and
financial need.
T he C lass o f 1930 Scholarship was endowed by
the class on the occasion of their 60th reunion.
It is awarded alternately to a woman or a man
on the basis o f sound character and academic
achievement, with preference to those who ex­
ercise leadership in athletics and community
service. T h e scholarship is renewable through
the senior year.
T he C lass o f 1932 Scholarship, established on
the occasion o f the class’s 70th reunion, is
awarded on the basis o f academic merit and fi­
nancial need. T h e scholarship is renewable.
T he C lass o f 1939 Scholarship was established at
the 50th reunion o f the class in fond memory
o f Frank Aydelotte, president of the College
from 1921 to 1940, and his wife, Marie Ayde­
lotte. It is awarded to a worthy student with
need and is renewable through the senior year.
T he C lass o f 1941 Scholarship was created in cel­
ebration o f the 50th reunion o f the class. It is
awarded on the basis of merit and need and is
renewable through the senior year.
T he C lass o f 1943 Scholarship, established to
honor the 5 0th reunion o f that class, is
awarded to a student in the sophomore class on
the basis o f sound character and academic
achievement, with preference given to those
participating in athletics and community ser­
vice. T h e scholarship is renewable through the
senior year.
T he C lass o f 1946 Scholarship, established on
the occasion o f the class’s 50th reunion in
recognition o f the Swarthmore tradition that
so influenced its members.
T he C lass o f 1949 Scholarship was established in
1999 in celebration of the class’s 50th reunion.
It is awarded on the basis o f merit and need and
is renewable through the senior year.
T he C lass o f 1950 Scholarship, established on
the occasion of the class’s 50th reunion, is
awarded to one or more deserving students.

35

Financial Aid

T h e scholarship is renewable.
T he C lass o f 1952 Evans H . B um M em orial
Scholarship, established on the occasion o f the
class’s 50th reunion in memory o f their long­
time president, is awarded on the basis o f aca­
demic merit and financial need. T h e scholar­
ship is renewable.
T he C lass o f 1954 Scholarship, established on
the occasion o f the class’s 50th reunion, is
awarded on the basis of academic merit and fi­
nancial need. T h e scholarship is renewable.
T he C lass o f 1956 Scholarship was established
on the occasion o f the class’s 25th reunion. It
is awarded on the basis of academic merit and
financial need.
T h e C lass o f 1963 Scholarship is awarded on the
basis o f merit and need and is renewable
through the senior year. T h e scholarship was
created in honor o f the class’s 25th reunion.
T he C lass o f 1969 Scholarship was established at
the 25th reunion o f the class in honor o f the
contributions made by Courtney Sm ith, presi­
dent o f Swarthmore College from 1953 to
1969. T h e scholarship was given with bitter­
sweet memories o f the campus turmoil o f the
1960s and with confidence in the power of
open discussion and reconciliation. T h e schol­
arship is awarded on the basis of merit and
need and is renewable through the senior year.
T he B eatrice R . and Joseph A . C olem an Founda­
tion Scholarship was established by Elizabeth
Colem an ’69 to be awarded to a student with
need from a middle-income family.
T he N . H arvey ColUsson Scholarship, established
by his family and the O lin Mathieson Charita­
ble Trust in memory o f N. Harvey Collisson of
the Class o f 1922, is awarded to a first-year
man or woman. Selection will place emphasis
on character, personality, and ability.
T he M arcia Perry Ruddick C ook ’2 7 Scholarship
is awarded to a junior on the basis o f merit and
need, with preference to an English literature
major, and is renewable for the senior year.
Both scholarships are endowed by J. Perry Rud­
dick in memory o f his parents.
T he D avid S. C ow den Scholarship was estab­
lished by Professor David S. Cowden, Class of
1942, who taught English literature at Swarth­
more from 1949 until his death in May 1983. It
is awarded on the basis o f financial need.
T he Crum M eadow Scholarship was created by

36

an anonymous donor in 2001. It is awarded on
the basis o f academic merit and financial need.
T h e scholarship is renewable.
T h e M arion L . D annenberg Scholarship is
awarded to a first-year student with financial
need who ranks high in personality, character,
and scholarship. This endowment is in mem­
ory o f Mrs. Dannenberg, who was mother and
grandmother of six students who attended
Swarthmore.
T he Edith T hatcher ’50 and C . Russell '47 de
Burlo Scholarship is awarded alternately to stu­
dents who intend to major either in engineer­
ing or the humanities. It is awarded on the
basis of need and merit and is renewable annu­
ally. It is the gift o f Edith and Russell de Burlo.
Edw ard L . D obbins ’39 M em orial Scholarship.
Established by Hope J. Dobbins in memory of
her husband, the Dobbins scholarship is award­
ed to a worthy student who demonstrates a
comm itm ent to the betterm ent of society
through involvement in community or envi­
ronmental activism. T h e scholarship is renew­
able through the senior year. (Preference is
given to residents o f Berkshire County, Mass.)
T he Francis W . D ’O lier Scholarship, in memory
of Francis W. D’O lier o f the Class of 1907, is
awarded to a first-year student. Selection will
place emphasis on character, personality, and
ability. It is renewable through the senior year.
T he Agnes B . D oty M em orial Scholarship, estab­
lished in 2000 by her daughter, Christine M.
Doty ’70, is awarded each year with a prefer­
ence for students majoring in Asian studies.
T h e scholarship is renewable.
T he Faith and Ross E clder Scholarship was estab­
lished in 2002 by A . Ross ’50 and Faith Wood­
ward Eckler ’51. T h e Scholarship is awarded on
the basis o f academic merit and financial need,
with preference to a man or woman with a
commitment to community service, and is
renewable.
T h e M arjorie V anD eusen ’38 an d J . Earle
Edwards ’36 Scholarship was established by an
anonymous donor in 2000. It is awarded with
preference for a junior or senior who has
demonstrated a commitment to socially re­
sponsible citizenship with a special interest in
peace and conflict studies. T h e scholarship is
renewable.

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The M aurice G . Eldridge '61 Scholarship is one
of several created by an anonymous donor in
recognition of outstanding administrators at
Swarthmore College. T h e Eldridge Scholar­
ship was established in 1999 to honor Maurice
G. Eldridge ’61, vice president of college and
community relations and executive assistant to
the president. T he Eldridge fund is awarded to
a student with merit and need who has demon­
strated a commitment to socially responsible
citizenship, with a preference for a student
from the Washington, D .C ., public school sys­
tem, especially from either the Banneker Academic High School, Duke Ellington School of
the Arts, or the Bell Multicultural School. T he
scholarship is renewable.

the chair of the Music Department and should
plan to play an audition at the College when
arriving for an interview. Membership in the
quartet is competitive. O ther students may
challenge and compete for a place in the quar­
tet at the beginning of any semester.
T he Polly and G erard Fountain Scholarship has
been established in their honor by Rosalind
Chang W hitehead ’58 in appreciation of their
kindness and support during her college years.
It is awarded to a first-year student with need
and merit and is renewable through the senior
year.

T he D avid W . Fraser Scholarship. This endowed
scholarship has been established by the Board
of Managers and friends o f David Fraser in
The Robert K . Enders Scholarship, established by
honor o f his service as president of Swarthmore
his friends and former students, to honor Dr.
College from 1982 to 1991. This need-based
Robert K. Enders, a member of the College facscholarship will be awarded each semester to
ulty from 1932 to 1970, is awarded annually to
one student enrolled in an approved program
a worthy student with an interest in the study
of academic study outside the boundaries o f the
y
of biological problems in a natural environUnited States. Preference will be given for stu­
ment.
dents studying in Asian, Middle Eastern, and
African countries.
The Philip Evans Scholarship is established in
fond memory of a member of the Class o f 1948
T he M arianne D urand Frey '57 Scholarship was
by his friend Jerome Kohlberg ’46 and seeks to
established by Marianne Durand Frey in 2002
expand the diversity of the Swarthmore com­
and reflects the donor’s gratitude for scholar­
munity by bringing to this campus outstanding
ship aid received during her attendance at
students outstanding in leadership, intellectual
Swarthmore. T his renewable scholarship is
curiosity, community service and athletic par­
awarded based on merit and financial need to a
ticipation. T he scholarship is awarded to mem­
woman who has attended a public high school.
bers of the first-year class and is renewable an­
T he T heodore and E lizabeth Friend Scholarship is
nually. It provides a summer-opportunity grant
established as an expression o f respect and ap­
as well as internship, mentoring, networking,
preciation by board members and others who
and alumni opportunities.
have been associated with them in the service
The Samuel and G retchen Vogel Feldm an Scholarship is awarded to a student interested in pur­
suing a teaching career. It is awarded on the
basis of need and is renewable through the
senior year.
The Samuel M . and G retchen Vogel Feldm an
1956 Scholarship II is awarded to a student in­
terested in pursuing a teaching career after
graduating from Swarthmore College. It is
awarded on the basis of need and is renewable
through the senior year.
The Elizabeth Pollard F etter String Quartet Scholarships, endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and Ellen
Fetter Gille in memory o f Elizabeth P. Fetter
’25, subsidize the private instrumental lessons
of four top-notch student string players at the
College. Interested applicants should write to

of Swarthmore College. T h e scholarship is
awarded each year on the basis o f need to a
worthy student.
T he Toge and M itsu Fujihira Scholarship was cre­
ated in 2000 by their son, Donald Fujihira ’69.
It is awarded to a man or woman who shows
great promise and assumes both financial need
and academic excellence. Preference is given
to students of Asian descent. T h e scholarship
is renewable.
T he John and G ail G austad Scholarship was
established by friends and students of the
Gaustads to honor their many years of service
to the College. It is awarded annually to a
promising student who demonstrates need and
academic excellence. It is renewable through
four years.

37

Financial Aid

T he M artha Salzm ann G ay ’79 Scholarship was
created in 2000 by Martha S . Gay ’79. T he
award assumes both academic excellence and
financial need and is awarded to a first-year
student who shows great promise. T h e scholar­
ship is renewable.
T he Joy ce M ertz G ilm ore Scholarship is awarded
to an entering first-year student and may be re­
newed for each o f the following three under­
graduate years. T h e recipient is chosen on the
basis of mental vigor, concern for human wel­
fare, and the potential to contribute to the
College and the community outside. T h e
award was established in 1976 by Harold Mertz
’26 in memory of Joyce Mertz Gilmore, who
was a member o f the Class o f 1951.
T he B arbara Entenberg G im bel Scholarship Fund
was endowed in memory o f Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. T h e scholarship is awarded on the
basis o f need to a worthy student, with prefer­
ence to a black candidate.
T he Joh n D . G oldm an ’71 Scholarship is awarded
on the basis o f need to a student with a strong
academ ic record and leadership qualities.
Preference is given to students from northern
California.
T he B erda G oldsm ith Scholarship, established in
1991 in memory o f Mrs. Goldsmith, is a needbased scholarship awarded annually to a music
major beginning in his or her junior year. Mrs.
Goldsmith was a music lover and patroness of
the Settlem ent Music School. Preference will
be given to a student who has attended the
Settlem ent Music School and shows an inter­
est and proficiency in playing the piano.
T he K erm it G ordon '38 Scholarship was created
by an anonymous donor in 2000. This renew­
able scholarship is awarded on the basis of
need, merit, and an interest in public policy.
T he N eil R . G rabois ’5 7 Scholarship was created
by an anonymous donor in 2001. It is awarded
on the basis o f academic merit and financial
need, with preference for students from urban
public high schools who wish to study engi­
neering or science.
T he M ary Lippincott G riscom Scholarship was es­
tablished by Mary Griscom and her daughter,
Mary Griscom Colegrove ’42, through outright
gifts and the maturity of life income contracts,
to provide financial aid on the basis o f aca­
demic merit and financial need.

38

T he Lucinda Buchanan T hom as ’34 and Joseph
H . H afkenschiel ’3 7 Scholarship Fund was estab­
lished as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68,
B.A . Thomas ’69, Mark C . ’72, and John Proc­
tor ’75. Lucinda’s father, B.A . Thomas, M.D.,
graduated with the Class of 1899. This scholar­
ship is awarded to a junior and is renewable for
the senior year, based on need. Preference is
given to students who have demonstrated pro­
ficiency in water sports, or have shown talent
in studio arts and who have been outstanding
in service to the College.
T he M ason H ake Scholarship is given by his
wife, Vivian, in honor of this member of the
Class o f 1937, a distinguished psychologist and
former member of the Swarthmore College fac­
ulty. T h e scholarship is awarded to a first-year
student with financial need who is distin­
guished for intellectual promise and leadership.
It is renewable through the senior year.
T he M argaret John son H all Scholarship fo r the
Perform ing A rts is the gift o f Margaret Johnson
Hall, Class o f 1941. It provides financial assis­
tance based on merit and need, with preference
to students intending to pursue a career in
music or dance.
T he Edith O gden H arrison M em orial Scholarship
was created by her daughter, Armason Harri­
son ’35. It is awarded to a first-year student,
with a preference for children o f members of the
Religious Society of Friends or to Native Amer­
ican students. T h e scholarship is renewable.
T he W illiam Randolph H earst Scholarship Fund
fo r M inority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.
T he E . D yson and C arol H ogeland Herring ’38
Scholarship was created in 1999 by Eugene M.
Lang ’38. T h e scholarship is awarded with pref­
erence to a junior or senior woman majoring in
political science who plans to attend law
school. T h e scholarship is renewable.
T he Stephen B . H itchner Jr. ’6 7 Scholarship was
established in 1990 by the Board of Managers
in memory o f Stephen B. Hitchner Jr. with
gratitude for his strong leadership o f the Stu­
dent Life Committee and his previous service
to the College. Recipients o f this need-based
scholarship will be selected from the junior
class for their interest in a career in the public
or nonprofit sectors and is renewable in the
senior year.

The Betty Stem H offenberg Scholarship, estab­
lished in 1987 in honor o f this member of the
Class of 1943, is awarded to a junior or senior
with merit and need who shows unusual
promise, character, and intellectual strength.
Strong preference is given to a student major­
ing in history.
The H olland Fam ily Scholarship was established
in 2002 by Jim Holland ’71 and Nancy Hol­
land ’72 and is awarded on the basis of academ­
ic merit and financial need. T h e scholarship is
renewable.
The H ollenberg-Sher Scholarship was created in
1998 and is awarded to a first-year student. T he
scholarship is renewable.
The C arl R. H orten '47 Scholarship was created
by the Ingersoll-Rand Company. Preference in
the awarding is given to students planning to
major in engineering or prelaw.
The Everett L . H unt Scholarship, endowed by
the Class of 1937 in the name o f its beloved
emeritus professor and dean, provides an unre­
stricted scholarship to be awarded annually by
the College.
The Betty P. H unter Scholarship Fund. Betty P.
Hunter, Class of 1948, one of the first black
students to attend Swarthmore College, estab­
lished this fund through a bequest to provide
scholarship aid to needy students.

T he Edm und A . Jon es Scholarship Fund was cre­
ated in 1965, awarding a grant each year to a
graduate o f Swarthmore High School and,
since 1983, to a graduate of Strath Haven High
School. In 1997, this four-year, renewable
scholarship was designated for Strath Haven
High School graduates who attend Swarth­
more College with demonstrated financial
need. Edmund A . Jones was the son o f long­
time Swarthmore residents Adalyn Purdy
Jones, Class of 1940, and Edmund Jones, Class
of 1939.
T he Benjam in K alkstein ’72 Scholarship, estab­
lished by his family in 2002, is awarded to a
first-year student on the basis o f merit and
need, and is renewable through the senior year.
Preference is given to students with interest in
environmental studies.
T he Jen n ie K eith Scholarship is one of several
created by an anonymous donor in recognition
o f outstanding administrators at Swarthmore
College. T h e K eith Scholarship was estab­
lished in 2000 to honor Jennie Keith, professor
of anthropology, who served as provost from
1992 to 2001. T h e scholarship is awarded to a
student who shares the donor’s and Jennie
K eith’s commitment to the use of intellectual
excellence in the service of positive social
change.

The Richard M . H urd '48 Scholarship was
created in 2000. It is awarded with preference
to a student majoring in engineering. T h e
scholarship is renewable.

T he A lexander Kem p Endow ed Scholarhsip was
established in 2001 by G iles Kemp ’72 and Bar­
bara Guss Kemp. T his renewable scholarship is
awarded on the basis of financial need and aca­
demic merit.

The W illiam Y. Inouye '44 Scholarship, estab­
lished in loving memory by his family, friends,
and colleagues in recognition of his life of ser­
vice as a physician. It is awarded to a worthy
junior premedical student with need. T h e
scholarship is renewable in the senior year.

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

The George B . Jackson '21 Scholarship has been
endowed by Eugene M. Lang ’38 in honor of
the man who guided him to Swarthmore. It is
to be awarded on the basis o f need and merit
with preference given to a student from the
New York metropolitan area.
The Howard M . and Elsa P. Jen kin s Scholarship
in engineering provides financial assistance to
a promising sophomore or junior with need
who is interested in pursuing a career in
engineering. It is the gift of Elsa Palmer Jenkins
’22, Swarthmore’s first woman graduate in
engineering.

T he C lark K err '32 Scholarship was created by an
anonymous donor in 2000. It is awarded with
preference to a student entering his or her se­
nior year, who meets the model described by
President Aydelotte of the all-around student
with strong interests in academic achievement,
athletics, and interests in debating and other
aspects of student life and community service.
T he Florence and M elville Kershaw Scholarship is
endowed in their honor by their son Thomas
A . Kershaw, Class of 1960. It is awarded to a
first-year student on the basis of need and
merit, with preference to those intending to

39

Financial Aid

major in engineering. It is renewable through
the senior year.
T he W illiam H . K istler '43 Scholarship is en­
dowed in his memory by his wife, Suzanne, his
friends and former classmates. It is awarded to
a needy and deserving student majoring in en­
gineering or economics.
T he Paul and M ary Jan e K opsch Scholarship
Fund, established through a gift o f Paul J.
Kopsch of the Class o f ’46, is awarded each year
to a junior premedical student(s) with finan­
cial need. T h e scholarship is renewable in the
senior year.

Lang Scholar is also eligible for summer or aca­
demic-year community service support while
an undergraduate, up to a maximum of
$14,000. Projects, which must be approved in
advance by a faculty committee, are expected
to facilitate social change in a significant way.
T h e program is made possible by the gift of Eu­
gene M. Lang ’38. (This grant is under review.)
T he Ida and D aniel Lang Scholarship, established
by their son, Eugene M. Lang o f the Class of
1938, provides financial assistance for a man or
woman who ranks high in scholarship, charac­
ter, and personality.

T he W alter W. K rider '09 M em orial Scholarship.
Established by his wife and daughter in 1965,
the Krider scholarship is awarded to a student
who ranks high in scholarship, character, and
personality and has financial need.

T he E lean or B . and Edw ard M . Lapham Jr. '30
Scholarship established in 1996, is awarded to a
first-year student on the basis of merit and
need. T h e scholarship is renewable for his or
her years o f study at Swarthmore.

T he K yle 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.

T he Frances R einer and Stephen G irard Lax
Scholarship has been established with prefer­
ence for minority or foreign students who show
both merit and need. This scholarship has been
endowed by the family o f Stephen Girard Lax
’4 1, who was chairm an o f the Board of
Managers o f Swarthmore College from 1971 to
1976.

T he Laurence L afore ’38 Scholarship was estab­
lished in his memory in 1986 by family, friends,
classmates, and former students. Professor
Lafore, author of numerous books and essays,
taught history at Swarthmore from 1945 until
1969. This scholarship is awarded to a needy
student showing unusual promise and is renew­
able through four years.
T he R obert E . 1903 and W alter Lam b 1939
Scholarship was established by W alter Lamb ’39.
It is awarded on the basis o f academic merit
and financial need.
T he B arbara Lang Scholarship is awarded to a
student in the junior class whose major is in
the arts, preferably in music, who ranks high in
scholarship and has financial need. It is renew­
able in the senior year. This scholarship was es­
tablished by Eugene M. Lang ’38 in honor of
his sister.
E ugene M . L an g O pportunity G ran ts are
awarded each year to as many as six entering
students who are selected by a special commit­
tee on the basis o f distinguished academic and
extracurricular achievement and demonstrable
interest in social change. Stipends are based on
financial need and take the form o f full grants
up to the amount of total college charges. Each

40

T he Stephen G irard L ax Scholarship, established
by family, friends, and business associates of
Stephen Lax ’41, is awarded on the basis of fi­
nancial need every two years to a student en­
tering the junior year and showing academic
distinction, leadership qualities, and a definite
interest in a career in business.
T he W alter H . L eser ’49 M em orial Scholarship
was established by Martha E. Leser in 2002. It
is awarded on the basis o f academic merit and
financial need with preference to students
majoring in mathematics. T h e scholarship is
renewable.
T he C arl M . Levin ’56 Scholarship was created
by an anonymous donor in 2000. It is awarded
to a student with merit and need who has over­
come obstacles, with a preference for Michigan
public high school graduates. T h e scholarship
is renewable.
T he Scott B . Lilly Scholarship, endowed by Jacob
T. Schless o f the Class o f 1914 at Swarthmore
College, was offered for the first time in 1950.
This scholarship is awarded annually in honor
o f a former distinguished professor o f engineer­
ing, and students who plan to major in engi­
neering are given preference.

The Lloyd Fam ily Scholarship was established in
2000 by May Brown Lloyd ’27, G . Stephen
Lloyd ’57, and A nne Lloyd ’87. It is awarded
with preference for a man or woman who gives
great promise. T h e scholarship is renewable.
The Lloyd-Jones Fam ily Scholarship is the gift of
Donald ’52 and Beverly M iller ’52 Lloyd-Jones
and their children A nne ’79, Susan ’84, Don­
ald ’86, and Susan’s husband Bob Dickinson
'83. It is awarded on the basis of merit and need
and is renewable through the senior year.
Amy Chase Loftin ’29 Scholarship. Established in
1998, the Loftin scholarship is awarded to a
sophomore, with preference given to Native
Americans and African Americans. T h e schol­
arship is renewable through the senior year.
The Joan Longer ’78 Scholarship was created as a
memorial in 1989 by her family, classmates,
and friends, to honor the example o f Joan’s per­
sonal courage, high ideals, good humor, and
grace. It is awarded on the basis o f merit and
need and is renewable through the senior year.
The David Laurent Low M em orial Scholarship
was established by Martin L. Low, Class of
1940; his wife, A lice; Andy Low, Class of 1973;
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 acade­
mic excellence and places emphasis, in order,
on qualities of leadership and character, or out­
standing and unusual promise. T h e scholarship
is awarded to a first-year student and is renew­
able for the undergraduate years.
The Lyman Scholarship was established by Frank
L. Lyman Jr. ’43 and his wife, Julia, on the
occasion of his 50th reunion in 1993. It is
awarded to a student who is a member of the
Religious Society of Friends or whose parents
are members o f the Religious Society o f
Friends, on the basis of need, and is renewable
through the senior year.
The Leland S. M acP hailJr. Scholarship, given by
Major League Baseball in recognition of 48
years of dedicated service by Leland S.
MacPhail Jr. ’39, will be awarded annually to a
deserving student on the basis of need and
merit.
The Thomas B . M cC abe A w ards, established by
Thomas B. M cCabe T 5 , are awarded to enter­
ing students. Regional M cCabe Scholarships
will be awarded to a few students from the

Delmarva Peninsula and from southeastern
Pennsylvania (Chester, Montgomery, and
Delaware counties). These awards provide a
minimum annual scholarship of full tuition, or
a maximum to cover tuition, fees, room, and
board, depending on need. Candidates for the
regional M cCabe Awards must apply for admis­
sion to the College by Dec. 15. T h e National
M cCabe Scholarship will be awarded to a few
students and will be based on a student’s finan­
cial need. Students do no t apply for National
M cCabe Award consideration but rather are
selected from among all admission candidates.
In making selections for the M cCabe Scholar­
ships, the committee places emphasis on abili­
ty, character, personality, and service to school
and community.
T he C orn elia D ashiell and D ino E nea P etech
M cC urdy, M .D . ’35 Fam ily Scholarship was en­
dowed by Cornelia and Dino E.P. McCurdy,
M.D. ’35. It is awarded each year to a wellrounded student with need who demonstrates
academic and extracurricular interests based
upon sound character and healthy personality
traits, with preference given to graduates of
George School.
T h e C harlotte G oette '20 an d W allace M .
M cCurdy Scholarship is awarded to a first-year
student on the basis o f need and merit and is
renewable annually. It has been endowed by
Charlotte McCurdy ’20.
T he D orothy Shoem aker ’29 and Hugh M cDiarmid
’30 Scholarship is awarded to a first-year man or
woman on the basis of merit and need and is
renewable through the senior year. It is the gift
of the McDiarmid family in commemoration
of their close association with Swarthmore
College.
T he H elen O sier M cK endree '23 Scholarship was
created in 1998. T h e scholarship is awarded
to a junior majoring in a foreign language or
languages.
T he N orm an M einkoth Scholarship, established
by his friends and former students, to honor Dr.
Norman A . Meinkoth, a member o f the C ol­
lege faculty from 1947 to 1978, is awarded an­
nually to a worthy student with an interest in
the study o f biological problems in a natural
environment.
T he P eter M ertz Scholarship is awarded to an en­
tering first-year student outstanding in mental
and physical vigor, who shows promise of

41

Financial Aid

spending these talents for the good o f the C ol­
lege community and o f the larger community
outside. T h e award was established in 1955 by
Harold, LuEsther, and Joyce Mertz in memory
of Peter Mertz, who was a member of the Class
o f 1957. It is renewable for the undergraduate
years.
T he Mari Michener Scholarship provides financial
support to four students on the basis of merit
and need. It is the gift of James Michener ’29.
T he H ajim e M itarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory of his
close friend and the father of Tsuyoshi Mitarai
’98, is awarded to students with financial need.
Preference is given to students with interna­
tional backgrounds.
T he M argaret M oore Scholarship Fund provides
scholarships to foreign students with a prefer­
ence given to students o f South Asian origin.
T he K athryn L . M organ Scholarship was estab­
lished by an anonymous donor in 2000. T he
scholarship was created in recognition o f Pro­
fessor 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. T h e scholarship is
renewable.
T he F lorence E ¡sing N aum burg Scholarship was
named in 1975 in honor o f the mother o f an
alumna of the Class o f 1943. It is awarded to a
student whose past performance gives evidence
o f intellectual attainm ent, leadership, and
character and who shows potential for future
intellectual growth, creativity, and scholarship
and for being a contributor to the College and
ultimately to society.
T he T hom as S. ’3 0 and M arian H am m ing N icely
’3 0 Scholarship is awarded to a first-year student
with need who shows promise o f academic
achievement, fine character, and athletic abil­
ity. Preference will be given to a person who
has been on the varsity tennis, squash, rac­
quets, golf, or swimming teams in high or
preparatory schools.
T he Joh n H . N ixon Scholarship was established
by Joh n H. N ixon, Class of ’35, to assist Third
World students, especially those who plan to
return to their country o f origin.
T he D onald E . N oble Scholarship was established
in 2002 by the Donald E. and A lice M. Noble
Charitable Foundation and is awarded on the
basis o f academic merit and financial need.

42

T h e scholarship is renewable.
T he H elen N orth Scholarship was established in
2002 by Maureen Cavanaugh ’75 and Christo­
pher Plum ’75 in honor o f Helen F. North,
who, at the time o f her retirem ent from
Swarthmore in 1991, was the Centennial Pro­
fessor of Classics and had been a member of the
College faculty for 43 years. Author, traveler,
lecturer, and beloved friend, H elen North has
always been committed to teaching in a cultur­
ally diverse educational community. The
scholarship is awarded on the basis of academ­
ic merit and financial need with a preference
to students interested in the classics. The
scholarship is renewable.
T he Edw ard L. N oyes '31 Scholarship has been
endowed in his memory by his wife, Jean
W alton Noyes ’3 2, his three sons, and his many
friends. T h e scholarship is available to an in­
coming first-year student, with preference
given to those from the Southwest, especially
Texas. It is awarded on the basis o f need and
merit to students with broad interests and is re­
newable through four years.
T he Tory Parsons '63 Scholarship was established
in 1991 in his memory by a member of the
Class o f 1964 to provide scholarship aid to stu­
dents with demonstrated need.
T he J . R oland P ennock Scholarships were estab­
lished by A nn and Guerin Todd ’38 in honor of
J . Roland Pennock ’2 7, R ich ter Professor
Emeritus o f Political Science. Income from this
endowment is to be used to award four scholar­
ships on the basis o f merit and need, preferably
to one scholar in each class.
T he W m nifred Poland P ierce Scholarship Fund is
awarded on the basis o f merit and financial
need and is renewable through the senior year.
T he C orn elia C hapm an and N icholas O . Pittenger
Scholarship, established by family and friends, is
awarded to an incoming first-year man or
woman who ranks high in scholarship, charac­
ter, and personality and who has need for fi­
nancial assistance.
L auram a Page Pixton '43 Scholarship provides fi­
nancial assistance for foreign students studying
at Swarthmore, with preference for those from
the former Soviet U nion and Eastern Europe.
It is a gift of her brother Edward Page, Class of
1946.
T he Anthony B eekm an P ool Scholarship. This
scholarship is awarded to an incoming first-

year man of promise and intellectual curiosity.
It is given in memory of Tony Pool, Class of
1959.
The Richard ’36 and H elen Shilcock Post ’36
Scholarship, established in 1995 by H elen
Shilcock Post ’36, Bill ’61 and Suzanne Rekate
Post ’65, Carl ’66 and Margery Post A bbott ’67,
Barbara Post W alton, Betsy Post Falconi,
Richard W. ’9 0 and Jennifer Austrian Post ’90
and their families, is awarded to a well-rounded
first-year student who demonstrates merit,
need, and an interest in athletic endeavors. It
is renewable through four years.
The Elizabeth C arver P reston, C lass o f 1934,
Memorial Scholarship was established in 2001 by
the family o f Elizabeth “B eth” Preston in
recognition of her devotion to Swarthmore
College. For Beth, who was a scholarship stu­
dent, Swarthmore College opened a new
world, stimulating her intellectually and intro­
ducing her to lifelong friends, including her
husband. Her commitment to the College con­
tinued after graduation with years o f participa­
tion in College events and service as an alum­
na, including several terms on the Board of
Managers. Her heartfelt enthusiasm about
Swarthmore encouraged numerous young peo­
ple to consider the College for themselves. In
this scholarship, B eth’s spirit lives on by en­
abling others to experience the college life she
so cherished. T h e Preston Scholarship is re­
newable and awarded on the basis o f demon­
strated financial need.
The Henry L . Price J r ., M .D . '44 Scholarship in
Natural Sciences was established in 1994 by Hal
and Meme Price and is awarded to a student
who has declared the intention to choose a
major in the Division o f Natural Sciences ex­
cluding engineering. It is awarded on the basis
of merit and need and is renewable through the
senior year. T his scholarship is in memory of
Dr. Price’s parents, Sara Millechamps Ander­
son and Henry Locher Price.
The Martin S . and K atherine D . Quigley Scholarship was established by their son, Kevin F.F.
Quigley ’74, in honor o f his parents’ steady
commitment to family, lifetime learning, and
international understanding. T h e scholarship
is awarded each year on the basis o f academic
merit and financial need and is renewable.
Preference is given to outstanding internation­
al students attending Swarthmore.

T he Raruey-Charulra and N iyom sit Scholarships
are given by Renoo Suvamsit ’47 in memory of
his parents. They are given in alternate years:
the Raruey-Chandra Scholarship to a woman
for her senior year, and the Niyomsit Scholar­
ship to a man for his senior year, who has high
academic standing and real need for financial
aid. Preference is given to a candidate who has
divorced or deceased parents or a deceased
mother or father.
T he Byron T. R oberts Scholarship, endowed by
his family in memory o f Byron T. Roberts ’12,
is awarded annually to an incoming student
and is renewable for his or her years o f study at
Swarthmore.
T he Lew is M . Robbins '40 Scholarship was estab­
lished by Lewis M. Robbins ’4 0 in 2002. It is
awarded on the basis o f academic merit and fi­
nancial need and is renewable.
T he Louis N . R obinson Scholarship was estab­
lished during the College’s Centennial year by
the family and friends o f Louis N . Robinson.
Mr. Robinson was for many years a member of
the Swarthmore College faculty and founder of
the Economics Discussion Group. A member
o f the junior or senior class who has demon­
strated interest and ability in the study of eco­
nomics is chosen for this award.
T he Edw in P. Rom e Scholarship provides finan­
cial assistance to worthy students with need. It
was established in memory of Edwin P. Rome
’37 by his wife, Mrs. R ita Rome, and T he
William Penn Foundation, on whose board he
served.
T he A lexis Rosenberg Scholarship Fund, estab­
lished by T he Alexis Rosenberg Foundation,
provides aid for a first-year student. It is awarded
annually to a worthy student who could not
attend the College without such assistance.
T he G irard Bliss Ruddick ’27 Scholarship is
awarded to a junior on the basis o f merit and
need, with preference to an economics major.
It is renewable in the senior year.
T he C harles F .C . R u ff '60 D istrict o f C olum bia
Scholarship memorializes distinguished alumnus
Charles F.C. Ruff ’60, who died in 2000. Pref­
erence is given to students with financial need
who live in the District of Columbia.
T he D avid B arker Rushm ore Scholarship, estab­
lished in honor of David Barker Rushmore,
Class of 1894, by his niece Dorothea Rushmore
Egan ’24, is awarded annually to a worthy stu-

43

Financial Aid

dent who plans to major in engineering or eco­
nomics.
T h e C arl E . Russo ’79 Scholarship was estab­
lished by Carl E. Russo ’79 in 2000. It is award­
ed to a man or woman who gives great promise.
Preference is given to students demonstrating
leadership skills and a desire to pursue entre­
preneurship.
T he K atharine Sckerm an Scholarship is awarded
to a student with a primary interest in the arts
and the humanities, having special talents in
these fields. Students with other special inter­
ests, however, will not be excluded from con­
sideration. Awarded in honor of Katharine
Scherm an, o f the Class o f 1938, it is renewable
for the full period o f undergraduate study.

T he F lorence C reer Shepard ’26 Scholarship, es­
tablished by her husband, is awarded on the
basis o f high scholastic attainment, character,
and personality.
T he B arbara L . K lock '86 and Salem D . Shuchman
'84 Scholarship is awarded to a junior or senior
who intends to enter the teaching profession.
T h e recipient is chosen by the Financial Aid
Office in consultation with the faculty of the ed­
ucation program at Swarthmore College.
T he W illiam C . and B arbara Tipping Sieck Schol­
arship was established in 1980 by the Siecks
and is awarded annually to a student showing
distinction in academics, leadership qualities,
and extracurricular activities and who indi­
cates an interest in a career in business.

T he P eter ’5 7 and D avid ’58 Schickele Scholarship
was established by an anonymous donor in
2001. Named for Peter ’57 and in memory of
his brother David ’58, it is awarded on the basis
of academic merit and financial need. Prefer­
ence is given to students from the Native
American community in the plains, desert, and
mountain states west o f the Mississippi River.

T he N ancy B axter Skallerup Scholarship, estab­
lished by her husband and children, is awarded
to an incoming first-year student with financial
need. It is renewable through four years.

T he W alter Ludwig Schnaring Scholarship was
established in 1998 by a gift from the estate
o f Helen Hillbom Schnaring, in memory of
her husband. This renewable scholarship is
unrestricted.

T he W illiam W. Slocum ’43 Scholarship was es­
tablished in 1981 and is awarded to a deserving
student on the basis of merit and need.

T he Jen n ifer M . Schneck ’83 Scholarship was es­
tablished in 2001 by Jennifer Schneck. It is
awarded on the basis o f academic merit and fi­
nancial need. T h e scholarship is renewable.
T h e H ow ard A . Schneiderm an ’4 8 Scholarship,
established in 1991 by his family, is awarded to
a first-year student and is renewable through
the senior year. Preference is given to students
with interest in the biological sciences.
T he Jo e and Terry Shane Scholarship was created
in honor of Joe Shane ’25, who was vice presi­
dent of Swarthmore College’s Alumni, Devel­
opment, and Public Relations from 1950 to
1972, and his wife, Terry, who assisted him in
countless ways in serving the College. It was
established by their son, Larry Shane ’56, and
his wife, Marty Porter Shane ’57, in remem­
brance of Joe and Terry’s warm friendship with
generations of Swarthmore alumni. This award
is made to a first-year student on the basis of
merit and need. It is renewable through four
years.

44

T he A nn Brow nell Sloane ’60 Scholarship was es­
tablished by A nn Brownell Sloane ’60. It is
awarded with preference to a student majoring
in history.

T he Courtney C . Smith Scholarship is for stu­
dents who best exemplify the characteristics of
Swarthmore’s ninth president: intellect and in­
tellectual courage, natural dignity, humane
purpose, and capacity for leadership. Normally,
the award will be made to a member of the
first-year class on the basis o f merit and need.
It is renewable during the undergraduate years.
Holders o f this scholarship gain access to a spe­
cial file in the Friends Historical Library left by
the scholarship’s creator, the Class of 1957,
inviting them to perpetuate the memory of this
individual’s 16 years of stewardship of the Col­
lege’s affairs and his tragic death in its service.
T he W .W . Sm ith C haritable Trust provides
scholarships to students who qualify on the
basis of need and merit.
T he H arold E . and Ruth C olw ell Snyder Premed­
ical Scholarship is the gift o f Harold E. Snyder,
Class o f 1929. It provides support up to full tu­
ition and fees for junior or senior premedical
students and is awarded on the basis of merit
and need.
T he C indy Solom on M em orial Scholarship is
awarded with preference to a young woman in

need of financial assistance and who has spe­
cial talent in poetry or other creative and
imaginative fields.
The Frank Solom on M em orial Scholarship was
created in 1955. T h e scholarship is awarded on
the basis of academic merit and financial need,
and is renewable.
The H elen Solom on Scholarship is given in her
memory by her son, Frank Solom on Jr. o f the
Class of 1950. It is awarded to a first-year stu­
dent on the basis o f merit and need and is re­
newable through the senior year.
The Babette S. Spiegel Scholarship A w ard, given
in memory of Babette S. Spiegel, Class of 1933,
is awarded to a student showing very great
promise as a creative writer (in any literary
form) who has need of financial assistance.
The English Department determines those
eligible.
The William T. ’51 and P atricia E . Spock Schol­
arship was established in 2000 by Thomas E. ’78
and Linda M. Spock. This renewable scholar­
ship is awarded with preference to a man or
woman majoring in mathematics or the fine
arts.
The Harry E . Sprogell Scholarship was estab­
lished in 1981 in memory of Harry E. Sprogell
’32 in honor o f his class’s 50th reunion. It is
awarded to a junior or senior with financial
need who has a special interest in law or music.
C.V. Starr Scholarship Fund, established by T h e
Stan Foundation as a memorial to its founder,
provides scholarship assistance on the basis of
merit and need.
The David Parks Steelm an Scholarship Fund, es­
tablished in his memory in 1990 by C . W illiam
'63 and Linda G . Steelm an, is awarded annual­
ly to a deserving male or female student on the
basis of merit and need, with a preference for
someone showing a strong interest in athletics.
The Stella Steiner Scholarship, established in
1990 by Lisa A . Steiner ’54, in honor of her
mother, is awarded to a first-year student on
the basis of merit and need. This scholarship is
renewable through the senior year.
The Clarence K . Streit Scholarship is awarded to
a student entering the junior or senior year and
majoring in history. Preference is given to per­
sons, outstanding in initiative and scholarship,
who demonstrate a particular interest in Amer­
ican pre-Revolutionary W ar history. T his
scholarship honors Clarence K. Streit, author

of U nion N ow : A Proposal fo r an A dam ic F eder­
a l U nion o f the F ree, whose seminal ideas were
made public in three Cooper Foundation lec­
tures at Swarthmore.
T he K atharine B ennett Tappen, C lass o f 1931,
M em orial Scholarship was established in 1980
and is awarded to a first-year student. T he
scholarship is renewable for four years at the
discretion of the College. Preference is given to
a resident of the Delmarva Peninsula.
T he N ew ton E . Tarble A w ard, established by
Newton E. Tarble o f the Class of 1913, is
granted to a first-year man who gives promise
of leadership, ranks high in scholarship, char­
acter, and personality and resides west o f the
Mississippi River or south of Springfield, 111.
T he P hoebe A nna T hom e M em orial Scholarship
was established by a T hom e family member in
1911. Preference is given to members o f the
New York Quarterly Meeting of the Religious
Society of Friends. T he scholarship is renewable.
T he Jean G oldm an Todd & A lden Todd ’39
Endow ed Scholarship was established in 2002 by
writer and editor Alden Todd. T h e late Jean
Goldman Todd was a research biologist spe­
cializing in tissue culture. T h e scholarship is
awarded on the basis of academic merit and fi­
nancial need with preference to students con­
centrating in the life sciences. T h e scholarship
is renewable.
T he A udrey Friedm an Troy Scholarship, estab­
lished by her husband, Melvin B. Troy ’48, is
awarded to a first-year man or woman. T h e
scholarship is renewable through four years at
the discretion of the College. In awarding the
scholarship, prime consideration is given to the
ability of the prospective scholar to profit from
a Swarthmore education and to be a contribu­
tor to the College and ultimately to society.
T he Jan e H ausm an and G eoffrey M .B . Troy ’75
Scholarship, established in 1999, is awarded an­
nually to a deserving student on the basis of
merit and need, with preference given to art
history majors.
T he R obert C . and Sue T hom as Turner Scholar­
ship is awarded to a deserving student on the
basis o f merit and financial need.
T he Vaughan-Berry Scholarship was established
by Harold S. Berry ’28 and Elizabeth Vaughan
Berry ’28 through life income gifts, to provide
financial assistance to needy students.

45

Financial Aid

T he Stanley and C orinne W eithom Scholarship
was established in 1981. It is awarded with
preference to a student who has expressed a
serious interest in the area o f social justice and
civil rights. T h e scholarship is renewable.
T he Suzanne P. W elsh Scholarship was created by
an anonymous donor in recognition o f out­
standing administrators at Swarthmore College
in 2000. T h e W elsh fund was established in
honor of Suzanne P. Welsh, who joined the
College staff in 1983 and became its treasurer
in 1989. T h e fund is awarded on the basis of
academic merit and financial need and is
renewable.
T he D avid ’51 and A nita W esson ’51 Scholarship
was established on the occasion o f their 50th
reunion in honor o f their parents, Eleanor and
Castro Dabrouhua and M arion and Philip
Wesson. It is awarded to a first-year student on
the basis o f academic merit and financial need
and is renewable. Preference is given to a
student who is the first in his or her family to
attend college.
T he R achel Leigh W ightm an Scholarship was cre­
ated by A nne Bauman Wightman ’82 and
C olin W. Wightman ’82 in memory o f their
daughter. It is awarded to a gentle person
whose quiet, unrelenting love o f learning in­
spires similar passion in those around them.
T h e scholarship is awarded on the basis o f need
to a worthy student and is renewable through
the senior year.
T he E lm er L . W inkler Scholarship Fund, estab­
lished in 1980 by a member o f the Class of
1952, is awarded annually to a deserving stu­
dent on the basis o f merit and need.
T he N ed W inpenny ’74 M em orial Scholarship
was established in 2 000 by an anonymous
donor. It is awarded on the basis o f academic
merit and financial need. T h e scholarship is re­
newable.
T he R obert W olf ’39 Scholarship was endowed in
his memory by his sisters, Ruth W olf Page ’42
and Ethel W olf Boyer ’41. It is awarded each
year on the basis o f need and merit to a junior
or senior majoring in chemistry or biology. T h e
scholarship is renewable in the senior year.
T h e L etitia M . W olverton Scholarship Fund,
given by Letitia M. W olverton o f the Class of
1913, provides scholarships for members o f the
junior and senior classes who have proved to
be capable students and have need for financial

46

assistance to com plete their education at
Swarthmore College.
T he Frances ’28 and John W orth '30 Scholarship
was established by Frances Ramsey Worth in
1993 and is awarded to a first-year student with
strong academic credentials and financial
need. T h e scholarship is renewable through
the senior year.
T he H arrison M . Wright Scholarship was created
by friends, colleagues, and former students of
Harrison M. Wright, Isaac H. Clothier Profes­
sor o f History and International Relations,
upon the occasion o f his retirement from the
College. T h e annual scholarship supports a stu­
dent for a semester o f study in Africa.
T he M ichael M . and Zelm a K . Wynn Scholarship
was established in 1983 by K enneth R. Wynn
’73 in honor o f his mother and father. It is
awarded annually to a student on the basis of
need and merit.
T he Richard A . Yanowitch ’81 Scholarship was
established in 2002 and reflects the donor’s
encouragement of student interest in interna­
tional relations and cross-cultural develop­
ment. It is awarded on the basis o f academic
merit and financial need with preference given
to A frican Americans and other minority
groups. It is hoped that during his/her time at
the College, the Yanowitch scholar will study
history, languages, and international cultures.
T h e scholarship is renewable through the
senior year.
T h e income from each of the following funds is
awarded at the discretion of the College.
T he B arcus Scholarship Fund
T he B elville Scholarship
T he A lphonse N . Bertrand Fund
T he B ook and K ey Scholarship Fund
T he L eon W illard Briggs Scholarship Fund
T he Joh n S. B rod Scholarship
T he R obert C . B rooks Scholarship Fund
T he C hi O m ega Scholarship
T he C lass o f 1913 Scholarship Fund
T he C lass o f 1914 Scholarship Fund
T he C lass o f 1915 Scholarship Fund
T he C lass o f 1917 Scholarship Fund
T he Susan P. C obbs Scholarship
T he C ochran M em orial Scholarship Fund
T he Sarah Antrim C o le Scholarship Fund

The Charles A . C ollins Scholarship Fund
The Stephanie C ooley '70 Scholarship
The Ellsworth F. C urtin M em orial Scholarship
The D elta G am m a Scholarship Fund

T he R eader’s D igest Foundation Endow ed
Scholarship Fund
T he Fred C . and Jessie M . Reynolds Scholarship
Fund

The George EUsler Scholarship Fund

T he Lily Tily Richards Scholarship

T he]. H orace Ervien Scholarship Fund

T he A dele M ills Riley M em orial Scholarship

The Howard S. and G ertrude P. Evans
Scholarship Fund

T he Edith A . Runge Scholarship Fund

The Eleanor Flexner Scholarship
The Joseph E . G illingham Fund

T he W illiam G . arui M ary N . Serrill H onors
Scholarship

T he A m elia Em hardt Sands Scholarship Fund

The Mary Lippincott Grisccrm Scholarship

T he C linton G . S hafer Scholarship

The Stella and C harles G uttm an Foundation
Scholarships

T he C arolin e Shero Scholarship

The H adassah M .L . H olcom be Scholarship

T he Sarah W . Shreiner Scholarship

The J. Philip H errm ann Scholarship

T he W alter Frederick Sims Scholarship Fund

The A . Price H eusner Scholarship

T he M ary Sprout Scholarship Fund

The Rachel W. H illbom Scholarship

T he H elen G . S tafford Scholarship Fund

The Aaron B . Ivins Scholarship

T he Francis H olm es Strozier M em orial
Scholarship Fund

The W illiam and F lorence Ivins Scholarship

T he A nnie Shoem aker Scholarship

T he Joseph T . Sullivan Scholarship Fund

The George K . and Sallie K . John son Scholarship
Fund

T he Titus Scholarships Fund

The Howard C ooper John son Scholarship

T he D aniel U nderhill Scholarship Fund

The Kappa K appa G am m a Scholarship

T he W illiam H illes W ard Scholarships

The Jessie Stevenson K ovalenko Scholarship Fund

T he D eborah F. W harton Scholarship Fund

The John L afore Scholarship

T he T hom as H . W hite Scholarship Fund

The E. H ibberd Law rence Scholarship Fund

T he Sam uel W illets Scholarship Fund

The Thom as L . Leedom Scholarship Fund

T he I.V . W illiam son Scholarship

The Sarah E . Lippincott Scholarship Fund

T he Edw ard C larkson W ilson and E lizabeth T.
W ilson Scholarship Fund

The Mary T. Longstreth Scholarship Fund
The C lara B . M arshall Scholarship Fund
The Edward M artin Scholarship Fund

T he Mary W ood Scholarship Fund
T he Roselynd A therholt W ood '23 Fund

The Franz H . M autner Scholarship
The Jam es E . M iller Scholarship
The Howard O sborn Scholarship Fund
The H arriet W. Paiste Fund
The Rogers P alm er Scholarships
The Susanna H aines ’80 and B eulah H aines
Parry Scholarship Fund
The T.H . D udley Perkins Scholarship Fund
The Mary C oates Preston Scholarship Fund
The David L . Price Scholarship
The Robert Pyle Scholarship Fund
The George G . an d H elen G askill Rathje '18
Scholarship

47

College Life

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

College department. If the alleged incident
represents a violation of federal, state, or local
law, the complainant also has the option of ini­
tiating proceedings in the criminal or civil
court system regardless of whether a complaint
is filed within the College system.
T h e following is a summary and explanation of
the rights, responsibilities, and rules governing
student conduct at Swarthmore College. This
statement serves as a general framework and is
not intended to provide an exhaustive list of
all possible infractions. Students violating any
o f the following are subject to disciplinary ac­
tion. A ll sanctions imposed by the judicial sys­
tem must be obeyed or additional penalties will
be levied. For a description of the College’s ju ­
dicial process, please see the section below on
Student Judicial System .

1 . Academic and Personal Integrity
Academ ic Freedom and R espon sib ility
T h e following is excerpted from T he Faculty
H andbook (Section II.A .2):
Swarthmore College has long subscribed to the
fundamental tenets o f academic freedom artic­
ulated in the 1940 Statem ent of Principles on
Academic Freedom and Tenure by the Ameri­
can Association o f University Professors. This
doctrine has been reiterated and amplified in
the association’s 1970 Statem ent on Freedom
and Responsibility. Swarthmore College ad­
heres to the 1970 Statem ent, relevant portions
of which are reproduced below. T h e complete
texts o f the association’s 1940 and 1970 state­
ments may be found in A .A .U.P. publications.
Membership in the academic community im­
poses on students, faculty members, adminis­
trators, and trustees an obligation to respect
the dignity of others, to acknowledge their
right to express differing opinions and to foster
and defend intellectual honesty, freedom of in­
quiry and instruction, and free expression on
and off the campus. T h e expression of dissent
and the attempt to produce change, therefore,
may not be carried out in ways that injure in­
dividuals or damage institutional facilities or
disrupt the classes of one’s teachers or col­
leagues. Speakers on campus must not only be
protected from violence but also be given an
opportunity to be heard. Those who seek to
call attention to grievances must not do so in
ways that significantly impede the functions of
the institution.

49

College Life

Students are entitled to an atmosphere con­
ducive to learning and to even-handed treat­
ment in all aspects o f the teacher-student rela­
tionship. Faculty members may not refuse to
enroll or teach students on the grounds o f their
beliefs or the possible uses to which they may
put the knowledge to be gained in a course.
T h e student should not be forced by the au­
thority inherent in the instructional role to
make particular personal choices as to political
action or his own part in society. Evaluation of
students and the award o f credit must be based
on academic performance professionally judged
and not on matters irrelevant to that perfor­
mance, such as personality, race, religion, de­
gree of political activism, or personal beliefs.
If a student has a grievance against a faculty
member th at can not be resolved directly
through the faculty member involved, the stu­
dent should take her or his concerns to the de­
partment chair. If the grievance remains unre­
solved, the student should contact the provost.

Academ ic M isconduct
T h e following procedures were adopted by the
faculty on Feb. 16, 2001, and are excerpted
from T he Faculty H andbook (Section II.B .7):
I.

C onsidering A cadem ic M isconduct C ases

i. Academic misconduct is defined as a
violation o f the College’s standards o f academ­
ic integrity whether these violations are inten­
tional or unintentional.
ii. T h e College Judiciary Com m ittee
(C JC ) will adjudicate academic misconduct
cases.
iii. In academic misconduct cases the dean
o f the College, who chairs the C JC , acts as a
neutral procedural facilitator, not as an advo­
cate or a judge. T h e dean o f the College, as
chair, and the associate dean for student affairs,
as observer, are ex officio, nonvoting members
o f C JC .
II. Procedures
'i. A n instructor who has good evidence to
suspect a student or students of academic mis­
conduct (e.g., cheating on an exam; plagiarism
on a paper, lab reports, problem sets, or honors
work) will, at the instructor’s discretion, con­
sult the department chair about the case. Mere
suspicion on the part o f a faculty member that
the student’s work does not sound right is nor­
mally not by itself sufficient grounds to bring a

50

case forward in the absence o f good evidence.
Good evidence may include, but is not limited
to, the following:
a. Som e o f the student’s work coincides
with or closely paraphrases a source that is not
properly acknowledged. Sources that must be
acknowledged include, but are not limited to,
books, articles in books, journal articles, Web
pages, graphs, charts, tables, data sets, etc. in
any o f the sources just mentioned. Proper ac­
knowledgment must indicate both the source
and how it served as a source for any specific
portions o f the student’s work that have been
based on it.
b. Glaring coincidences in the work of
students on exams, papers, problem sets, etc.,
where cooperation in producing the work was
no t permitted.
ii. In any event, the instructor will meet
with the student (or students) to present evi­
dence to the student and may, at the instruc­
tor’s discretion, invite the department chair to
be present.
iii. A fter this meeting, if the instructor’s
suspicions are not allayed, the instructor will
submit a report to the College’s associate dean
for student life. T h e report will include a nar­
rative of the incident and evidence supporting
the charge.
iv. T h e associate dean will provide copies
o f the report to all faculty members of the G jC
including alternates and will call a preliminary
meeting o f the faculty members of the C JC for
the purpose of determining the merits of the
case. If in the judgment o f this group there are
sufficient grounds to warrant a hearing, the as­
sociate dean will schedule the hearing at a time
mutually convenient to the committee mem­
bers o f the C JC and the student charged with
academic misconduct. T h e associate dean will
inform the student o f the charge and his or her
right to have a support person present at the
hearing. T h e support person may be a fellow
student, a faculty member, or a member of the
staff. Normally, all evidence to be considered
must be submitted by the accuser and the de­
fendant to the associate dean for student life
prior to the hearing.
v. Before academic misconduct cases are
heard, the associate dean will provide the com­
m ittee with an updated summary o f the previ­
ous years’ cases and their disposition.

III. Sanctions
i. The C JC will consider the case, make a
finding o f guilty or not guilty on the basis of
the preponderance o f the evidence, and deter­
mine an appropriate sanction if a finding of
guilty is reached.
ii. In determining a sanction, the commit­
tee will consider all the circumstances o f the
case, including the intent o f the student, the
character and magnitude o f the offense, the
considered evidential judgment of the faculty
member bringing the accusation, and mitigat­
ing circumstances. It is the opinion o f the fac­
ulty that for an intentional first offense, failure
in the course normally is appropriate. Suspen­
sion for a semester or deprivation o f the degree
in that year may also be appropriate when war­
ranted by the seriousness o f the offense.
iii. For a second offense, the penalty nor­
mally should be expulsion.
IV. Appeals
A request for an appeal may be brought to the
president and the provost within 10 days fol­
lowing a guilty decision by the C JC but only on
the grounds o f new evidence or procedural
error. If the president and the provost decide
that this new information warrants an appeal,
they will appoint a new committee of two fac­
ulty members and two students to review the
case. T he decision o f the appeal committee is
final. The committee may confirm the decision
of the C JC , reduce or increase the sanctions, or
dismiss the original charges.
V. Inform ing F acu lty an d Students A bou t
Swarthmore’s A cadem ic M isconduct Policy
The integrity of a liberal arts education de­
pends on the principle o f academic integrity.
Educating the community about the Academic
Misconduct Policy is essential to the educa­
tional goals o f the College.
Both students and faculty will be regularly in­
formed about the College’s Academic Miscon­
duct Policy in a variety o f ways including by
their instructors or advisers, by the Dean’s Of­
fice, and by means o f statements in such places
as the College catalog, faculty and student
handbooks, the College W eb site, departmen­
tal or divisional handouts, etc. Discussion of
the policy may also be part of such sessions as
orientation for first-year students in the fall,
orientation for new faculty, and in writing

associate and student academic mentor train­
ing. Students must finally take the responsibil­
ity for understanding the rules with respect to
proper citation o f sources and the College’s
academic misconduct policy.

Standard C itation P ractices
Writers may refer to a handbook on scholarly
writing for information about correct citation
procedures. T h e M LA H andbook is particularly
useful because it also provides examples o f pla­
giarism. Supplementary departmental regula­
tions governing joint projects, etc., may be
found on file in departmental offices. T h e in­
formal nature o f some writing may obviate the
necessity o f rigorously formal citation, but still
requires honest attribution to original authors
o f all borrowed materials. Students should feel
free to consult with instructors whenever there
is doubt as to proper documentation.
Fear o f being charged with plagiarism need not
inhibit anyone from appropriately using
another’s ideas or data in a piece o f writing.
Even direct quotation frequently serves as an
effective device in developing an argument.
Academic honesty requires only that writers
properly acknowledge their debts to other au­
thors at least by means o f quotation marks,
footnotes, and references, if not also with intext phraseology like “Einstein argued in 1900
that...” or “As Melville implies in Chapter 3 of
M oby -D ick..." Such usage is fully within the
tradition o f forthright academic work.

Subm ission o f the Sam e W ork in
M ore T han One Course
W hen submitting any work to an instructor for
a course, it is assumed that the work was pro­
duced specifically for that course. Submission
of the same work in more than one course
without prior approval is prohibited. If the
courses are being taken concurrently, approval
o f the professors for both courses is required. If
a student wishes to submit a paper that was
written for a course taken in a previous semes­
ter, the student need only obtain the permis­
sion o f the professor teaching the current
course involved.

U brary/Educational M aterials Ethics
Students may no t hinder the educational
opportunity o f other students by behavior such
as removing, hiding, or defacing educational
materials.

51

College Life

Statem ent o n Computing
U se o f the Swarthmore College computer sys­
tem and networks is governed by the general
norms o f responsible community conduct de­
scribed in the student, faculty, and staff hand­
books, by local, state and federal laws, and by
College policies specific to use of the comput­
er systems and networks, which are described
in the following sections.
Swarthmore College normally grants access to
its computing network and systems to current­
ly enrolled students, to current and emeritus
faculty, and to currently employed staff. By
users, this document refers to all who use the
computers, networks, and peripherals owned or
operated by the College, or who gain access to
third-party computers and networks through
the College’s system, whether these individuals
have regular accounts or are system adminis­
trators.
1. Users o f services operated by Swarthmore
College have the following obligations and
responsibilities:
a. To respect software copyright. T h e copy­
ing or use o f copyrighted software in violation
of vendor license requirements is strictly for­
bidden. N ot only does such violation (“soft­
ware piracy”) wrongly appropriate the intellec­
tual property o f others, but it places the indi­
vidual user and the College at risk o f legal
action.
b. To protect their accounts from unautho­
rized use by others. Users are responsible for all
activities under their user ID, and must take
reasonable steps to ensure that they alone, or
some authorized person under their direct con­
trol, have access to the account.
c. To respect the integrity o f other user’s
accounts. Individuals must not use another
person’s user ID without express permission or
attempt to decode passwords or to access infor­
mation illegitimately. A system administrator
is allowed to decode passwords as part o f regu­
lar operations.
d. N ot to send forged e-mail (mail sent
under another user’s name) or to read e-mail
addressed to another user, for example, by ac­
cessing their electronic mailbox or mail resid­
ing in system files. Potentially offensive elec­
tronic communication shall be considered as it
would be if conveyed by other media.
e. To avoid excess use o f shared resources,

52

whether through monopolizing systems, over­
loading networks, misusing printer or other re­
sources, or sending “junk mail.” Information
Technology Services (IT S ) will occasionally
issue guidelines to the use of shared resources.
Because Swarthmore College provides and
maintains these systems to further its academic
mission, using computers for nonacademic pur­
poses has low priority.
f.
To avoid engaging in any activity that
may reasonably be expected to be harmful to
the systems operated by the College or a third
party or to information stored upon them.
W hen a system vulnerability is discovered,
users are expected to report it to a system
administrator.
Violations o f these rules that come to the
attention o f IT S will be referred as appropriate
to the offices o f the dean, provost, or human
resources. These offices will consider violations
using information provided by IT S. In cases of
violation o f “f” above, IT S may temporarily
withhold services from students, faculty or
staff. T h e case will then be referred in a timely
manner to the appropriate College authorities.
2. Swarthmore College for its part assures users
that College personnel are obliged:
a. To grant personal files on College com­
puters (e.g., files in a user’s account) the same
degree of privacy as personal files in Collegeassigned space in an office, lab, or dormitory
(e.g., files in a student’s desk); to grant private
communications via computer the same degree
o f protection as private communications in
other media; and to treat an article on a
U SE N E T newsgroup or other bulletin board
analogously to a poster or a College publica­
tion.
b. To take reasonable steps to protect users
from unauthorized entry into their accounts or
files, whether by other users or by system ad­
ministrators, except in instances where a sys­
tem-related problem requires such entry.
c. To take reasonable steps to prevent the
dissemination of information concerning indi­
vidual user activities, for example, records of
users entering a bulletin board network.
A cknow ledgm ents. Some of the above rules and
guidelines have been adapted from earlier
statements in the Sw arthm ore C ollege Student
H andbook and from materials made available
from the Electronic Frontier Foundation, in­

eluding the policy statements o f the American
Association of University Professors, Columbia
University, the University of Delaware, the
University o f Southern California at Los
Angeles, and Virginia Tech University.
False Inform ation, M isrepresentation,

and Identification
A student may not knowingly provide false information or make misrepresentation to any
College office. Students are obligated to pro­
vide College personnel with accurate identifi­
cation on request.
Forgery, Fraud, and Unauthorized

Intim idation
Verbal, written, or electronic threats of vio­
lence or other threatening behavior directed
toward another person or group that reason­
ably leads the person or persons in the group to
fear for their physical well-being constitutes in­
timidation and is prohibited. Anyone who at­
tempts to use intim idation or retaliation
against someone who reports an incident,
brings a complaint, or participates in an inves­
tigation in an attempt to influence the judicial
process will be subject to serious sanctions.

H arassm ent

Students may not engage in physical violence
against others. Those who do will be subject to
serious sanctions.

T h e College seeks to sustain an environment
in which harassment has no place. Those who
harass others will be subject to serious sanc­
tions.
D efinition, principles, and criteria. Harassment
can take many forms, and it needs to be em­
phasized that harassment can be and often is
nonphysical, including words, pictures, ges­
tures, and other forms o f expression. To count
as harassment, such expression must be reason­
ably regarded as (a) taunting,1 vilifying,12 or de­
grading3 whether (b) directed at individuals or
groups (subject to the clarification and qualifi­
cation below) and (c) where reasonable people
may suppose that such expression harms its tar­
g e ts ) by substantially interfering with their
educational opportunities, peaceful enjoyment
o f residence and community, or terms of em­
ployment. Further, to count as harassment sub­
je c t to possible formal grievance procedures,
such expression must (d) be taken either with
the intent to interfere with the protected in­
terests mentioned in (c), above, or with reck­
less disregard to the nature o f the conduct.
Such intent or recklessness must be inferred
from all the circumstances. Finally, (e) such ex­
pression must be repeated and persistent. To be
“repeated and persistent,” the offending con­
duct must have been brought to the attention
of the defendant (though not necessarily by
the complainant), be of the same kind, and re­
peated. There are two reasons for adding, (e):

1 Derisive, mocking, ridiculing, or jeering ex­
pression.

disregarding the effects o f one’s expression in
these respects.

Possession
In addition to the forgery, alteration, or unau­
thorized possession or use of College docu­
ments, records, or instruments of identifica­
tion, forged communications (paper or elec­
tronic mail) are prohibited.

2. Violence, Assault, Intimidation, and
Harassment (for sexual violations see
Sexual Misconduct)
Swarthmore College seeks to maintain an en­
vironment of mutual respect among all its
members. A ll forms o f violence, assault, intim­
idation, and harassment, including that based
on sex, race, color, age, religion, national ori­
gin, sexual preference, or handicap, undermine
the basis for such respect and violate the sense
of community vital to the College’s education­
al enterprise. This statement o f policy should
not be taken to supersede the Colleges com ­
mitment to academic freedom, which it hereby
reaffirms. T h e reasoned expression of different
views plays a particularly vital part in a college
community. Freedom of expression, fundamen­
tal to an exchange of views, carries with it
corollary responsibilities equally basic to rea­
soned debate.
Violence and Assault

2 Forceful defaming or degrading expression
with intent to make the target of the offend­
ing expression vile or shameful or recklessly

3

Subjecting one to public shame that nor­
mally cause feelings of inferiority or loss of
self-respect.

53

College Life

first, the College wishes to have the opportuni­
ty to educate those who may not realize that
certain expression constitutes harassment; sec­
ond, by requiring that the expression be re­
peated and persistent, the College helps estab­
lish intent or recklessness. However: (f) before
any expression can be considered for possible
formal grievance procedures, it must be clear
that no substantial free expression interests are
threatened by bringing a formal charge o f ha­
rassing expression. T his strict criterion for pos­
sible formal grievance procedures must be im­
posed to ensure that the College does nothing
that would tend to diminish free expression or
compromise principles o f academic freedom in
the vigorous and often contentious examina­
tion and criticism o f ideas, works o f art, and po­
litical activity that marks Swarthmore College.
Because groups have been included in (b),
earlier, the following clarification and qualifi­
cation is in order. If expression that would be
regarded as harassing if directed at an individ­
ual is directed at a group— where no individu­
als are specifically named or referred to as tar­
gets— any member o f that group will have an
adjudicative complaint only i f it can be estab­
lished that a reasonable person would regard
that offending expression as harassing each and
every member of the group as individuals.

Stalking
Stalking is a form o f harassment, which, fol­
lowing the Pennsylvania C rim inal Code,
occurs when a person engages in a course of
conduct or repeatedly commits acts toward
another person, including following the person
without proper authority, under circumstances
that demonstrate either of the following: plac­
ing the person in reasonable fear o f bodily in­
jury; or reasonably causing substantial emo­
tional distress to the person.

3. Sexual Misconduct
Sexual misconduct represents a continuum o f
behaviors ranging from physical sexual assault
and abuse to sexual harassment and intimida­
tion and is a serious violation of the College’s
code o f conduct. Both women and men can be
subject to and can be capable o f sexual mis­
conduct. It can occur between two people
whether or not they are in a relationship in
which one has power over the other, or are o f
different sexes.
Charges of sexual misconduct may be handled

54

according to either informal or formal proce­
dures. Regardless o f whether or not options for
resolution are pursued within the College sys­
tem, complainants always have the option of
filing charges in civil or criminal court. It is im­
portant to note that discussing concerns with
or seeking clarification or support from the
gender education adviser, a dean, or others
does no t obligate a person to file a formal com­
plaint initiating judicial procedures. T he gen­
der education adviser will register each request
for assistance in resolving a case involving
charges o f sexual misconduct, whether formal
or informal. These records will be kept confi­
dential to the extent permitted by law.

Sexual A ssau lt and Abuse
Students are prohibited from engaging in sex­
ual assault or abuse o f any kind.
D efinition. Sexual assault is defined as any sex­
ual contact that occurs without the consent of
the other person. Specifically, it is intentional
physical contact with an intimate part of the
body or with clothes covering intimate body
parts without the consent o f the person
touched. Sexual assault includes but is not lim­
ited to sexual penetration o f an unwilling per­
son’s genital, anal, or oral openings; touching
an unwilling person’s intimate parts such as
genitalia, groin, breasts, lips, buttocks, or the
clothes covering them; or forcing an unwilling
person to touch another person’s intimate parts
or clothes covering them. W hen sexual assault
occurs repeatedly between individuals, it is re­
ferred to as sexual abuse.
Consent. Students have the responsibility to
ensure that any sexual interaction occurs only
with mutual consent. If a person indicates that
she/he does not want sexual contact, then any
further sexual contact is considered to be with­
out the person’s consent. If the person has
agreed to sexual interaction, she or he has the
right to change her/his mind and indicate that
she/he no longer wants to continue the inter­
action. A person has the right to indicate
she/he does not want any further sexual con­
tact no matter how much sexual interaction
has already taken place. Valid consent cannot
be obtained from someone who is asleep, un­
conscious, coerced, or is otherwise unable to
give informed, free, and considered consent. It
must be emphasized that the consumption of
alcohol and other drugs may substantially im­

pair judgment and the ability to give consent.
Those who willingly permit themselves to be­
come impaired by alcohol or other drugs may
be putting themselves at greater risk, but this
impaired state provides no defense for those
who take advantage o f people whose judgment
and control are impaired.

Sexual H arassment
The following definition is based on that for­
mulated by the Federal Equal Opportunity
Commission. Sexual harassment, a form of dis­
crimination based on sex, gender, or sexual ori­
entation, clearly endangers the environment of
mutual respect and is prohibited. Because be­
havior that constitutes sexual harassment is a
violation of federal law (Title V II o f the Civil
Rights A ct of 1964, Title IX of the Education
Amendments o f 1972), any individual who
feels that she or he has been subjected to sexu­
al harassment has the right to initiate legal
proceedings in criminal or civil court in addi­
tion to or in lieu o f a complaint pursuant to
this policy.
Definition. Sexual harassment is of two basic
types: (a) any action, verbal expression, usual­
ly repeated or persistent, or series of actions or
expressions that have either the intent, or are
reasonably perceived as having the effect, of
creating an intimidating, hostile, or demeaning
educational, employment, or living environ­
ment for a student or College employee, by fo­
cusing on that person’s gender. A hostile envi­
ronment is defined as one that interferes with
the ability to learn, exist in living conditions,
work (if employed by the College), or have ac­
cess and opportunity to participate in all and
any aspect of campus life (harassment creating
a hostile environment); (b) any action in
which submission to conduct of a sexual nature
is made either explicitly or implicitly a term or
condition o f an individual’s education or em­
ployment, or submission to or rejection of such
conduct is used as the basis for academic or em­
ployment decisions affecting that individual,
(quid pro quo harassment).
Because at Swarthmore it is not unusual for
students to supervise other students or for stu­
dents to have actual or perceived power or in­
fluence over another students academic perfor­
mance (e.g., student graders, student labora­
tory assistants, and student writing associates),
there can exist a power imbalance between stu­

dents that makes it possible for quid pro quo
harassment to occur between them.
D escriptions. Sexually harassing behaviors differ
in type and severity and can range from subtle
verbal harassment to unwelcome physical con­
tact. Sexual harassment includes but is not lim­
ited to (a) unwelcome verbal or physical ad­
vances, persistent leers, lewd comments; (b)
the persistent use of irrelevant references that
insult or degrade a person’s gender, or the use of
sex stereotypes to insult or degrade; (c) the use
by a person in authority o f his or her position
to coerce another person to do something o f a
sexual nature that she or he would not other­
wise do. Coercion need not involve physical
force.
Scope and resolution. There is a wide range of
behaviors that falls within the general defini­
tion o f sexual harassment and many differing
notions o f what behaviors are and are not ac­
ceptable. Key factors that determine instances
of sexual harassment are that the behavior is
unwelcome, is gender based, and is reasonably
perceived as offensive and objectionable. Such
behavior need not produce or threaten some
tangible loss to the receiver in order to be
deemed harassment. If it is unclear that the be­
havior constitutes harassment, a person who
thinks she or he has been harassed should not
spend considerable time struggling alone with
this issue. Students are strongly encouraged to
bring their issues to the gender education ad­
viser, a dean, the equal opportunity officer, or
others trained in this area for support, clarifica­
tion, and to discuss options for informal resolu­
tion or formal adjudication.
In cases in which the harassment is subtle, it
cannot be assumed that the offending person is
aware o f the way in which his or her behavior
has been interpreted. There are several ways to
make a person aware that his or her behavior
constitutes sexual harassment. T h e grievant is
never under any obligation to take any steps
that would cause him or her to come into con­
tact with the harasser in ways he or she is un­
willing to do. Instead, the grievant can consid­
er all the informal and formal means open to
him of her for resolution and choose what
seems most useful and workable in his or her
particular case. T h e grievant must also weigh,
however, the fact that without in some way
being made aware o f his or her actions, the ha­
rasser may continue the offensive behavior. In

55

College Life

the most serious instances of sexual harass­
ment, it is unreasonable to expect grievants to
confront their perceived harassers. In these
cases the grievant should enlist the help o f a
trained third party such as the gender educa­
tion adviser, a dean, the equal opportunity of­
ficer, or another person trained in this area.
It is important to remember that any member
o f the community can be guilty o f sexually ha­
rassing any other member regardless of position
o f authority or status. Although students have
often found it difficult to come forward when
the perceived harasser is in a position o f au­
thority or is threatening, procedures are in
place to respond and to provide support
throughout the resolution process.

Support

the campus specified by Student Council and
the dean. T h e observance o f moderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
the College policy on alcohol and other drugs,
it is important to note that being under the in­
fluence o f alcohol or other drugs is not an ex­
cuse for violation o f the Statem ent o f Student
Rights, R esponsibilities, and C ode o f Conduct and
does not reduce a student’s accountability. For
a complete description o f the College’s Alco­
holic Beverage Policy guidelines, please see the
section in the Student H andbook.
T h e use, possession, or distribution of injurious
drugs or narcotics without the specific recom­
mendation o f a physician and knowledge of the
deans subjects a student to possible suspension
or expulsion.

Support is available through the gender educa­
tion adviser, a group o f trained faculty and staff
members comprising the Sexual Misconduct
Advisers and Resource Team (SM A R T ), and
the deans for students who feel that they have
been subjected to any form o f sexual miscon­
duct. Consultation with any of these individu­
als in no way limits a student’s options for res­
olution nor commits the student to a particular
course o f action. T h e College also provides
support when requested through the Dean’s
Office to those students charged with sexual
misconduct. There are specific rights for com­
plainants of sexual misconduct and for those
students accused o f sexual misconduct; these
rights are listed in detail in the Student H and­
book. In addition, students are encouraged to
discuss their concerns with a dean when decid­
ing whether to file a formal complaint.

Climbing on any College building or being
present on building roofs is not allowed. In un­
usual circumstances, arrangements to climb
predesignated locations may be coordinated
through the Public Safety Department.

R elated Policies

F ires, F ire Safety Equipm ent, and Alarm s

T h e College also has sexual misconduct poli­
cies as they relate to staff-student behavior and
faculty-student behavior. T h e College policy
governing staff and the related grievance pro­
cedure can be found in the S ta ff H andbook. T he
College policy governing faculty and the relat­
ed grievance procedure can be found in the
Faculty H andbook.

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

4. Actions Potentially Injurious to
Oneself or Others
A lcohol and O ther Drugs
T h e possession and use o f alcoholic beverages
on the campus are regulated by federal, state,
and local law and are limited to those areas of

56

Smoking
Smoking is prohibited in all public spaces
throughout the C ollege meeting rooms,
lounges, offices, and halls. A $25 fine will be
charged for violating this policy, and students
can be removed from nonsmoking College
housing if they smoke in rooms on nonsmoking
halls. Smoking is allowed outdoors and in the
student’s room (in certain residence halls), pro­
vided that the door remains closed.

Clim bing on College Buildings or Structures

curred by the College and/or fire depart­
m ents). Open flames are not permitted in res­
idence halls. Any student with an open flame
(e.g., candle or incense) will be subject to a
$500 fine. Students are financially responsible
for any damages resulting from reckless con­
duct or violation of college rules regulating res­
idence hall safety.

Firearms; Firew orks
No student may possess or use a firearm on
Swarthmore College property or its environs.
Firearms, including rifles, shotguns, handguns,
air guns, and gas-powered guns and all ammu­
nition or hand-loading equipment and supplies
for the same are not allowed in any student res­
idence or in any College building. Requests for
exceptions must be made to the dean. No stu­
dent may possess or use fireworks on Swarth­
more College property or its environs.
Reckless Conduct

Conduct that places oneself or another in im­
minent danger o f bodily harm is prohibited.
The standard as to what constitutes imminent
danger is solely at the discretion of the dean
and/or the judicial body hearing the case.

5. College and Personal Property
Illegal Entry
Unauthorized entry into or presence within
enclosed and/or posted College buildings or
areas, including student rooms or offices, even
when unlocked, is prohibited and may subject
a student to fines and other sanctions.
Locks an d Keys

Tampering with locks to College buildings,
unauthorized possession or use of College keys,
and alteration or duplication of College keys is
against College policy.
T he ft or Damage

Theft and negligent or intentional damage to
personal or College property will subject a stu­
dent to paying for the repair or replacement of
the damaged property as well as to disciplinary
action. In the event that damage occurs in a
residence hall for which no one assumes re­
sponsibility, payment for damages will be di­
vided equally among all residents of that hall.
For damage that occurs during a student event
in a space other than a residence hall and for
which no individual student(s) accept(s) re­
sponsibility, the sponsoring students and/or or­

ganization will be held accountable for the
money for replacement or repair o f the dam­
aged property and may be subject to further
disciplinary action.

Parking
No student may park an automobile on C ol­
lege property without permission from the Car
Authorization Committee, a student-adminis­
tration group.

6. Guests
Friends o f Swarthmore students are welcome
on campus. If a guest o f a student will be stay­
ing in a residence hall over night, the resident
assistant and the housekeeper must be notified.
A guest is not permitted to stay in a residence
hall more than four consecutive nights. R e­
quests for exceptions must be made to the di­
rector o f residential life.
Student hosts are responsible for the conduct
o f their guests on campus and will be held ac­
countable for any violation of the code o f con­
duct or other rules o f the College committed
by a guest.

7 . Disorderly Conduct
Students at Swarthmore College have the right
to express their views, feelings, and beliefs in­
side and outside the classroom and to support
causes publicly, including by demonstrations
and other means.
These freedoms of expression extend so far as
conduct does not impinge on the rights of
other members of the community or the order­
ly and essential operations o f the College. Dis­
orderly conduct is not permitted.
Violation o f the orderly operation o f the C ol­
lege includes but is not limited to (1) excessive
noise, noise, once identified, which interferes
with classes, College offices, dorm neighbors,
or other campus and community activities; (2)
unauthorized entry into or occupation of a pri­
vate work area; (3 ) conduct that restricts or
prevents faculty or staff from performing their
duties; (4) failure to maintain clear passage
into or out o f any College building or passage­
way.

8. Violation of Local, State, or Federal
Law
V iolation o f the laws o f any jurisdiction,
whether local, state, federal, or (when on for­
eign study) foreign, may at the discretion of the

57

College Life

dean, subject a student to College disciplinary
action. A pending appeal o f a conviction shall
not affect the application o f this rule.

portant element in education. Most students
live in College residence halls. New students
are required to live in the residence halls.

Residence Halls
STUDENT JUDICIAL SYSTEM
T h e formal judicial system at Swarthmore C ol­
lege has two main components: (1) adjudica­
tion by individual deans of minor infractions of
College regulations, where a finding o f guilt
would result in a sanction less severe than sus­
pension; and (2 ) adjudication by the C JC of se­
rious infractions o f College regulations, includ­
ing all formal charges o f academic dishonesty,
assault, harassment, or sexual misconduct. T h e
C JC is composed of faculty, staff, and adminis­
trators who have undergone training for their
role.
In all cases o f formal adjudication, whether by
a dean or by the C JC , the deans will keep
records o f the violation(s) and of the sanction(s) imposed on a student. Sanctions are cu­
mulative, increasing in severity for repeat of­
fenders. N otational sanctions are recorded per­
manently on the back o f the students record
card but do not appear on the face o f the acad­
em ic record. Therefore, an official transcript of
an academic record, which is a copy of the face
o f the record card, does not reflect notational
sanctions. N on-notational sanctions are not so
recorded but are entered into the students per­
sonal file as a separate letter that is destroyed at
the time of the student’s graduation.
These formal procedures are separate from the
various informal methods of conflict resolution
available such as facilitated discussion by a
dean or other trained facilitators, or mediation,
a nonadversarial method o f resolving interper­
sonal disputes. It is important to remember
that all possible avenues o f conflict resolution
be considered thoroughly when deciding on a
course of action. A more complete description
o f the judicial system is available from the
Office o f the Dean or in the Student H andbook.

HOUSING
Swarthmore is primarily a residential college,
conducted on the assumption that the close as­
sociation o f students and instructors is an im­

58

Twelve residence halls, ranging in capacity
from 21 to 214 students, offer a diversity of
housing styles. Several o f the residence halls
are a five- to 15-minute walk to the center of
campus. Swarthmore’s residence halls are Dana
and Hallowell halls; one building on the Mary
Lyon School property; Mertz Hall, the gift of
Harold and Esther Mertz; Palmer, Pittenger,
and Roberts halls on South Chester Road; the
upper floors in the wings o f Parrish Hall;
W harton Hall, named in honor o f its donor,
Joseph W harton, a one-tim e president of the
Board o f Managers; W illets Hall, made possible
largely by a bequest from Phebe Seaman and
named in honor o f her mother and aunts;
Woolman House; and W orth Hall, the gift of
W illiam P. and J . Sharpies W orth, as a memor­
ial to their parents.
About 85 percent of residence hall areas are
designated as coeducational housing either by
floor, section, or entire building. T h e remain­
ing areas are single-sex housing. Although sin­
gle-sex options are offered, they are not guar­
anteed. Students should no t expect to live in
single-sex housing for all four years. In these
single-sex sections, students may determine
their own visitation hours up to and including
24-hour visitation.
First-year students are assigned to rooms by the
deans. Efforts are made to follow the prefer­
ences indicated and to accommodate special
needs, such as documented disabilities. Other
students choose their rooms in an order deter­
mined by lot or by invoking special options—
among these are block housing, allowing
friends to apply as a group for a section of a par­
ticular hall. There is also the opportunity to re­
side at neighboring Bryn Mawr and Haverford
colleges in a cross-campus housing exchange
that proceeds on a matched one-for-one basis.
First- and second-year students typically reside
in one-room doubles, whereas juniors and se­
niors have a wider selection of room types. All
students are expected to occupy the rooms to
which they are assigned or which they have se­
lected through the regular room choosing
process unless authorized by the deans to move.
Permission must abo be obtained from the

deans to reside outside College housing.
Resident assistants, selected from the junior
and senior classes, are assigned to each of the
residence hall sections. These leaders help
create activities for students, serve as support
advisers to their hallmates, and help enforce
College rules for the comfort and safety of the
residents.
Residence halls remain open during October,
Thanksgiving, and spring breaks but are
closed to student occupancy during winter va­
cation. No meals are served during October
and spring breaks. A t the end of the fall se­
mester, students are expected to vacate their
rooms within 24 hours after their last sched­
uled examinations. Freshmen, sophomores,
and juniors are expected to leave immediate­
ly after their last examination in the spring so
that their rooms may be prepared for use by
commencement visitors. Storage areas are
provided in each residence hall plus a limitedaccess storage room for valuables.
The insurance program for the College is de­
signed to provide protection for College prop­
erty and does not include the property of stu­
dents or others. Students and their parents are
strongly urged to review their insurance pro­
gram in order to be sure that coverage is ex­
tended to include personal effects while at
college.
More detailed housing rules and regulations
are found in the Student H andbook, updated
and distributed each year, and in on the hous­
ing Web site.

Swarthmore Dining Services
AH students living on campus are required to
subscribe to the College Board Plan for meals.
Students living off campus may purchase the
board plan if they wish or a declining balance
debit card is available from dining services.
There are three meal plans available: the 20meal plan, the 17-meal plan, and the 14-meal
plan. First-year students are required to be on
the 20-meal plan for their first semester. T hat
plan offers 20 meals per week, one meal useable per meal period (breakfast, lunch, and
dinner, Monday through Saturday, plus
brunch and dinner on Sunday. T h e 17-meal
plan provides 17 meals per week (useable one
or two meals per meal period) and $65 in de­
clining balance points per semester. T h e 14meal plan allows 14 meals per week (usable

one or two meals per meal period) and $125
in declining balance points per semester.
Meals are reset every Sunday, and unused
meals do not carryover to the following week.
Unused points at the end of a semester do not
carryover to the next semester, and there are
no refunds for unused points. Additional
points can be added to any meal plan by visit­
ing the Dining Services Office. Meals can be
used at Sharpies Dining Hall or as a meal
equivalency at Essie Mae’s Snack Bar in Tarble. Points can be used in any dining services
location (Sharpies, Essie Mae’s snack bar, the
Kohlberg coffee bar, and the new science cen­
ter coffee bar.
Every effort is made to accommodate the di­
etary needs of all students. Vegetarian and
vegan options are presented at every meal in
Sharpies and the College is also sensitive to
food-allergy issues. For example, peanut aller­
gies are handled by keeping the peanut prod­
ucts separate and clearly labeled. Dining Ser­
vices staff and management is always avail­
able for questions and concerns. Please feel
free to speak to them directly about any di­
etary concerns.
Sharpies Dining Hall is closed during fall,
winter, and spring breaks.

STUDENT CENTERS
Tarble Social Center
Through the original generosity of Newton E.
Tarble of the Class of 1913 and his widow,
Louise A . Tarble, the reconstructed Tarble
Social Center in C lothier Memorial opened
in April 1986. T h e facility includes a game
room, a snack bar, lounge, student activities
offices, a multipurpose performance space as
well as the bookstore. Under the leadership of
a student activities coordinator, student co-directors, and the Social Affairs Committee,
major social activities are held in Tarble.

Other Centers
T he Women’s R esource C en ter (W R C ) is"a
space open to all women on campus. It is o r ­
ganized and run by a student board of direc­
tors to bring together women of the commu­
nity with multiple interests and concerns.
T h e resources o f the center include a library,

59

College Life

kitchen, various meeting spaces, computer, and
phone. T h e W R C also sponsors events
throughout the year that are open to any mem­
ber of the College community.
T he B lack C ultural C en ter (B C C ), located in
the Caroline Hadley Robinson House, pro­
vides a library, classroom, computer room, T V
lounge, kitchen, all-purpose room, a living
room/gallery, two study rooms, and administra­
tive offices. T h e B C C offers programming, ac­
tivities, and resources designed to stimulate
and sustain the cultural, intellectual and social
growth of Swarthmore’s black students, their
organizations and community. Further, the
B C C functions as a catalyst for change and
support to the College’s effort to achieve plu­
ralism. T h e B C C ’s programs are open to all
members o f the College community. T h e B C C
is guided by the director, Tim Sams, with the
assistance of a committee of black students,
faculty, and administrators. See the B C C ’s
W eb site at www.swarthmore.edu/admin/bcc/,
or contact us at (6 1 0 ) 328-8456.
T he Intercultural C en ter (IC ) is a multipurpose
center devoted to developing greater awareness
o f Asian American, Latino/Hispanic, gay/lesbian/bisexual, and Native American contribu­
tions to Swarthmore College as well as the
broader society. T h e IC provides a supportive
environment where students are welcome to
discuss and understand the educational, politi­
cal, and social concerns th at affect their
groups. T h e IC fosters the education of its
members and the wider community about cul­
tural, ethnic, class, gender, and sexual orienta­
tion differences. Through co-sponsoring pro­
grams and building alliances with the adminis­
tration, other campus groups and departments,
the IC increases diversity and respect for dif­
ferences at all levels of campus life. T h e R e­
source Center will include Asian American,
Hispanic/Latino/a, N ative A m erican and
queer books, journals, films, videos, scholar­
ships, academic resources and alumni outreach
information such as the alumni database, alum­
ni m entor program, and alumni speaker series.
T h e 1C center and its programs are coordinat­
ed by Director Rafael Zapata. See the IC Web
site a t www.swarthmore.edu/admin/IC, or tele­
phone (6 1 0 ) 328-7360.
T h e director, interns, and the administrative
assistant are responsible for the center’s pro­
gramming and operational functions. T h e IC is

60

located in the far southern com er of Tarble in
Clothier. T h e center is open Monday through
Sunday, 8:30 a.m. to midnight. To reach the IC
director or any of the three organizations,
please call (610) 328-7350.
Adjunct centers. There are two fraternities at
Swarthmore: Delta Upsilon, affiliated with a
national organization, and Phi Om icron Psi, a
local association. T h e fraternities are student
organizations considered adjuncts to the Col­
lege social program. They receive no College
or student activities funds. T h e fraternities
maintain separate lodges on campus that they
rent from the College. T h e lodges do not con­
tain dormitory accommodations or eating facil­
ities. New members usually join fraternities
after at least one semester at the College. In re­
cent years, about 7 percent o f male students
have decided to affiliate with one o f the frater­
nities.

RELIGIOUS ADVISERS
Religious advisers are located in the Interfaith
Center in Bond Hall and currently consist of
Jewish, Catholic, and Protestant professionals.
T h e advisers and the Interfaith Center provide
members o f the Swarthmore community op­
portunities and resources, in an atmosphere
free from the dynamics o f persuasion, in which
they can explore a variety of spiritual, ethical,
and moral meanings; pursue religious and cul­
tural identities; and engage in interfaith educa­
tion and dialogue. T h e center comprises of­
fices, a large common worship room, and a pri­
vate meditation room.
Student groups of many faiths also exist for the
purpose o f studying religious texts, participat­
ing in community service projects, and explor­
ing common concerns of religious faith, spiri­
tuality, and culture.
Various services are available on campus, and
area religious communities welcome Swarth­
more students.

HEALTH
Worth Health Center
T h e W orth Health Center, a gift o f the Worth

family in memory o f W illiam Penn W orth and
Caroline Hallowell, houses offices of the nurs­
es, consulting physicians, nutritionist, H IV test
counselor, outpatient treatment facilities, of­
fices of the Psychological Services staff, and
rooms for students who require inpatient care.
Psychological Services is administered sepa­
rately from the Health Service and is housed in
the North W ing of W orth H ealth Center.
Health and Psychological Services open with
the arrival o f the first-year class in the fall and
close for the winter break and for the summer
following commencement in the spring. Stu­
dents must make their own arrangements for
health and psychological care when the W orth
Health Center is closed.
The College contracts with the Crozer Key­
stone Health System for physician services.
Should in-hospital treatment be indicated, one
of these consultant physicians will oversee the
care if the student is admitted to Crozer
Chester Medical Center, a medical schoolaffiliated teaching hospital.

Insurance
Students may consult the medical facilities of
the College when ill or injured in athletic ac­
tivities or otherwise, free o f charge. T h e C ol­
lege cannot assume financial responsibility for
medical, surgical, or psychological expenses in­
curred when seeking or referred for care else­
where. For this reason, we expect students to
be responsible for these expenses and to be in­
sured through family or other plans. Insurance
plans should provide some coverage for pre­
scription medications. For those who have no
health insurance or whose insurance does not
meet our specifications, we offer a functional
yearly plan beginning Aug. 17, 2003, through
Aug. 17, 2004. Students receiving financial aid
may have a portion of the cost of the premium
defrayed.
Students and family are responsible for medical
expenses incurred while students are enrolled
at the College. Students who have no insur­
ance, or students with insurers who have no
local office or arrangements with local HMOs,
do not provide for emergency and urgent care
locally, do not cover hospital admissions local­
ly, or do not provide coverage while studying
abroad should enroll in the College Plan. T h e
College provides health insurance for students
who are actively participating in intercolle­

giate and club sports. For further information,
please consult the insurance leaflet mailed to
all students at the beginning of each academic
year, the W orth H ealth Center administrative
assistant, or the trainer.

Health Services
Physicians and nurse practitioners hold hours
every weekday at the College and students may
consult them without charge. Students should
report any illness to the H ealth Center staff
but are free to seek treatment at another facil­
ity if they prefer to do so. Also, the Health Ser­
vice staff members are willing to coordinate
care with personal health care providers.
As part of the admission process, each student
must submit a medical history and health cer­
tificate prepared by a personal or school health
care provider. T h e Health Center provides a
health certificate in the preadmission packet
for your convenience. Pertinent information
such as medical or psychological problems, al­
lergies, handicaps, medications will be espe­
cially valuable to the College Health Service
when assisting each student. A ll information is
kept confidential.
Each student is allowed 10 days o f in-patient
care without charge in the infirmary each aca­
demic year. Students suffering from communi­
cable disease, such as chicken pox, may not re­
main in their residence hall room and must
stay in the infirmary or go home for the dura­
tion of their illness. T h e H ealth Center each
academic year dispenses up to $300 in various
medications without charge, but we do charge
for special medications, contraceptives, immu­
nizations, and certain laboratory tests. Stu­
dents are responsible for securing transporta­
tion to off-campus appointments, although the
nurses will assist with arrangements.
T h e Health Center staff works closely with the
Department of Physical Education and A thlet­
ics. Students who must defer from a portion of
the physical education requirement (such as
the swim requirement) and those who need ac­
commodations or alterations in academic pro­
gramming must provide medical documenta­
tion to the director of the Health Center, and
the dean who works with disabled students.
Both will evaluate the request and make a rec­
ommendation for an alternative plan.

Psychological Services
Services for students include counseling and

61

College Life

psychotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs or other concerns, and educa­
tional talks and workshops. Psychological Ser­
vices participates in training resident assistants
and provides consultation to staff, faculty, and
parents.

matter and for assistance with special needs,
such as those arising from physical disabilities.

T h e staff of Psychological Services comprises a
diverse group o f psychological, social work, and
psychiatric professionals. T h e director and staff
collectively provide regular appointment times
Monday through Friday. Students may be re­
ferred to outside mental health practitioners at
their request or when long-term or highly spe­
cialized services are needed.

Academic Support

W e m aintain a strict policy of confidentiality
except where there may be an imminent threat
o f life or safety.
Requests for service may be made in person or
by phone (x8059) between 8:30 a.m. and 4:30
p.m., Monday through Friday. In the event of
an after-hours emergency, contact the Health
Center (x8058) or Public Safety (x8333).
Information regarding readmission after with­
drawal for health-related reasons may be found
in the section o f Student Leaves of Absence,
Withdrawal, and Réadmissions (pp. 84-85).
For more detailed information about our ser­
vices, please check our pages on the World
W ide W eb at http://www.swarthmore.edu/Admin/deans/psychservices.html.

STUDENT ADVISING
Academic Advising
Each first-year student is assigned to a faculty
member or administrator who acts as their aca­
demic adviser. W hen students are accepted by
a major, normally at the end o f the sophomore
year, the advising responsibility shifts to the
chair, or chair’s designate, of the student’s
major department. Requests for a change of
adviser in the first two years will be freely
granted(for example, when a student’s substan­
tive ¡interests change(subject only to equity in
the pumber of advisees assigned to individual
advisers.
T h e deans hold overall responsibility for the
advising system. They are available to all stu­
dents for advice on any academic or personal

62

Students who wish to link their interest in so­
cial service and social action to their academic
programs are encouraged to take advantage of
the advising offered by staff of the Lang Center
for C ivic and Social Responsibility.
Various forms o f academic support are avail­
able to help all students succeed in their course
work. These include a peer Student Academic
Mentoring (SA M ) program, tutors, special re­
view sessions and clinics attached to introduc­
tory courses in the natural sciences and eco­
nomics, a mathematics lab, a multiday study
skills workshop, and training sessions on topics
such as time management, note taking, read­
ing, and test taking. N o fees are required for
any o f these services.
Particular support is available to help students
develop their writing skills. W riting associates
(W As) are students who have been specially
trained to assist their peers with all stages of
the writing process. WAs are assigned on a reg­
ular basis to selected courses, and they are lo­
cated in the Writing C enter in Trotter Hall.
A ll students have access to the Writing Center
as needed and can receive help via e-mail and
on a drop-in basis.

Career Services
Career Services works to help students develop
knowledge of themselves and their life options;
to advance their career planning and decision­
making abilities; and to help them develop
skills related to their intemship/job search and
graduate/professional school admission. Indi­
vidual counseling and group sessions help stu­
dents expand their career options through ex­
ploration o f their values, skills, interests, abili­
ties, and experiences. Developmental programs
are available for all students, regardless of their
academic discipline.
Exploration o f career options is encouraged
through summer internships and summer jobs,
internships and part-time positions during the
school year and opportunities that take place
during a semester or year away from campus.
Students may receive assistance in research­
ing, locating, and applying for internships and
employment opportunities and receive advice
in how to gain the most they can from these
experiences. Students are particularly encour-

aged to test options by participating in the
alumni-sponsored Externship Program. This
program provides on-site experience in a vari­
ety of career fields by pairing students with an
alumnus/a to work on a mutually planned pro­
ject during one week of winter break. Students
taking a leave of absence from Swarthmore can
participate in the College Venture Program,
which assists undergraduates taking time off
from school with finding worthwhile employ­
ment during their time away.
Additional help is provided through career in­
formation panels, presentations, and confer­
ences; the biannual Student Alumni Network­
ing Dinner; attendance at career fairs; and
workshops on topics such as resume and cover
letter writing, mentoring, interviewing skills,
and intemship/job-search techniques. T h e of­
fice cooperates with Alumni Relations, the
Alumni Council, and the Parents Council to
put students in touch with a wide network of
potential mentors. T h e Career Services library
includes many career development publica­
tions, as well as employer directories. T h e of­
fice hosts on-campus recruiting by representa­
tives from business, industry, government, non­
profit organizations, and graduate and profes­
sional schools. T h e Career Services eRecruiting site provides one comprehensive on-line
database of internship and job listings, a career
events calendar and resume deadlines for em­
ployers recruiting on campus. Students can eas­
ily uplaod resumes to apply for opportunities.
Career Services also maintains a W eb site ac­
cessible at http://careerservices.swarthmore.edu to make information about activities and
programs available to students wherever they
are around the world. Credential files are com­
piled for interested students and alumni to be
sent to prospective employers and graduate
admissions committees.

STATEMENT OF SECURITY POUCIES AND
PROCEDURES
Swarthmore College’s Statem ent o f Security
Policies and Procedures is written to comply
with the (PA) College and University Security
Information A ct - 24 P.S., Sec. 2502-3© , and
the federal “Jeanne Clery Disclosure o f Cam ­
pus Security Policy and Campus Crime Statis­
tics A ct.” This annual report includes statistics

for the previous three years concerning re­
ported crimes that occurred on campus, in cer­
tain off-campus buildings owned or controlled
by Swarthmore College, and on public proper­
ty within or immediately adjacent to and ac­
cessible from the campus. T h e report also in­
cludes institutional policies concerning cam­
pus security, such as policies concerning alco­
hol and drug use, crime prevention, the report­
ing of crimes, sexual assault, and other matters.
To obtain a full copy o f this document, or to
discuss any questions or concerns, contact
Owen Redgrave, director of public safety.

COCURRICULAR ACTIVITIES
Student Council
T h e 13-member, semiannually elected Student
Council is the chief body of student govern­
ment and exists to serve and represent the stu­
dents o f Swarthmore College. T h e powers and
responsibilities of the Student Council are (1)
the administration of the Student Activities
Fund; (2) the appointment of students to those
committees within the College community
upon which student representatives are to
serve; (3) the oversight of those students of
those committees; (4) the operation of just
elections; (5) the execution o f referendums;
(6) the representation o f the student body to
the faculty, staff, and administration, arid to
outside groups, as deemed appropriate; and (7)
the formulation of rules needed to exercise
these powers and to fulfill these responsibili­
ties. Student Council provides a forum for stu­
dent opinion and is willing to hear and, when
judged appropriate, act upon the ideas, griev­
ances, or proposals o f any Swarthmore student.
Major committees of the Student Council in­
clude the Appointments Committee, Budget
Committee, and Social Affairs Committee.
T h e five-member Appointments Committee
selects qualified student applicants f o r & s itions on student, faculty, and administration
committees. T h e Budget Committee, made up
o f 10 appointed members, a treasurer, aria two
assistant treasurers, allocates and administers
the Student A ctivity Fund. T h e Social Affairs
Committee (S A C ) allocates funds to all cam­
pus events, maintains a balanced social calen­
dar, and is responsible for organizing formais

63

College Life

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. S A C consists of
10 appointed members and two co-directors
who are hired by the Concessions Committee.

Music
T h e Music Department administers and staffs
several performing organizations. T he C ollege
C horus, directed by Joh n Alston, rehearses
three hours per week. T he C ollege C ham ber
C hoir, a select small chorus drawn from the
membership o f the chorus, rehearses an addi­
tional two hours twice a week. T he C ollege O r­
chestra, directed by Daniel A . Wachs, rehearses
once a week. T he C ham ber O rchestra gives one
concert each semester. Its rehearsals closely
precede the concert, and its members are
drawn from T h e College Orchestra. T he O r­
chestra (Chamber O rchestra), Chorus (Cham ­
ber C hoir), and Jazz Ensemble require audi­
tions for membership. T he W ind Ensem ble,
which rehearses one night weekly and gives
two major concerts each year, is under the di­
rection o f Michael Johns. T he B aroque Ensem ­
ble, directed by Richard Stone, meets each
week and gives two concerts during the year.
G am elan Sem ara Santi performs traditional and
modem compositions for Balinese Gamelan
(Indonesian percussion orchestra) under the
direction of Thomas W hitm an. This group re­
hearses three hours per week and gives one
concert each semester. T he Jazz Ensem ble, the
department’s large jazz group directed by John
A lston, rehearses weekly and gives two con­
certs each year. More information about join ­
ing these performing groups can be found on
the bulletin boards on the upper level o f Lang
Music Building.
Instrumentalists and «singers can also partici­
pate in the chamber music coaching program
coordinated by M ichael Johns. Several student
chamber music concerts (in which all interest­
ed students have an opportunity to perform)
are given each semester. These concerts also
provide an opportunity for student composers
to have their works performed.
T he Sw arthm ore C ollege String Q uartet, com­
posed o f four outstanding student string players
who also serve as principal players in the C ol­
lege Orchestra and Chamber Orchestra, per­
forms frequently at the College and elsewhere.
W e offer academic credits in conjunction with

subsidies to support private instrumental and
vocal lessons for qualified students; please refer
to p. 89 (Awards and Prizes and Fellowships)
and p. 291 (Music Department, M U SI 048).
T h e Orchestra each year sponsors a C oncerto
C om petition, open to all Swarthmore College
students. Auditions for the competition are
normally held immediately after winter vaca­
tion. T h e winner performs the entire concerto
with the orchestra at its spring concert.
Practice and performance facilities in the Lang
Music Building include 16 practice rooms
(most with at least one piano), a concert and a
rehearsal hall (each with its own concert
grand), two organs, and one harpsichord. The
Daniel Underhill Music Library has excellent
collections of scores, books, and records.
T h e W illiam J. Cooper Foundation presents a
distinguished group o f concerts each year on
the campus. T h e Department of Music and
Dance administers a separate series of public
concerts.
O rchestra 2001, an acclaimed professional en­
semble devoted to the performance of contem­
porary music, is in residence at the College.
Under the direction o f Professor of Music
James Freeman, the group gives an annual se­
ries of four or five concerts in the Lang Concert
Hall, exploring music o f the present time and
often including recent works by composers at
the College. World-renowned soloists are fea­
tured, and student musicians are often invited
to perform with the ensemble.

Dance
T h e Swarthmore College Dance Program,
directed by Stephen Lang Professor of Perform­
ing Arts Sharon Friedler, strives to foster a
cooperative atmosphere in classes and perfor­
mance situations.
T h e Swarthmore College Dancers and the
Dance and Drum Ensemble regularly perform
public concerts with works choreographed by
students, the dance faculty, and other profes­
sional choreographers.
Each year, there are a series of formal concerts
at the end of each semester as well as informal
performances throughout the year, sometimes
including a series of exchange concerts with
other area colleges. Lecture demonstrations for
public schools and for organizations within the
surrounding communities are also a regular
part o f the yearly dance performance schedule.

In conjunction with the W illiam J. Cooper
Foundation, the Dance Program brings out­
standing professional dance companies to cam­
pus for short-term residencies.
These residencies typically last from three days
to two weeks and include master classes, lec­
tures, performances, and, sometimes, the cre­
ation of a new work by a guest artist for student
performers. T he residencies funded for 2003—
2004 will include P roject Bandaloop, Jill
Sigman, Silvana Cardel, Tamagawa Dance and
Taiko Group and Dance Theatre Ludens from
Japan.
The student organization, Dance Forum, also
sponsors classes, workshops, and performances.
Scholarships for summer study are available to
dance students through funds provided by the
Friends of Music and Dance. T h e Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded annu­
ally by the program.
The Physical Education and A thletics Depart­
ment sponsors a class in folk dance.

Theater
Associate Professor A llen Kuharski is chair of
the Theater Department. Interested students
should consult the departmental statement for
theater.
The Theater Department provides a variety of
cocurricular opportunities for interested stu­
dents. Students interested in acting are en­
couraged to participate in student-directed
projects in the program’s directing workshops
taught by A llen Kuharski or Ursula Denzer
(THEA 035 and 055) and the Senior Compa­
ny class (TH EA 099). T h e program also hires
qualified students every semester for a variety
of jobs related to curricular production projects
and other functions. T he Lang Performing Arts
Center Office is another potential source of
theater-related student employment. For infor­
mation, contact Susan Smythe.
Professional internships are strongly recom­
mended to theater majors and minors and are
available at theaters throughout the Philadel­
phia area and around the country. See pro­
fessors Allen Kuharski or Ursula Denzer for
details.
In conjunction with the William J. Cooper
Foundation, the Department of Theater typi­
cally sponsors various public events, such as

performances, workshops, symposia, etc. T he
department regularly invites outstanding pro­
fessional companies to campus for short-term
residencies of one to two weeks in which pub­
lic performances are combined with intensive
workshops with the visiting artists.
T h e Drama Board, a student organization, also
sponsors classes, workshops, and performances.
In the summer, the department makes its facil­
ities available to a variety of professionallyactive alumni for rehearsals and workshops
while in residence on the campus. There are a
variety of ways for current students to be in­
volved with this work as well. Interested stu­
dents should contact the department chair if
interested.

Athletics
Swarthmore’s athletic policy is based on the
premise that any sports program must be justi­
fied by the contributions that it can make to
the educational development of the individual
student who chooses to participate. In keeping
with this fundamental policy, Swarthmore’s
athletic program is varied, offering every stu­
dent the opportunity to participate in a wide
range o f sports. W ithin the limits o f finance,
personnel, and facilities, the College feels that
it is desirable to have as many students as pos­
sible competing on its intercollegiate, club, or
intramural teams. Many faculty members serve
as advisers for several o f the varsity athletic
teams. They work closely with the teams, at­
tending practices and many of the scheduled
contests.

Extracurricular Activities
There is a great variety of extracurricular life
more fully detailed in the G uide to Student L ife.
T h e more than 100 student organizations
range in scope from Student C oun cil to
Amnesty International to W SR N (the student
radio station). Social, athletic, political, cul­
tural, and community groups also provide stu­
dents with a wealth of opportunity and choice.
T h e College encourages students to participate
in whatever activities best fit their personal
talents and inclinations.

Publications and Media
T he Phoenix, the weekly College newspaper;
the H alcyon, the college yearbook; and W SR N ,
the campus radio station are completely stu­
dent-run organizations. In addition, there are

65

College Life

more than 14 other student publications, in­
cluding literary magazines and newsletters.
T h e current list of publications can be found in
the G uide to Student L ife.

PROGRAMS FOR SERVICE, ACTIVISM,
AND OUTREACH
Eugene M . Lang Center for Civic and
Social Responsibility
T h e Lang Center is a hub for activities which
support Swarthmore’s mission to “help students
realize their fullest intellectual and personal
potential combined with a deep sense o f ethi­
cal and social concern.” T h e center is located
at the foot o f Magill W alk in the Swarthmore
Train Station Building. Its five-person staff of­
fers special advising as well as administrative,
financial, and logistic support for a wide range
of opportunities to make connections between
campus and community partners seeking posi­
tive social change. Center staff members work
with individual students as well as with orga­
nized student groups and also have important
working relationships with the Office o f For­
eign Study and the Office o f Career Planning
and Placement. T h e center offers workshops
and special programs to prepare students for
work in communities as well as to provide op­
portunities for reflection on those experiences,
especially in relation to their academic pro­
grams and to their plans for civic engagement
after graduation. Center staff also works with
members o f the faculty who wish to include
community-based learning in their courses and
seminars. T h e Lang C enter includes a resource
room with extensive information about oppor­
tunities for service and advocacy, staffed by
Lang C enter Student Associates. T h e follow­
ing programs are supported and coordinated by
the Lang Center:
Lang O pportunity Scholarships. Lang Opportuni­
ty Scholarships are awarded to students during
their first year at Swarthmore. Scholars are se­
lected based on their commitment and poten­
tial to become leaders in civic and social re­
sponsibility. T h e scholarship includes a sum­
mer internship and a substantial budget for im­
plementation o f a major service project. T h e
Lang Center staff works closely with Lang O p­
portunity scholars as they develop and carry
out their projects.

66

T he Eugene M . Lang Visiting Professorship for
Issues o f S ocial C hange. This professorship was
endowed in 1981 by Eugene M. Lang ’38. It
brings to the College an outstanding social sci­
entist, political leader, or other suitably quali­
fied person who has achieved professional or
occupational prominence. T h e visiting profes­
sor is typically someone who has received spe­
cial recognition for sustained engagement with
substantial issues, causes, and programs direct­
ly concerned with social justice, civil liberties,
human rights, or democracy. T h e professorship
varies in length from one to three years.

The Swarthmore Foundation
This foundation provides grants to support fac­
ulty, staff and students (including graduating
seniors) undertaking projects in community
service and social change. Recipients may use
awards to create new projects, to purchase ma­
terials for projects in which they participate,
and to cover basic living expenses while work­
ing with service or activist organizations. The
Foundation also administers the Landis Com­
munity Service Fellowships and the Anderson
Community Service Fellowships, both for proj­
ects in Chester, Pa.; and the Nason Communi­
ty Service Fellowships, for service projects
linked to students’ academic programs.
Sum m er o f Service Internships. SO SI grants sup­
port students who work in service-focused in­
ternships during the summer. T h e grants pro­
vide living expenses as well as a stipend to
make it possible for all students (regardless of
their financial situation) to participate in these
experiences. T h e Lang Center staff provides
guidance on the availability of internships and
their potential connections to students’ acade­
mic interests.
C om m unity-based Learning. T h e Lang Center
offers grants to faculty members who wish to
add C B L to their courses. T h e grants may be
used for summer stipends or to cover the cost of
a course replacement to permit a course reduc­
tion for the faculty member.
Student Service and A ctivist G roups. These stu­
dent-led groups use Lang Center facilities and
also receive guidance from Lang Center staff.
Student groups offer service and advocacy in
Chester and the Greater Philadelphia metro­
politan area. These groups are active in the
areas of housing, education and educational re­
form, employment, health care, homelessness,

environmental justice, peace and conflict resolu­
tion, racial justice and economic development.

The Swarthmore College TRIO/
Upward Bound Program
TRIO/U pward Bound. This program develops
young leaders and offers academic and cultural
enrichment activities to high school students
in the surrounding community, primarily in the
city of Chester. T h e primary goal of this na­
tional program is to prepare urban high school
students for postsecondary education.
The TRIO/Upward Bound Program at Swarth­
more College began in 1964 and continues
with federal support from the U .S. Department
of Education. More than 1,200 T R IO programs
exist on college campuses throughout the
United States. TRIO/Upward Bound is one of
the oldest and most active community out­
reach programs at Swarthmore College.
TRIO/Upward Bound offers both a six-week
residential summer school in which Swarth­
more students may serve as tutor/counselors
and a series of activities during the academic
year in which Swarthmore students serve as tu­
tors. Students have volunteered time to suc­
cessfully tutor and mentor hundreds o f TRIO/
Upward Bound participants for more than 30
years. The program is administered by full-time
Project Director C . Kemal Nance.

1882, and to the Alumni Council, the govern­
ing body of the Alumni Association. T h e
Alumni Office also gives staff support to re­
gional alumni and parent groups, called C on­
nections, in Boston; Chicago; London; Los
Angeles; Metro DC/Baltimore; Metro NYC;
North Carolina; Minneapolis and St. Paul;
Paris, France; Philadelphia; Pittsburgh; San
Francisco; and Seattle.
There are 18,922 alumni: 9,718 men, 9,204
women, and 1,248 married to each other, giv­
ing substance to the traditional appellation for
the College o f the “Quaker M atchbox.” T h e
College defines an alumnus/a as anyone who
has completed one semester.

COLLEGE PUBLICATIONS
T h e Publications Office creates a variety of
printed communications for the College com­
munity. T h e quarterly Swarthm ore C ollege Builetin is a magazine sent free of charge to all
alumni, parents, friends, and members o f the
senior class. O ther publications produced by
the office include an annual engagement cal­
endar, a report of donations to the College, a
faculty-staff newsletter, and this catalog. Mem­
bers o f the publications staff and a student in­
tern provide editorial, photographic, graphic
design, and print production services to other
offices on campus.

ALUMNI RELATIONS
Alumni Relations is the primary communica­
tion link between the College and its alumni,
enabling them to maintain an ongoing rela­
tionship with each other. Som e o f the office’s
programs and activities include Alumni W eek­
end, an Alumni College, alumni gatherings all
over the country, and alumni travel. T h e
Alumni Office hires students as interns and to
help at alumni events on campus.
The Alumni Office works closely with Career
Services to facilitate networking between stu­
dents and alumni and among alumni, to take
advantage of the invaluable experience repre­
sented among the alumni. T h e Alumni Office
also helps officers of the senior class and alum­
ni groups plan special events.
The Alumni Office gives staff support to the
Alumni Association, which was founded in

NEWS AND INFORMATION
T h e Office o f News and Information works
with the faculty, students, and staff to commu­
nicate information about Swarthmore to the
public, primarily through media relations. T he
office publicizes campus events, programs, and
research and works to position faculty members
as expert news sources. T h e office also responds
to information requests from the media, initi­
ates coverage of Swarthmore in the media, and
leads the development and maintenance o f the
College Web site. T h e News and Information
Office prepares two publications. On C am pus,
a monthly schedule o f campus activities that
are open to the public, is distributed on request
to more than 3 ,5 0 0 households in the
Philadelphia area and are posted on the Web.

67

College Life

T he W eekly N ew s, a newsletter o f events and
announcements, is also posted electronically
each week during the academic year. T h e office
lends support for special events and projects
and provides public relations counsel for the
College.

68

IV
Educational Program
Faculty Regulations
Degree Requirements

Awards and Prizes
Fellowships

69

Educational Program

GENERAL STATEMENT
Swarthmore College offers the degree of bach­
elor o f arts and the degree of bachelor of sci­
ence. T h e latter is given only to students who
major in engineering. Four years of resident
study are normally required for a bachelor’s de­
gree (see p. 87), but variation in this term, par­
ticularly as a result o f Advanced Placement
(A P) credit, is possible (see p. 28).
T h e selection o f a program will depend on the
student’s interests and vocational plans. T he
primary purpose o f a liberal arts education,
however, is not to provide vocational instruc­
tion, even though it offers the best foundation
for one’s future vocation. Its purpose is to help
students fulfill their responsibilities as citizens
and grow into cultivated and versatile individ­
uals. A liberal education is concerned with the
development o f moral, spiritual, and aesthetic
values as well as analytical abilities. Further­
more, just as a liberal education is concerned
with the cultural inheritance o f 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 cu­
riosity, open-mindedness, perspective, logical
coherence, and insight.
During the first half o f their college program,
all students are expected to satisfy most, if not
all, o f the distribution requirements, to choose
their major and minor subjects, and to prepare
for advanced work in these subjects by taking
certain prerequisites. T h e normal program
consists o f four courses each semester, chosen
by the student in consultation with his or her
faculty adviser.
A ll students must fulfill the requirements for
the major, and before the end of the senior
year, students are required to pass a compre­
hensive examination or its equivalent, given
by the major department.
T h e program for engineering students follows a
similar basic plan, with certain variations ex­
plained on p. 164. Courses outside the techni­
cal fields are distributed over all four 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 two years. In addition to

70

work taken as a part of the Honors Program,
the students take other courses that provide
opportunities for further exploration. During
the senior year, many departments offer a spe­
cially designed senior honors study for honors
majors and minors to encourage enhancement
and integration of the honors preparations. A t
the close of the senior year, candidates for hon­
ors will be evaluated by visiting examiners.
T h e freshmen and sophomore course advisers
are members o f the faculty appointed by the
dean. For juniors and seniors, the advisers are
the chairs of their major departments or their
representatives.

PROGRAM FOR FRESHMEN AND
SOPHOMORES
T h e major goals o f the first two years of a
Swarthmore education are to introduce stu­
dents to a broad range o f intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance toward learning and
knowing. T h e College distribution require­
ments are designed to aid students in achieving
these goals.
In spring 2003, the faculty approved several
modifications to the distribution requirements
that begin in 20 0 3 -2 0 0 4 . W hile the precise de­
tails are not yet finalized, an outline of the new
requirements is as follows: ( I ) Beginning in fall
2004, primary distribution courses (PDCs) will
be eliminated and writing courses (W s) will be
introduced. However, the existing PDC re­
quirement will remain in effect for the 2004
graduating class and a phase-in PDC/W re­
quirement for the classes of 2005 through 2007
will count both PDCs and W s toward fulfill­
ment of the PDC/W component o f the distrib­
ution requirements. (2) Beginning with the
class o f 2008, in addition to the W require­
ment, there will be a requirement that one of
the courses taken in the Division of Natural
Sciences and Engineering must have a labora­
tory component. (3) Finally, the core of the
distribution requirements will remain un­
changed for all students. T h at includes the re­
quirements that students complete at least
three courses in each of the three divisions,
that at least two courses in each division be

taken at Swarthmore, that within each divi­
sion courses be in at least two different depart­
ments, and that students are advised to com­
plete at least two courses in each division with­
in the first two years.
For the classes of 2005 and beyond, the follow­
ing features apply: PDCs will no longer be
available beginning fall 2004, but previously
finished PDCs will continue to fulfill the
PDC/W requirement; the PDC/W requirement
will no longer include that two PDCs be done
in different departments within each division;
and PDCs or Ws must be completed in at least
two divisions. T h e Class o f 2005 must com­
plete at least six PDC or W courses or seminars
and those six must include work in at least two
divisions. T he Class o f 2006 must complete at
least five PDC or W courses or seminars, and
those five must include work in at least two di­
visions. The Class o f 2007 must complete at
least four PDC or W courses or seminars, and
those four must include work in at least two di­
visions. The Class of 2008 and thereafter must
complete at least three W courses or seminars
and those three must include work in at least
two divisions; and students are advised to com ­
plete two Ws in the first two years.
As the details of implementation o f the new
distribution requirements are finalized, they
will be published in a variety of places includ­
ing the registrar’s Web site, www.swarthmore.edu/Admin/registrar.
To meet the distribution requirem ents, a student
must:
1. Complete at least 20 credits outside the
major department before graduation.
2. Take at least 3 credits in each of the three
divisions of the College (listed later), which
can include A P credit or credit awarded for
work done elsewhere.
3. Take at least 2 credits of the 3 credits in
each division in different departmental sub­
jects and complete two courses in each divi­
sion at Swarthmore.
4. Complete the PDC, PDC/W, or W require­
ment for the student’s graduating class.
Students are advised to complete at least two
courses in each division within the first two
years.
For purposes of the distribution, requirements
the three divisions o f the College are consti­
tuted as follows:

H um anities: A rt, Classics (literature), English
Literature, M odem Languages and Literatures,
Music and Dance, Philosophy, Religion, Theater.
N atu ral S cien ces an d E ngineering: Biology,
Chemistry and Biochemistry, Computer S c i­
ence, Engineering, Mathematics and Statistics,
Physics and Astronomy.
S ocial S cien ces: Classics (an cien t history),
Economics, Education, History, Linguistics,
Political Science, Psychology, 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.
In addition to addressing field-specific sub­
stance, writing courses will focus on the devel­
opment of the students’ expository prose to en­
sure they can discover, reflect upon, organize,
and communicate their knowledge in written
form.
Primary distribution courses place particular
emphasis on the mode o f inquiry in a particu­
lar discipline. In teaching students to be selfconscious about how knowledge is generated,
these courses seek to develop an appreciation
o f both the power and the limits of each disci­
pline within a broader system o f knowledge. In
recognition o f the importance o f writing as an
integral part o f the learning process in disci­
plines across the curriculum, primary distribu­
tion courses also provide considerable practice
in expressing analytic and synthetic thought in
writing. Primary distribution courses are in­
tended to be appropriate both for those stu­
dents who continue in a field and for those
who do not. To promote discussion, they are
restricted to 25 students or have accompanying
small laboratories or discussion sections.
Courses that count for primary distribution are
designated in the departmental listings. T he
requirement o f six primary distribution courses
must be satisfied by courses taken at Swarth­
more and, with the exception o f literature
courses taught in a language other than Eng­
lish, will normally be completed before the stu­
dent enters the junior year.
Any course credit in a division (with the ex­
ception of EN G L 001B and music courses num­
bered 0 4 0 -0 5 1 ) counts toward the distribution
courses in that division, including A P credit or
credit awarded for work done elsewhere.

71

Educational Program

Courses that are cross-listed between two de­
partments in different divisions may (with the
permission of the instructors, departments, and
divisions involved) fulfill the distribution re­
quirement in one o f the following ways: (1) in
only one o f 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 of the work done in the
course by the individual student (i.e., a long
paper in one o f the departmental disciplines).
T h e distributional status o f such courses is nor­
mally indicated in the catalog description for
each course.
Students who have been granted credit and ad­
vanced placement in two departments in the
same division for work done prior to matricula­
tion at Swarthmore will be exempted from one
primary distribution requirement in that divi­
sion on the condition that they take an addi­
tional course in one o f those departments.
They will be exempted from both primary dis­
tribution requirements in that division on the
condition that they take an additional course
in each o f those departments. Students who
enter Swarthmore as transfer students with 8
credits of college work will be exempted from
one primary distribution requirement in each
division. Students who enter Swarthmore with
at most four semesters remaining to complete
their degree will be exempted from the primary
distribution component o f the distribution
requirement.
It is most desirable that students include in
their programs some work in a foreign lan­
guage, beyond the basic language requirement
(see p. 87). A student who intends to major in
one o f the natural sciences, mathematics, or
engineering should take an appropriate mathe­
matics course in the freshman year. Students
intending to major in one o f the social sciences
should be aware o f the increasing importance
of mathematical background for these subjects.
In the freshman and sophomore years, all stu­
dents not excused for medical reasons are re­
quired to complete a four-quarter (two semes­
ter) program in physical education. T h e re­
quirements are stated in full on p. 86.

72

Early in the sophomore year, each student
should identify two or three subjects as possible
majors, paying particular attention to depart­
mental requirements and recommendations. In
the spring o f the sophomore year, each student
will, with the guidance of his or her adviser,
prepare a reasoned plan of study for the last two
years. Sophomores who wish to link their in­
terest in social service/social action to their
plan of study are also encouraged to take ad­
vantage o f the advising offered by the staff at
the Lang Center for C ivic and Social Respon­
sibility. This plan will be submitted to the chair
o f the student’s proposed major as a part of the
application for a major. A cceptance will be
based on the student’s record and an estimate
of his or her capacities in the designated major.
Students who fail to secure approval of a major
may be required to withdraw from the College.
Although faculty advisers assist students in
preparing their academic programs, students
are individually responsible for planning and
adhering to programs and for the completion of
graduation requirements. Faculty advisers, de­
partment chairs, other faculty members, the
deans, and the registrar are available for infor­
mation and advice.

PROGRAMS FOR JUNIORS AND SENIORS
T h e major goals of the last two years of a
Swarthmore education are to engage students
with a chosen field o f inquiry and to assist
them in assuming an independent role in cre­
ating and synthesizing knowledge within it.
T h e breadth o f exposure, acquisition of skills,
and development o f a critical stance during the
first two years prepare students to pursue these
goals. W ith the choice o f a major, the focus
shifts from scope to depth. Students become
involved for two years with a discrete field of
inquiry and demonstrate their mastery o f that
field through the completion of courses within
the major and courses taken outside the major
that serve to expand and deepen the student’s
perspective on the major.
A ll students are required to include sufficient
work in a single department or program (desig­
nated as a “major”) to make an equivalent of at
least eight courses before graduation.

To complete a departmental major, a student
must be accepted as a major and, in addition to
the standard eight courses and comprehensive
requirement in the major department, must
fulfill other specific departmental require­
ments. The requirements for acceptance to de­
partmental majors and for completion of them
are specified in this catalog under the respec­
tive departmental listings and are designed to
ensure a comprehensive acquaintance with the
field. The completion o f two majors is allowed,
depending upon the permission o f both depart­
ments of the proposed double major for the stu­
dent. Triple'majoring is not allowed. A student
must accumulate 20 course credits outside his
or her major, but there is no other limit on the
number of courses that a student may take in
his or her major.
With departmental permission(s), it is possible
for a student to plan an individualized special
major that includes closely related work in one
or more departments. Some areas, such as bio­
chemistry, film and media studies, and psy­
chobiology, in which special majors are done
frequently, the departments and programs in­
volved provide recommended programs. These
regularized special majors are described in the
relevant department sections o f the catalog or
in material available from department chairs.
A special major is expected to be integral in
the sense that it specifies a field o f learning
(not necessarily conventional) or topic or
problems for sustained inquiry that crosses de­
partmental boundaries, or it may be treated as
a subfield within the normal departmental
major. Special majors consist o f at least 10
credits and normally of no more than 12 cred­
its. Students with special majors normally com ­
plete a minimum of six courses in the primary
department or program, omitting some o f the
breadth requirements of the major field. How­
ever, course requirements central to systematic
understanding o f the major field will not be
waived. Students with special majors must
complete the major comprehensive require­
ment, which may consist of a thesis or other
written research project(s) designed to inte­
grate the work across departmental boundaries
or a comprehensive examination. By exten­
sion, 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, which, in such pro­

grams, collaborate in advising and in the com­
prehensive examination. Students are not al­
lowed to pursue more than one individualized
special major.
During the junior and senior years, students are
advised by the chair o f 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.

MAJORS AND MINORS
Students are required to complete one major.
Completing a second major or one or two mi­
nors 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 addi­
tional course minor outside the Honors Pro­
gram. If students have two majors, they may
not have a minor, except in one circumstance:
a student who elects honors, designating an
honors major and minor, may have a second
major outside of honors if that second major is
the same subject as the honors minor.
Most departments and programs offer course
minors. Those departments or programs that
do not offer a course minor are Comparative
Literature, Economics, Political Science, Soci­
ology and Anthropology, and Studio A rt.
(These departments or programs do offer hon­
ors minors.) Minors will include at least 5 cred­
its, 4 of which may not be double-counted with
the student’s major or other minor. T h e dou­
ble-counting prohibition applies to any com­
parison of two given programs of study (not
three taken together, even if the student has
three programs). This means that a student
who has a major in medieval studies, for exam­
ple, and minors in both English Literature and
women’s studies, would need four courses in
English Literature that are not part o f the me­
dieval studies m ajor and four courses in
women’s studies that are not part of the me­
dieval studies major. In addition, each minor
must have four courses that are not part of the
other minor.

73

Educational Program

Exceptions
a. T h e double-counting prohibition is not ap­
plicable to courses that students are required
by their majors or minors to take in other
departments. For example, mathematics
courses required for an engineering major
are not automatically excluded from count­
ing toward a minor defined by the M athe­
matics and Statistics Department.
b. For an honors major who is also a double
major, the double-counting prohibition does
not apply to the relationship between the
honors minor and the second major because
these will always be in the same field. Thus,
an English honors major who is a history
honors minor and also a history course
major as part of a double major does not
violate the prohibition.

HONORS PROGRAM
T h e Honors Program, initiated in 1922 by
President Frank Aydelotte and modified most
recently in 1994, is a distinctive part of
Swarthmore’s educational life.
T h e Honors Program has as its main ingredi­
ents student independence and responsibility
in shaping the educational experience; colle­
gial relationships between students and faculty;
peer learning; opportunity for reflection on,
and integration of, specific preparations; and
evaluation by external examiners. Honors
work may be carried out in the full range of
curricular options, including studio and per­
forming arts, study abroad, and communitybased learning.
Students and their professors work in collegial
fashion as honors candidates prepare for evalu­
ation by external examiners from other aca­
demic institutions and the professional world.
Although Swarthmore faculty grade most of
the specific preparations, the awarding o f honorifics on a student’s diploma is solely based on
the evaluation o f the external examiners.
Preparations for honors are defined by each de­
partment 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

74

appropriate integrate, the preparations in both
major and minor.
Each honors candidate’s program will include
three preparations for external examination in
a major and one in a minor, or four prepara­
tions in a special or interdisciplinary major.
Students offering three preparations in a major
or four preparations in a special or interdisci­
plinary major will be exempted from compre­
hensive exams in those majors. A student who
chooses an honors major plus minor may have
a second major outside o f honors if that second
major is the same as the honors minor.
Honors Program preparations for both majors
and minors will be defined by each depart­
ment, program, and interdisciplinary major
that sponsors a major. In addition, minors may
be defined by any department or program.
A ll preparations will be graded by Swarthmore
instructors with the exception of theses and
other original work. Grades for theses and
other similar projects will be given by external
examiners. Except in the case of theses or other
original work, modes o f assessment by the ex­
ternal examiners will include written exams
and/or other written assignments completed in
the spring o f the senior year. In addition, dur­
ing honors week at the end of the senior year,
every honors candidate will meet on campus
with external evaluators for an oral examina­
tion of each preparation. Specific formats for
preparations and for senior honors study are
available in each department office.
Students will normally include their intention
to prepare for honors in their “Plan of Study for
the Last Two Years,” written in the spring of
their sophomore year. They must also submit a
formal application for a specific program of
honors preparation to the Registrar’s Office.
T h e registrar provides a form for this purpose.
Departments, programs, and concentrations
will make decisions about acceptance of Hon­
ors programs at the end of the sophomore year.
Students will be accepted into honors with the
proviso that their work continues to be of hon­
ors quality. Students may also apply to enter
honors during their junior year. Any proposed
changes to the Honors Program must be sub­
mitted for approval on a form provided for this
purpose by the registrar. T h e decision of the
departments or interdisciplinary programs will
depend on the proposed program o f study and
the quality o f the student’s previous work as in­

dicated by grades received and on the student’s
apparent capacity for assuming the responsibil­
ity of honors candidacy. T h e major department
or interdisciplinary program is responsible for
the original plan of work and for keeping in
touch with the candidate’s progress from
semester to semester. Normally, Honors pro­
grams may not be changed after Dec. 1 o f a stu­
dent’s senior year, depending on departmental
policies. Students may not withdraw from hon­
ors after Dec. 1 o f the senior year except under
extraordinary circumstances and with the per­
mission of the major and minor departments
and the Curriculum Committee. Further infor­
mation about honors policies may be found in
the Student H andbook o f P olicies and Procedures
for the H onors Program , which is available in
the Registrar’s Office.
At the end of the senior year, the decision of
the honors degree to be awarded the candi­
dates is entirely in the hands of the visiting ex­
aminers. Upon their recommendation, success­
ful candidates are awarded the bachelor’s de­
gree with honors, with high honors, or with
highest honors.

EXCEPTIONS TO THE FOUR-YEAR
PROGRAM
Although the normal period o f uninterrupted
work toward the bachelor of arts and bachelor
of science degrees is four years, graduation in
three years is freely permitted when a student
can take advantage of A P credits, perhaps
combining them with extra work by special
permission. In such cases, students may qualify
for advanced standing— they may become ju­
niors in their second year. To qualify for ad­
vanced standing, a student must (1) do satis­
factory work in the first semester; (2) obtain 14
credits by the end of the first year; (3) intend
to complete the degree requirements in three
years; and (4) signify this intention when
she/he applies for a major by writing a sopho­
more paper during the spring o f the first year.
When circumstances warrant, a student may
lengthen the continuous route to graduation to
five years by carrying fewer courses than the
norm of four, although College policy does not
permit programs of fewer than 3 credits for de­
gree 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 disabil­
ities, or who wish to free time for activities re­
lating to their curricular work, although not
done for academic credit. Such five-year pro­
grams 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 pro­
grams 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 re­
duce academic credit and lengthen the period
before graduation, the College looks particu­
larly to personal circumstances and to careful
advising and necessarily charges the regular an­
nual tuition (see the provisions for overloads,
p. 30 ). Full-time leaves of absence for a semes­
ter or a year or more are freely permitted and in
some cases encouraged, subject also to careful
planning and academic advising. Information
about work opportunities for those taking a
leave is available through the College Venture
Program in Career Services.

NORMAL COURSE LOAD
T h e academic year at Swarthmore is 32 weeks
long, during which time students are expected
to complete 6 to 8 semester course credits of
work. Normal progress toward the degree of
bachelor o f arts or bachelor o f science is made
by eight semesters’ work of four courses or the
equivalent each semester, though the object of
progress toward the degree is not the mere
accumulation of 32 credits. Students may and
frequently do vary this by programs of three or
five courses, with special permission. College
policy does not permit programs o f fewer than
three course credits within the normal eightsemester enrollment. Programs o f more than 5
credits or fewer than 4 credits require special
permission (see p. 30 on tuition and p. 83 on
registration).
T h e definitions of upper-class levels are as fol­
lows: students become sophomores when they
have earned 6 to 8 semester course credits to­
ward their degree. Students become juniors

75

Educational Program

when they have earned 14 to 16 credits. Stu­
dents become seniors when they have earned
22 to 24 credits. Som e offices on campus, such
as the Housing Office, may have additional re­
quirements in their definitions of the student
classes.

specialized or more sharply focused than is usu­
ally the case in courses or seminars. T he work
may range from a course of reading to a specif­
ic research project. Such work is available pri­
marily to juniors and seniors in accordance
with their curricular interests and as faculty
time permits.

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

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 ate considered appropriate, and
it is generally desirable that the work be more

76

T h e faculty regulation on student-run courses
permits a group of students to propose a topic
to an instructor for 0.5 or 1 credit and to run
their own course with a reading list approved
by the instructor and a final examination or
equivalent administered by him or her, but
normally with no further involvement of facul­
ty. In organizing such a course, students obtain
provisional approval and agreement to serve as
course supervisor from a faculty member by
Dec. 1 (for the spring semester) or May 1 (for
the fall semester) on the basis of an initial
memorandum emphasizing the principal sub­
je ct matter to be studied, the questions to be
asked about it, the methods o f investigation,
and provision of a preliminary bibliography.
T h e course is then registered by its organizers
with the provost, who has administrative su­
pervision of such work and who may waive the
foregoing deadlines to recognize problems in
the organization o f such courses. T he course
supervisor consults his or her department and,
in the case of an interdepartmental course, any
other department concerned, whose represen­
tatives together with the provost will decide
whether to approve the course. T h e supervisor
also reviews the course outline and bibliogra­
phy and qualifications and general eligibility of
students proposing to participate in the course.
After a student-run course has been found ac­
ceptable by the appropriate department (or de­
partments) and the provost, the course super­
visor’s final approval is due 10 days before the
term begins, following which a revised reading
list and class list are given to the librarian, and
the course title and class list are filed with the
registrar. A t the end of the course, the supervi­
sor evaluates and grades the students’ work in
the usual way or arranges for an outside exam­
iner to do so.
Student-run courses may vary in format and
content. In particular, they may be provision­
ally proposed for half credit to run in the first
half o f the semester, and at midterm, may be ei­
ther concluded or, if the participants and

course supervisor find the work profitable, con­
tinued for the balance o f the term for full cred­
it. Alternatively, student-tun courses may be
started after the beginning of the semester (up
to midsemester) for 0.5 credit and then be con­
tinued, on the same basis, into the following
term. Or they may be taken for half credit over
a full term. T h e role o f the course supervisor
may exceed that in planning and evaluation
outlined earlier and extend to occasional or
regular participation. T h e only essentials, and
the purpose of the procedures, are sufficient
planning and organization of the course to fa­
cilitate focus and penetration. T h e course
planning and organization, both analytical and
bibliographical, are also regarded as important
ends in themselves, to be emphasized in the re­
view of proposals before approval. Up to 4 of
the 32 credits required for graduation may be
taken in student-run courses. Many studentrun courses are only offered on the credit/nocredit 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 like­
ly to contribute to a student’s progress in regu­
lar course work. T h e 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 be­
fore that work is undertaken; (3) a basis for the
project in some prior course work; and (4) nor­
mally, the examination o f pertinent literature
and production of a written report as parts of
the project. This option is intended to apply to
work in which direct experience of the offcampus world or responsible applications of
academic learning or imaginative aspects of
the practice of an art are the primary elements.
Because such work is likely to bear a loose rela­
tion to organized instruction and the regular
curriculum, the College limits academic credit
for it while recognizing its special importance
for some students’ programs.

INTERDISCIPLINARY WORK
T h e requirements of the major typically leave
room for significant flexibility in students’ pro­
grams, both within and outside the major. This
may be used to pursue a variety of interests and
to emphasize intellectual diversity. It may also
be used for the practical integration of individ­
ual programs around interests or principles sup­
plementing the major. T h e College offers in­
terdepartmental majors in Asian studies, me­
dieval studies, and comparative literature, and
formal interdisciplinary minors in black stud­
ies, cognitive science, environmental studies,
film and media studies, Francophone studies,
German studies, interpretation theory, Latin
A m erican studies (interdisciplinary m inor
only) peace and conflict studies, public policy,
and women’s studies. T h e specific require­
ments for these programs are outlined in the
relevant sections o f the 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 mem­
bers of two or more departments and depart­
ments commonly recommend or require sup­
porting work for their majors in other depart­
ments. Many other opportunities exist infor­
mally (e.g., in A frican studies, in American
studies, in religion and sociology and anthro­
pology, in engineering and social sciences, and
in chemical physics). Students are encouraged
to seek the advice o f faculty members on such
possibilities with respect to their particular
interests.

Guidelines on Scheduling Conflicts
Between Academics and Athletics
T h e following guidelines (adopted by the fac­
ulty in May 2002) are affirmed in order to rec­
ognize both the primacy o f the academic mis­
sion at Swarthmore and the importance of the
intercollegiate A thletics Program for our stu­
dents. T h e guidelines are meant to offer direc­
tion with an appropriate degree of flexibility.
W here conflicts occur, students, faculty, and
coaches are encouraged to work out mutually
acceptable solutions. Faculty and coaches are
also encouraged to communicate with one an­
other about such conflicts. N ote that the guidelines m ake a firm distinction betw een athletics prac­
tices and com petitive contests.

77

Educational Program

1. Regular class attendance is expected of all
students. Students who are participating in
intercollegiate athletics should not miss a
class, seminar, or lab for a practice.

attend. W hen a schedule is changed after
students have arranged their commitments,
it is important for the faculty member or
coach to be flexible.

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 under­
standing with their coach and their profes­
sor as soon as possible, preferably during the
first week o f the semester and certainly in
advance o f the conflict. W hen a mutually
agreeable understanding is not reached, stu­
dents should be mindful of the primacy of
academics at Swarthmore. Students should
understand that acceptable arrangements
may not be feasible for all classes, particular­
ly seminars and laboratories.

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 labora­
tories 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.

3. Students should take their schedule of ath­
letics contests into account as they plan
their class schedules and may want to discuss
this with their academic advisers. Students
should also provide coaches with a copy of
their academic schedules and promptly in­
form them o f any changes.
4. Coaches should make every effort to sched­
ule practices and contests to avoid conflict
with classes and should collect their stu­
dents’ academic schedules in an effort to
coordinate team activities and minimize
conflict. Coaches should instruct students
not to miss class for practice and should en­
courage students to work out possible con­
flicts between classes and contests as early as
possible.
5. Faculty should provide as complete a de­
scription o f scheduling requirements as pos­
sible to their classes early each semester,
preferably before registration or during the
first week o f classes. B oth faculty and
coaches should work with students to re­
solve contest-related conflicts.
6. Both coaches and faculty should avoid lastm inute scheduling changes and faculty
should normally avoid scheduling extraordi­
nary class meetings. W here such meetings
seem desirable, students should be consulted
and as the Faculty H an dbook (p. 61) stipu­
lates, the arrangement cleared with the de­
partment chair and registrar. W here possi­
ble, extraordinary sessions should be volun­
tary or offered with a choice of sections to

78

8. Faculty should recognize that students usu­
ally set aside the time from 4:15 p.m. to 7
p.m. for extracurricular activities and din­
ner. Late afternoon has also traditionally
been used for certain courses in the perform­
ing arts. Som e use o f this time for other
academic purposes (such as department
colloquia, lectures, etc.) is appropriate, but
departments are encouraged to exercise re­
straint in such use, particularly with respect
to activities they judge important for the full
academic participation o f students.

HEALTH SCIEHCES ADVISORY PROGRAM
T h e function of the Health Sciences Advisory
Program is twofold: to advise students interest­
ed in a career in the health professions and to
prepare letters of recommendation for profes­
sional schools to which students apply. The let­
ters 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. T he fol­
lowing courses fulfill the basic requirements of
most medical schools: BIO L 001, 002; CHEM
010, 022, 032, 038; PH YS 003, 004; MATH
005 and one additional math course; and Eng­
lish, two semester courses. Dental and veteri­
nary 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 sci­
ences adviser to plan their programs. Specific
requirements for each medical, dental, and vet­
erinary school, along with much other useful
information, are given in the following publi­
cations, which are available in the Health S c i­
ences Office: M edical School A dm ission Requiremerits, O fficial G uide to D ental Schools, and Vet­
erinary M edical School A dm ission Requirem ents.
The work of the junior and senior years may be
completed in any major department of the stu­
dent’s choice. A ll required courses should be
taken on a graded basis after the first semester
of the freshman 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. T h e Health Sciences Office
publishes Guide to Prem edical Studies at Swarthmore C ollege and Frequently A sked Preveterinary
Questions to help new students plan their aca­
demic program and understand what schools
look for in applicants. T he G uide fo r Applying to
Medical School fo r Sw arthm ore U ndergraduates
and Alum nilae contains detailed information
about the application process.
Further information on opportunities, require­
ments, and procedures can be obtained from the
health sciences adviser and from the Health S ci­
ences Office’s pages on the Swarthmore College
Web site at http://www.swarthmore.edu/admin/health_sciences/.

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

COOPERATION WITH NEIGHBORING
INSTITUTIONS
With the approval of their faculty adviser and
the registrar, students may take a course offered

by Bryn Mawr or Haverford College or the
University of Pennsylvania without the pay­
ment of extra tuition. Students are expected to
know and abide by the academic regulations of
the host institution. (This arrangement does
not apply to the summer sessions of the Univer­
sity of Pennsylvania and Bryn Mawr College.)
Final grades from such courses are recorded on
the Swarthmore transcript, but these grades are
not included in calculating the Swarthmore
grade average required for graduation.

STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook for
interested students, the College has student
exchange arrangements with Harvey Mudd
College, Middlebury College, Mills College,
Pomona College, R ice University, and Tuffs
University. Selection is made by a committee
of the home institution from among applicants
who will be sophomores or juniors at the time
of the exchange.
W ith each institution, there are a limited and
matched number of exchanges. Students settle
financially with the home institution, thus re­
taining during the exchange any financial aid
for which they are eligible. Exchange arrange­
ments do not permit transfer o f participants to
the institution with which the exchange takes
place.
Credit for domestic exchange is not automatic.
Students must follow the procedures for receiv­
ing credit for work done elsewhere, including
obtaining preliminary approval o f courses and
after-the-fact validation of credit by the rele­
vant Swarthmore department chairs (see “Fac­
ulty Regulations” on pp. 82-86).

STUDY ABROAD
T h e College emphasizes the importance of
study abroad and encourages all students to ex­
plore possibilities for doing so as integral parts
of their degree programs. T h e Office for For­
eign Study, and the foreign study adviser, will
help all interested students at every stage—
planning, study abroad, and return— of the
process.
To be accepted for credit toward the Swarth-

79

Educational Program

more degree, foreign study must meet Swarthmore academic standards. W ith proper planning, this condition normally is readily met. Prop­
er planning begins with seeing the foreign study
adviser as early as possible in one’s college career.
Credit for study abroad is awarded according to
College regulations for accrediting work at other
institutions, and the process must be completed
within the semester following return to the Col­
lege.
T he Swarthmore Program in G renoble, France, in­
augurated in fall 1972. Students entering this pro­
gram spend either one or two semesters at the
University of Grenoble, where their course of
study is the equivalent of one or two semesters at
Swarthmore. This program, under the auspices of
the Modem Languages and Literatures Depart­
ment, is open to students from any department
but especially those in the humanities and social
sciences. Applications from students at other in­
stitutions are accepted places are available. The
number of participants is limited to 25.
Students are integrated into the academic life
at the University o f Grenoble through regular
courses, when their language competence allows,
or through special courses for foreign students. In­
dividual programs ate arranged to suit the needs
and competencies of students. Preparation of ex­
ternal examination papers is possible in certain
fields. The program is designed primarily for ju­
niors and second-semester sophomores, but seniors
can be accommodated in special cases.
A member of the M odem Languages and Lit­
eratures Department acts as resident director.
T h e director teaches a course or a seminar, su­
pervises the academic program and the living
arrangements of the students, and advises on
all educational or personal problems. A coordi­
nator o f the program at Swarthmore handles
such matters as admissions to the program (in
consultation with the deans), financial aid,
transfer of academic credit to departments within
the College and to institutions whose students par­
ticipate in the program. Applications for the fall
semester must be submitted by March 15 and for
the spring semester by Oct. 15.
A cadem ic Year in M adrid, Spain. This program is
administered by the Rom ance Language De­
partment of Hamilton College, in cooperation
with faculty members o f Williams and Swarth­
more colleges. Students may enroll for the full
academic year or for either the fell or spring
semester. (Credit at Swarthmore must be obtained

80

through the departments concerned.) The pro­
gram attempts to take full advantage of the best fa­
cilities and teaching staff of the Spanish commu­
nity, while adhering to the code of intellectual per­
formance characteristic of the most demanding
American institutions.
A distinguishing aspect of the program is the indi­
vidual guidance provided students in non-academ­
ic areas, especially in (1) the efforts that are made
to find homes well suited for student lodging, and
(2) the activities that are planned to ensure ample
contact with Spanish students.
T h e program is based in Madrid, where the cul­
tural, educational, and geographic benefits are
optimal. Classrooms and office space are lo­
cated at the International Institute (Miguel
Angel 8, Madrid). T h e institute houses a li­
brary eminently suited for study and research,
and it sponsors a series o f lectures, concerts,
and social activities.
The program is under the general guidance of a
committee comprising members of the Hamilton
College Department of Romance Languages,
who, in rotation with professors from Williams
and Swarthmore colleges, serve also as directorsin-residence in Madrid.
Applications and further information are avail­
able from the M odem Languages and Litera­
tures Department.
In addition to the programs in Grenoble and
Madrid, there are a number o f excellent foreign
study programs throughout the world. The
Office for Foreign Study, along with the acade­
mic departments and programs o f the College,
will advise students on this. Information on
foreign study programs is available in the Office
for Foreign Study.
Financial aid may be applied to study abroad,
with the approval o f the Office for Foreign
Study. For students who are in good academic
standing and who plan to attend academically
and credit-worthy programs, approval is nor­
mally routine.
Study abroad students who wish to receive
credit toward the Swarthmore degree for their
completed work will pay, for the semester or
year abroad, full Swarthmore tuition, room,
and board to Swarthmore, and Swarthmore
will pay the foreign study programs on their be­
half. Complete information on payment proce­
dures for study abroad is available in the Office
for Foreign Study.

The Olga Lam kert M em orial Fund. Income from
a fund established in 1979 by students o f Olga
Lamkert, professor of Russian at Swarthmore
College from 1949 to 1956, is available to stu­
dents with demonstrated financial need who
wish to attend a Russian summer school pro­
gram in this country or either the Leningrad or
Moscow semester programs. Awards based on
merit and financial need will be made on the
recommendation of the Russian section of the
Modem Languages and Literatures Depart­
ment.
The Eugene M . W eber M em orial Fund. Income
from a fund established in 1986 to honor the
memory of Eugene M. Weber, professor of
German at Swarthmore College from 1973 to
1986, is available to students with demonstrat­
ed financial need who wish to attend an aca­
demic program in a German-speaking country.
Awards based on merit and financial need will
be made on the recom m endation o f the
German section of the Modem Languages and
Literatures Department.

STUDENT RIGHT TO KNOW
Swarthmore College’s graduation rate is 92
percent (this is the percentage graduating
within six years, based on the most recent co­
horts, calculated according to “Student Right
to Know” guidelines).

81

Faculty Regulations

ATTENDANCE AT CLASSES
Regular attendance is expected. Faculty mem­
bers will report to the dean the name o f any
student whose repeated absence is in their
opinion impairing the student’s work. T h e
number of absences allowed in a given course is
not specified, a fact that places a heavy respon­
sibility on all students to make sure that their
work is not suffering as a result o f absences.
First-year students should exercise particular
care in this respect.
W hen illness necessitates absence from classes,
the student should report at once to the Health
Center.
A student may obtain credit for a course with­
out attending class meetings by reading the
material prescribed by a syllabus and taking a
final examination, under the following condi­
tions:
JL T h e 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 in* structor’s approval must be obtained.
3. T h e student may be required to perform
such work, in addition to the final examina­
tion, as the instructor deems necessary
for adequate evaluation o f his or her
performance.
4- T h e registrar will record the final grade ex­
actly as if the student had attended classes
normally.

GRADES
During the year, instructors periodically report
to the Dean’s and Registrar’s offices upon the
students’ course work. Informal reports during
the semester take the form of comments on un­
satisfactory work. A t the end of each semester,
formal grades are given in each course either
under the credit/rio credit (CR/NC) system, or
under the letter system, by which A means ex­
cellent work; B, good work; C , satisfactory
work; D, passing but below the average re­
quired for graduation; and N C (no credit), un­
completed or unsatisfactory work. Letter grades
may be qualified by pluses and minuses. W sig­
nifies that the student has been permitted to

82

withdraw from the course. X designates a con­
dition that means a student has done unsatis­
factory work in the first half o f a year 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 des­
ignate an auditor or to indicate cases in which
the work o f a foreign student cannot be evalu­
ated because o f deficiencies in English.

In Progress
IP (in progress) is the grade used when nor­
mally everyone in a class continues working on
a project into the next semester. IP is given at
the end o f the first semester. Final grades are
normally due at the end o f the succeeding
semester.

Incompletes
Inc. means that a student’s work is incomplete
with respect to specific assignments or exami­
nations. T h e faculty has voted that a student’s
final grade in a course should incorporate a
zero for any part of the course not completed by
the date of the final examination or the end of
the examination period. However, if circum­
stances beyond the student’s control (e.g., ill­
ness, family emergency) preclude the comple­
tion of the work by this date, a grade of Inc.
may be assigned with the permission of the fac­
ulty instructor and the registrar. Note that
“having too much work to do” is not, in fair­
ness to other students, considered a circum­
stance 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 re­
turned to the registrar no later than the last day
of final examinations. In such cases, incom­
plete work must normally be made up and
graded, and the final grade recorded within five
weeks after the start o f 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 NG (no
credit). Waiver of this provision by special per­
mission shall in no case extend beyond one
year from the time the Inc. grade was incurred.

Credit/No Credit
T h e only grades recorded on students’ records
for courses taken during their first semester of
the freshman year are C R and N C. In the bal­

ance of their work at Swarthmore, students
may exercise the option to take up to four more
courses for credit/no credit by informing the
Registrar’s Office within the first two weeks of
the term in which the course is taken. U ntil
the end of the ninth week o f classes, students
may reconsider and opt to receive a formal
grade in the course. T his course will count as
one of the four optional CR/NC courses. R e­
peated courses normally may not be taken
credit/no credit (see later). Courses only of­
fered as credit/no credit do not count in the
four optional elections. For first-year students
and sophomores, C R will be recorded for work
that would earn a grade of straight D or higher.
For juniors and seniors, that is, students with at
least 16 credits— no t counting Advanced
Placement (A P) credits— the minimum equiv­
alent letter grade for C R will be straight C . In­
structors are asked to provide the student and
the faculty adviser with evaluation of the stu­
dent’s CR/NC work. T h e evaluation for firstsemester freshmen includes a letter-grade
equivalent. For other students, the evaluation
may be either a letter-grade equivalent or a
comment. Such evaluations are not a part of
the student’s grade record. If available, lettergrade equivalents for first-semester freshmen
only may be provided to other institutions if
requested by the student and absolutely re­
quired by the other institution. Students
should save their copies o f these evaluations
for their records.

Repeated Courses
Some courses can be repeated for credit; these
are indicated in departmental course descrip­
tions. For other courses, the following rules
apply: (1) Permission to repeat a course must
be obtained from the Swarthmore instructor
teaching the repetition. These courses may not
be taken CR/NC. (2 ) To take a course at
another school to serve as a repeat of a course
previously taken at Swarthmore, permission
must be obtained from the chair o f the
Swarthmore department in which the original
course was taken. T h e department chair must
give permission for work done elsewhere as
part of the credit and validation process.
For repeated courses in which the student
withdraws with the 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 pre­

served on the permanent record but marked as
excluded, and any credit for the previous at­
tempt will be permanently lost. T h e final grade
and any credit earned in the repetition are the
grade and credit that will be applied to the
student’s Swarthmore degree.

Grade Reports
Grades are available to students on a secure
Web site. Paper grade reports are sent to stu­
dents each June.
Grade reports are not routinely sent to parents
or guardians, but such information may be re­
leased when students request it.

Grade Average
A C (2.0) average is required in the courses
counted for graduation. A n average o f C is in­
terpreted for this purpose as being a numerical
average of at least 2.0 (A +, A = 4.0, A - = 3.67,
B+ = 3.33, B = 3.0, B- = 2.67, C + = 2.33, C =
2.0, C - = 1.67, D+ = 1.33, D = 1.0, and D- =
0.67). Grades o f CR/NC and grades on the
record for work no t taken at Swarthmore
College are not included in computing this
average.

REGISTRATION
A ll students are required to register and enroll
at the time specified in official announcements
and to file programs approved by their faculty
advisers. Fines are imposed for late or incom ­
plete registration or enrollment.
A regular student is expected to take the pre­
scribed number of courses in each semester. If
more than 5 or fewer than 4 credits seem desir­
able, the faculty adviser should be consulted
and a petition filed with the registrar.
Applications to add or drop a course from reg­
istration must be delivered to the Registrar’s
Office within the first two weeks of the semes­
ter. Applications to withdraw from a course
and receive the permanent grade notation W
must be received no later than the end of the
ninth week o f classes or the fifth week o f the
course if it meets for only one-half o f the se­
mester. After that time, late withdrawals are
recorded on the student’s record with the nota­
tion N C unless the student withdraws from the
College.
Students do not register for audits. Successfully

83

Faculty Regulations

completed audits are recorded (with the nota­
tion R ) at the end o f the semester (except in
cases where the student has withdrawn after
the first two weeks o f the semester, in which
cases the appropriate withdrawal notation
stands).
A deposit o f $ 1 0 0 is required of all returning
students prior to their enrollment in both the
spring and fall semesters. T h is deposit is
applied to charges for the semester and is not
refundable.

EXAMINATIONS
A ny student who is absent from an examina­
tion that is announced in advance shall be
given an exam ination at another hour only by
special arrangement with the instructor in
charge o f the course.

Final Examinations
T h e final examination schedule specified in of­
ficial announcements directs the place and
time o f all finals unless the instructor has made
other special arrangements. However, College
policy holds that students with three final ex­
aminations within 24 hours are allowed to
reschedule one of these exams 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 exam as a course final and has an exam
conflict should take the course final exam and
postpone the honors written exam until the
student’s next free exam period. Conversely, a
student in the Honors Program who has a con­
flict with a course final exam takes the honors
exam and postpones the course exam in con­
sultation with the professor. In no case may a
student take an honors exam before the honors
written examination period for that exam.

STUDENT LEAVES OF ABSENCE,
WITHDRAWAL, AND READMISSION
Leaves of Absence
Student leaves o f absence are freely permitted
provided the request for leave is received by
the date of enrollment and the student is in

84

good standing. Students planning a leave of ab­
sence should consult with a dean and complete
the necessary form before the deadline pub­
lished each semester (usually Dec. 1 and April
1). T h e form asks students to specify the date
o f expected return. Students need only notify
the dean o f their return if their return date
changes from that originally indicated on the
completed form.

Withdrawal
Withdrawal from the College may occur for
academic, disciplinary, health, or personal rea­
sons and may be voluntary or required by the
College.
For health-related withdrawal, in no case will a
student’s mental or physical condition itself be
a basis for a required withdrawal. However,
when health problems o f a physical or psycho­
logical nature result in behavior that substan­
tially interferes with a student’s academic per­
formance or the educational endeavors of
other students or poses a significant threat to
the student’s safety or safety o f others, the Col­
lege may require the student to withdraw. The
Evaluation Comm ittee, chaired by the associ­
ate dean for academic affairs and comprising
the associate dean for student life and the as­
sistant dean/director o f residential life makes
the decision to require withdrawal for healthrelated reasons. T h e Evaluation Committee
will review the problematic behavior and may
consult with the director o f W orth Health
Center, the director of Psychological Services,
or any other appropriate College official when
making its decision. Decisions o f the Evalua­
tion Comm ittee may be appealed to the dean
o f the College.
Students withdrawing from the College before
the end o f the semester normally receive the
grade notation “W ” (withdrawal) on their per­
manent record for all in-progress courses.

Readmission
A student who has withdrawn from the
College for any reason, voluntarily or involun­
tarily, may apply for readmission by writing to
Robert Gross, dean o f the College. Normally,
the College will not accept applications for
readmission until a full semester, in addition to
the semester in which the student has with­
drawn, has passed.
A student applying to the College for readmis­
sion after withdrawal is required to provide ap­

I

j

propriate documentation of increased ability to
fonction academically and in a residential en­
vironment and/or o f a decreased hazard to
health and safety of self and/or others. In the
case of withdrawal for medical reasons, this
documentation must include an evaluation
from the student’s personal h ealth care
provider. In addition, the student will general­
ly be required to show evidence o f successful
social, occupational, and/or academic func­
tioning during the time away from the College.
This evidence must include the completion of
any outstanding incomplètes on record.

o f Holy Cross, Sarah Lawrence, Syracuse
University, Vassar C ollege, and W esleyan
University, provides work experiences for stu­
dents taking time away from college. Venture
jobs are usually full time, paid positions in a va­
riety o f fields including the environment, edu­
cation, business, social change, government,
and the arts. Students do not receive academic
credit for these work experiences. T h e College
Venture coordinator is in the Career Services
Office.

After such evidence has been provided, the
materials will be forwarded to the Evaluation
Committee, chaired hy Associate Dean Joy
Charlton and including Associate Dean Tedd
Goundie and Assistant Dean Myrt Westphal.
In the case of health-related withdrawals, the
materials will be reviewed by the director of
Worth Health Center and/or the director of
Psychological Services, and the student will be
required to be evaluated in person by the
appropriate health care professional at the
College. A t the discretion of the Evaluation
Committee, such evaluations may be required
for other types of withdrawals as appropriate.
These evaluations will provide adjunctive in­
formation to the committee’s decision-making
process. T he Evaluation Committee will nor­
mally meet with the student and will make a
determination regarding the student’s readiness
to resume study at Swarthmore.

SUMMER SCHOOL WORK AND OTHER
WORK DONE ELSEWHERE

Short-Term Health-related Absences
Students who are hospitalized for a period dur­
ing the semester are subject to the readmission
procedures described above before they may re­
turn 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 acade­
mic work in the semester. In all cases, a student
returning to campus from the hospital must re­
port to the Worth Health Center and get clear­
ance from the appropriate health care profes­
sional before returning to the dormitory to en­
sure the student’s readiness to resume college
life and so that follow-up care can be discussed.

The College Venture Program
The College Venture Program, supported by
Swarthmore College, Bates College, Brown
University, Franklin & Marshall, the College

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 o f the Swarthmore de­
partment or program concerned. Preliminary
approval depends on adequate information
about the content and instruction o f the work
to be undertaken. Preliminary approval is ten­
tative. Final validation of the work for credit
depends on evaluation o f the materials of the
course, including syllabus transcript, written
work, exams, indication of class hours, and so
forth. Work in other programs, especially ‘sum­
mer 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 may include an
examination, written or oral, administered at
Swarthmore. A ll decisions are made on a caseby-case basis.
A n official transcript from the other school
must be received by the Office of the Registrar
before validated work can be recorded for cred­
it. By College policy, in order for work done
elsewhere to be granted Swarthmore College
credit, the grade for that work must be the
equivalent o f a straight C or better, but a bet­
ter than C grade does not in itself constitute
Swarthmore accreditability.
Requests for credit must be made within the
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.

85

Faculty Regulations

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

EXCLUSION FROM COLLEGE
T h e College reserves the right to exclude at
any time students whose academic standing it
regards as unsat isfactory 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.

86

Degree Requirements

BACHELOR OF ARTS AND RACHELOR
OF SCIENCE
The degree o f bachelor o f arts or bachelor of
science is conferred upon students who have
met the following requirements for graduation.
The candidate must have:
1. Completed 3 2
equivalent.

8. Completed the physical education require­
ment set forth on p. 86 and in statements of
the Physical Education and A thletics De­
partment.
9. Paid all outstanding bills and returned all
equipment and library books.

course credits or their

2. An average grade o f at least C in the
Swarthmore courses counted for graduation
(see p. 83). A student with more than 32
credits may use the Swarthmore credits with­
in the highest 32 for the purposes of achiev­
ing the C average.
3. Complied with the distribution require­
ments and have completed at least 20
credits outside the major department (see
pp. 70-73).
4. Fulfilled the foreign language requirement,
having either: (1 ) successfully studied three
years or the “block” equivalent o f a single
foreign language during grades 9 through 12.
(Work done before grade 9 can not be
counted, regardless o f the course level,) (2)
achieved a score of 600 or better on a stan­
dard achievement test o f a foreign language,
(3) passed either the final term o f a collegelevel, year-long, introductory foreign lan­
guage course or a semester-long intermedi­
ate foreign language course, or (4) learned
English as a foreign language while remain­
ing demonstrably proficient in another.
5. Met the requirements in the major and sup­
porting fields during the last two years. (For
requirements pertaining to majors, minors,
and concentrations under the new and old
programs, see the section on “Majors, M i­
nors, and Concentrations.”)
6. Passed satisfactorily the comprehensive ex­
aminations in his or her major field, or met
the standards set by visiting examiners for a
degree with honors.
7. Completed four semesters o f study at
Swarthmore College. Two of these must
constitute the senior year (i.e., the last two,
full-time semesters of degree work), with the
exception that seniors during the first
semester of their senior year, with the ap­
proval of the chair(s) o f their major department(s), may participate in the Swarthmore
Semester/Year Abroad Program.

MASTER OF ARTS AND MASTER OF SCIENCE
T h e degree of master of arts or master o f sci­
ence may be conferred subject to the following
requirements:
Only students who have completed the work
for the bachelor’s degree with some distinction,
either at Swarthmore or at another institution
o f satisfactory standing, shall be admitted as
candidates for the master’s degree at Swarthmore.
T h e candidate’s record and a detailed program
setting forth the aim of the work to be pursued
shall be submitted, with a recommendation
from the department or departments con­
cerned, to the Curriculum Committee. If ac­
cepted by the committee, the candidate’s name
shall be reported to the faculty at or before the
first faculty meeting o f the year in which the
candidate is to begin work.
T h e requirements for the master’s degree shall
include the equivalent of a full year’s work of
graduate character. T his work may be done in
courses, seminars, reading courses, regular con­
ferences with members o f the faculty, or re­
search. T h e work may be done in one depart­
ment or in two related departments.
A candidate for the master’s degree shall be re­
quired to pass an examination conducted by
the department or departments in which the
work was done. T h e candidate shall be exam­
ined by outside examiners, provided that where
this procedure is not practicable, exceptions
may be made by the Curriculum Committee.
T h e department or departments concerned, on
the basis o f the reports of the outside examin­
ers, together with the reports of the student’s
resident instructors, shall make recommenda­
tions to the faculty for the award of the degree.
A t the option of the department or depart­
ments concerned, a thesis may be required as
part o f the work for the degree.
A candidate for the master’s degree will be ex­
pected to show before admission to candidacy

07

Degree Requirements

a competence in those languages deemed by
his or her department or departments most
essential for the field o f research. Detailed
language requirements will be indicated in the
announcements o f departments that admit
candidates for the degree.
T h e tuition fee for graduate students who are
candidates for the master’s degree is the same as
for undergraduates (see p. 30).

88

Awards and Prizes

The Ivy A w ard is made by the faculty each year
to the man of the graduating class who is out­
standing in leadership, scholarship, and contri­
butions to the College community.
The O ak L ea f A w ard is made by the faculty
each year to the woman of the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.
The Lang A w ard was established by Eugene M.
Lang, ’38. It is given by the faculty to a gradu­
ating senior in recognition o f outstanding aca­
demic accomplishment.
The M cC abe Engineering A w ard, founded by
Thomas B. M cCabe T 5 , is presented each year
to the outstanding engineering student in the
senior class. A com m ittee o f Engineering
Department faculty chooses the recipient.
Flack A chievem ent A w ard, established by Jim
and Hertha Flack in 1985, is given to a deserv­
ing student who, during his or her first two
years at the College, has leadership potential
and demonstrated a good record o f achieve­
ment in both academic and extracurricular
activities.
The Adams Prize of $200 is awarded each year
by the Economics Department for the best
paper submitted in quantitative economics.
The Stanley A dam son Prize in C hem istry was es­
tablished in memory o f Stanley D. Adamson
’65. It is awarded each spring to a wellrounded junior majoring in chemistry or bio­
chemistry, who, in the opinion o f the depart­
ment, gives most promise o f excellence and
dedication in the field.
The Jonathan Leigh A ltm an Sum m er G rant is
given in memory of this member of the Class of
1974 by Shing-mei P. Altm an ’76. It is award­
ed by the A rt Department to a junior who has
strong interest and potential in the studio arts.
It provides up to $3,000 to support purposeful
work in the studio arts during the summer be­
tween the junior and senior years.
American C hem ical Society A w ard is given to
the student who the Chemistry Department
judges to have the best performance in chem­
istry and overall academic achievement.
Am erican Institute o f Chem ists A w ard is given to
the student who the Chemistry Department
judges to have the second-best record in chem ­
istry and overall academic performance.
T he Solomon Asch A w ard recognizes the most
outstanding independent work in psychology,

usually a senior course or honors thesis.
B oyd Barnard M usic Awards. Established in
1990, these awards subsidize the entire cost of
private instrumental or vocal lessons for a lim­
ited number o f advanced students. These
awards, are given by the music faculty each se­
mester to approximately six to eight students
and are determined through competition. R e­
cipients participate as leaders in performance
on campus, normally as members o f one of the
Music and Dance Department’s performing
organizations, or, in the case o f pianists and
organists, as accompanists.
T he Boyd Barnard Prize. Established by Boyd T.
Barnard ’17, the Barnard Prize o f $1,000 is
awarded by the music faculty each year to a stu­
dent in the junior class in recognition o f musi­
cal excellence and achievement.
T he Jam es H . Battcm 7 2 A w ard, endowed in his
memory by G . Isaac Stanley 7 3 and Ava Harris
Stanley, M.D. 7 2 , is awarded for the personal
growth or career development of a minority
student with financial need.
T he Paul H . B eik Prize in H istory o f $100 is
awarded each May for the best thesis or ex­
tended paper on an historical subject by a his­
tory major during the previous academic year.
T he B lack Alum ni Prize is awarded annually to
honor the sophomore or junior minority stu­
dent who has shown exemplary academic per­
formance and community service.
T he Brand Blanshard Prize honors Brand Blanshard, professor o f philosophy at Swarthmore
from 1925 to 1945, and was established by
David H. Scull ’36. T h e Philosophy Depart­
ment presents the $150 award each year to the
student who submits the best essay on any
philosophical topic.
T he Sophie an d W illiam Bram son Prize is award­
ed annually to an outstanding student major­
ing in sociology and anthropology. T h e prize
recognizes the excellence of the senior thesis,
in either the course or external examinations
program as well as the excellence of the stu­
dent’s entire career in the department. T he
Bramson Prize is given in memory o f the par­
ents of Leon Bramson, founding chairman of
Swarthmore’s Sociology and Anthropology
Department, and it carries a cash stipend.
T he H einrich W . Brinkm ann M athem atics Prize
honors H ein rich Brinkm ann, professor o f
mathematics from 1933—1969, and was estab-

89

Awards and Prizes

lished by his students in 1978 in honor o f his
80th birthday. Awards o f $100 are presented
annually by the Mathematics and Statistics De­
partment to the student or students who submit
the best paper on a mathematical subject.
T he Sarah Kaighn C ooper Scholarship, founded
by Sallie K. Johnson in memory o f her grand­
mothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member o f the junior class who
is judged by the faculty to have had the best
record for scholarship, character, and influence
since entering the College.
T he A nna May Courtney A w ard. T h e Anna
May Courtney Award, named in honor o f the
late singer who performed often in Lang C o n­
cert Hall, is given each semester by the music
faculty to an outstanding voice student. T he
award subsidizes the entire cost o f private
lessons for the semester.
T he A lice L . C rossley Prize in Asian studies is
awarded annually by the Asian Studies Com ­
mittee to the student or students who submit
the best essay on any topic in Asian studies.
T he G eorge P. C uttino Scholarship was estab­
lished in 1992 and is awarded by the History
Department to a junior for travel and research
in Europe during the summer before the senior
year.
T he D eans’ Awards are given by the deans to
the graduating seniors who have made signifi­
ca n t and sustained contributions to the
Swarthmore community.
T he R od D ow dle ’82 A chievem ent A w ard in ten­
nis is given annually to the male varsity tennis
player who best exhibits qualities o f persever­
ance and strong personal effort to achieve a
meaningful personal or team goal.
T he W illiam C . Elm ore Prize is given in recog­
nition of distinguished academic work. It is
awarded annually to a graduating senior major­
ing in physics, astrophysics, or astronomy.
T he R obert Enders Field Biology A w ard was es­
tablished by his friends and former students to
honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970. It is award­
ed to support the essential costs o f both natu­
ralistic and experimental biological studies in a
natural environm ent. T h e field research
awards are given annually by the Biology De­
partment to Swarthmore students showing
great promise in biological field research.

90

T he A nne and A lexander F aber International
Travel Fund, established by family and friends
in honor of A nne Faber and in memory of
Alexander L. Faber, parents o f three Swarth­
more graduates. It provides grants for travel
outside the U nited States and Canada for stu­
dents majoring in the humanities.
F etter String Q uartet A w ards. T h e Elizabeth
Pollard Fetter String Quartet Awards, endowed
by Frank W. Fetter ’20, Robert Fetter ’53,
Thomas Fetter ’56, and Ellen Fetter G ille in
memory of Elizabeth P. Fetter ’25, subsidize the
private instrumental lessons o f four top-notch
student string players at the College. Interested
applicants should write to the chair o f the
Music and Dance Department and should plan
to play an audition at the College when
coming for an interview. Membership in the
quartet is competitive. A t the beginning of any
semester, other students may challenge and
compete for a place in the quartet.
Friends o f Music and D ance Sum m er Awards.
Each spring, the Music and Dance Department
selects recipients o f Friends o f Music and
Dance Summer Awards on the basis of written
proposals. These awards provide stipends for
attendance at summer workshops in music and
in dance and for other further study in these
fields.
T he R enee G addie A w ard. In memory of Renee
Gaddie ’93, this award is given by the music
faculty to a member o f the Swarthmore Col­
lege Gospel C h oir who is studying voice
through the Music Department (M U SI 048:
Individual Instruction) program. T h e award
subsidizes the entire cost o f voice lessons for
that semester.
Edwin B . G arrigues M usic A w ards. T h e Edwin
B. Garrigues Foundation named Swarthmore
as having one o f the top four music programs in
the Philadelphia area and established awards to
subsidize the entire cost of private instrumental
or vocal lessons for a limited number of gifted,
often incom ing first-year students. These
awards, which are given each semester by the
music faculty to approximately 10 to 15 stu­
dents, are determined by competition on cam­
pus and by audition (either in person or by
tape) for incoming first-year students. Recipi­
ents participate as leaders in performance on
campus, normally as members of one of the
Music and Dance Department’s performing or­
ganizations, or, in the case o f pianists and or­
ganists, as accompanists.

The Dorothy D itter G ondos A w ard was be­
queathed by V ictor Gondos Jr. in honor o f 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 of $100 or more is awarded
in the spring semester. Preference is given to
essays based on works read in the original lan­
guage. The prize is awarded under the direction
of the Literature Committee.
The G onzalez-V ilaplana A w ard was established
by Francisco Gonzalez-Vilchez and Rosaria
Vilaplana, professors at the U niversità de
Sevilla, as an expression of their gratitude to
the Swarthmore College community. T h e
award is given each year by the Department of
Chemistry to two members of the senior class
who show great promise in chemistry and
related fields.
The H ay-U rban Prize in Religion is named in
honor of Stephen N. Hay ’51 and P. Linwood
Urban, professor emeritus o f religion. Thanks
to a generous gift from Stephen Hay ’51, and
funds given in honor o f Professor Urban’s dis­
tinguished service as a Religion Department
faculty member, the Hay-Urban Prize assists in
supporting one student internship, summer
study, or research in the area o f religion studies.
The John Russell H ayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Sam uel L . H ayes III A w ard. Established in
1991 through the generosity o f members of
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by
Samuel L. Hayes III ’57, former member of the
Board of Managers and the Jacob S ch ifi Profes­
sor of Business at the Harvard Business School.
The award provides support for student sum­
mer research in economics and is administered
by the Economics Department.
The Philip M . H icks 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 two stu­
dents who submit the best critical essays on
any topic in the field o f literature.
The Jesse H . H olm es Prize in Religion of $150
was donated by Eleanor S . Clarke T 8 and
named in honor of Jesse Holmes, a professor of
history of religion and philosophy at Swarth­
more from 1899 to 1934. It is awarded by the

Religion Department to the student who sub­
mits the best essay on any topic in the field of
religion.
T he M ichael H . K een e A w ard, endowed by the
family and friends o f this member of the Class
o f 1985, is awarded by the dean to a worthy
student to honor the memory o f M ichael’s per­
sonal courage and high ideals. It carries a cash
stipend.
T he N aom i K ies A w ard is given in her memory
by her classmates and friends to a student who
has worked long and hard in community ser­
vice outside the academic setting, alleviating
discrimination or suffering, promoting a demo­
cratic and egalitarian society, or resolving so­
cial and political conflict. It carries a cash
stipend.
T he Kw ink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society of Kwink, is presented by the faculty of
the Department o f Physical Education and
A thletics to the senior man who best exempli­
fies the society’s five principles: Service, Spirit,
Scholarship, Society, and Sportsmanship.
T he Lande R esearch Fund was established in
1992 through a gift by S. Theodore Lande. to
provide support for student research in field
biology both on and off-campus. Grants are
awarded at the direction of the provost and the
chair o f the Biology Department.
T he Landis Com m unity Service Fund was estab­
lished in 1991 by James Hormel and other
friends of Kendall Landis in support o f his 18
years of service to the College. T h e fund pro­
vides grants for students (including graduating
seniors) to conduct service and social change
projects in the city of Chester.
T he Eugene M . Lang Sum m er Initiative Awards
are made each spring to 15 students who are se­
lected by the provost in consultation with the
appropriate division heads to support facultystudent research (five awards), independent
student research (five awards), and student so­
cial service activity specifically related to re­
search objectives and tied to the curriculum,
under the supervision o f faculty members (five
awards).
T he G enevieve Ching-w en L ee ’96 M em orial
Fund was established in her memory by family
and friends and recognizes the importance of
mutual understanding and respect among the
growing number of ethnic groups in our soci­
ety. T h e fund supports an annual lecture by a

91

Awards and Prizes

prominent scholar o f Asian-American studies
and/or an annual award to two students to as­
sist in projects pertaining to Asian-American
studies.
T he L eo M . L eva M em orial 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.
T he Linguistics Prizes were established in 1989
by contributions from alumni interested in lin­
guistics. Two awards of $100 each are present­
ed annually, one for linguistic theory and one
for applied linguistics, to the two students who,
in the opinion of the program in linguistics,
submit the best senior papers or theses in these
areas.
T he N orm an M einkoth Field Biology A w ard was
established by his friends and former students
to honor Dr. Norman A . Meinkoth, a member
o f the College faculty from 1947 to 1978. It is
awarded to support the essential costs of the
study o f both naturalistic and experimental bi­
ological studies in a natural environment. T he
intent o f this fund is to facilitate the jo in t par­
ticipation of Swarthmore students and faculty
in field biology projects, with priority given to
marine biology. T h e awards are given annually
by the Biology Department.
T he M onsky Prize was established by a gift from
his children in memory o f Morris Monsky, who
fell in love with mathematics at Boys’ High
and at Columbia University and maintained
the passion all his life. It is awarded to a firstyear student who has demonstrated outstand­
ing promise and enthusiasm.
T he E lla Frances Bunting Extem porary Speaking
Fund and the O w en M oon Fund provide income
for a poetry reading contest as well as funds for
visiting poets and writers.
T he Kathryn L . M organ A w ard. T h e Morgan
Award was established in 1991 in honor o f Sara
Lawrence Lightfoot Professor Emerita of Histo­
ry Kathryn L. Morgan. T h e award recognizes
the contributions of members o f the AfricanAmerican community at the College to the in­
tellectual and social well-being o f AfricanAmerican students. T h e Morgan fund also sup­
ports acquisitions for the Black Cultural C en ­
ter Library. T h e fund is administered by the
dean’s office and the Black Cultural Center in
consultation with alumni.

92

T he Lois M orrell Poetry A w ard, given by her
parents in memory o f Lois Morrell ’46, goes to
the student who has submitted the best origi­
nal poem in the annual competition for this
award. T h e fund also supports campus readings
by visiting poets.
T he M orrell'P otter Sum m er Stipend in Creative
W riting, intended to enable a summer’s writing
project, is awarded by the English Literature
Department to a poet or fiction writer of ex­
ceptional promise in the spring of the junior
year.
M usic 048 Special A w ards. Endowed by Boyd T.
Barnard T 7 and Ruth Cross Barnard T 9 , grants
are given by the music faculty to students at
the College who show unusual promise as in­
strumentalists or vocalists. A ll grants subsidize
two-thirds o f the cost of 10 lessons, as part of
the Music 048 program. For more information,
please refer to C redit for Performance—
Individual Instruction (M U SI 048).
T he A . Edw ard N ew ton 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 collec­
tion but also on the skill with which the books
are selected and upon the owner’s knowledge
o f their subject matter.
T he M ark L . O sterw eil ’94 M em orial Fund was
established by his family and friends to assist
students conducting historical research. Prefer­
ence shall be given to independent or joint fac­
ulty-student research projects dealing with
European history or U.S.-European relations.
T he M ay E . Parry M em orial A w ard, donated by
the Class o f 1925 o f which she was a member,
is presented by the Physical Education and
A thletics Department faculty to the senior
woman who has made a valuable contribution
to the College by her loyalty, sportsmanship,
and skill in athletics,
T he D rew P earson Prize o f $100 is awarded by
the dean on the recommendation of the editors
of T he Phoenix at the end of each staff term to
a member o f T he Phoenix for excellence in jour­
nalism. T h e prize was established by the direc­
tors of T h e Drew Pearson Foundation in mem­
ory of Drew Pearson, Class o f 1919.

The David A . P eele ’5 0 Sportsm anship A w ard is
made to a tennis player after submission o f a
written essay. It is endowed by Marla Hamilton
Peele in memory o f her husband’s love and ad­
vocacy of tennis and carries a cash stipend.

T he K aren D vonch Steinm etz ’76 Prize, endowed
in her memory by many friends and family, is
awarded annually to a junior who will be ap­
plying to medical school and who demon­
strates a special compassion for others.

The John W. Perdue M em orial 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.

T he P eter G ram Swing Prize. T h e Peter Gram
Swing Prize of $1,000 is awarded by the music
faculty to an outstanding student whose plans
for graduate study in music indicate special
promise and need. T h e endowment for the
prize was established in the name o f Ruth
Cross Barnard T 9.

The W illiam Plum er P otter Public Speaking Fund
was established in 1927 and provides funds for
the collection o f recorded literature described
on p. 11. It also sponsors awards for the best
student short stories and is a major source of
funds for campus appearances by poets and
writers.
The Dinny Rath A w ard. T h e R ath Award is ad­
ministered by the A thletics Department and is
given to a senior woman who demonstrates the
highest degree of achievement, commitment
to intercollegiate athletics, high regard for fair
play and awareness of the positive values of
competition.
Judith Polgar Ruchkin Prize Essay is an award for
a paper on politics or public policy written dur­
ing the junior or senior year. T h e paper may for
a course, a seminar, or an independent project,
including a thesis. T h e paper is nominated by a
faculty member and judged by a committee of
the Political Science Department to be o f out­
standing merit based on originality, power of
analysis and written exposition, and depth of
understanding of goals as well as technique.
The Jam es H . Scheuer Sum m er Internship in En­
vironmental and Population Studies Endow m ent.
Established in 1990, the Scheuer Summer In­
ternship supports student research in environ­
mental and public policy issues. T h e coordina­
tors of the environmental studies and public
policy concentrations select interns in alter­
nate years.
The Frank Solom on Jr. Student A rt Purchase
Fund permits the A rt Department to purchase
for the College one or two o f the most out­
standing student works from the year’s student
art exhibitions.
The Hally Jo Stein A w ard, 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 o f dance. It carries
a cash stipend.

T he P at T arble Sum m er R esearch Fund. Estab­
lished in 1986 through the generosity o f Mrs.
Newton E. Tarble, the Tarble Summer R e­
search Fund supports undergraduate research.
T h e fund is administered by the Provost’s
Office.
T he M elvin B . Troy Prize in M usic and D ance of
$250 was established by the family and friends
of Melvin B. Troy ’48. Each year it is given by
the Music and Dance Department to a student
with the best, most insightful paper in music or
dance, or composition or choreography.
T he A lbert V ollm ecke Engineering Service A w ard.
Established in 1990 in memory o f A lbert
Vollmecke, father of Therese Vollmecke ’77,
the Vollmecke prize is awarded for service to
the student engineering community. T h e Eco­
nomics Department administers the fund,
T he Eugene W eber M em orial Fund. T h e Eugene
Weber Fund was established in honor of the
late Eugene Weber, professor of German. T he
Weber Fund supports foreign study by students
of German language and literature.

FACULTY AWARD
T he F lack Faculty A w ard is given for excellence
in teaching and promise in scholarly activity
by a member o f the Swarthmore faculty to help
meet the expenses of a full year o f leave de­
voted to research and self-improvement. This
award acknowledges the particularly strong
link that exists at Swarthmore between teach­
ing and original scholarly work. T h e president
gives the award based upon the recommenda­
tion o f the provost and the candidate’s acade­
mic department. This award is made possible
by an endowment established by James M.
Flack and Hertha Eisenmenger Flack ’38.

93

Fellowships

T h e L eedom , Lippincott, and L ockw ood fellow­
ships (see later) are awarded annually by the
faculty, and the Mott and Tyson fellowships
(see later) are awarded by the Somerville Lit­
erary Society, to seniors or graduates o f the
College for the pursuit o f advanced work.
These awards are made on recommendation of
the Comm ittee on Fellowships and Prizes for a
proposed program o f study that has the ap­
proval o f the faculty. Applications must be in
the hands of the committee by March 23. T he
committee considers applicants for all o f these
fellowships for which they are eligible and
makes recommendations that overall do not
discriminate on the basis of sex. These fellow­
ships follow:
T he H annah A . Leedom Fellow ship founded by
the bequest of Hannah A . Leedom.
T he Joshu a Lippincott Fellow ship founded by
Howard W. Lippincott, of the Class of 1875, in
memory o f his father.
T h e Joh n L ockw ood M em orial Fellow ship,
founded by the bequest o f Lydia A . Lockwood,
New York, in memory of her brother, John
Lockwood. It was the wish of the donor that
the fellowship be awarded to a member of the
Society o f Friends.
T he L u cretia Mott Fellow ship was founded by
the Somerville Literary Society and is sus­
tained by the contributions of Swarthmore
alumnae. It is awarded each year to a senior
woman who is to pursue advanced study in an
institution approved by the committee.
T he M artha E . Tyson Fellow ship, was founded by
the Somerville Literary Society in 1913 and is
sustained by the contributions of Swarthmore
alumnae. It is awarded each year to a senior
woman or graduate who plans to enter elemen­
tary- or secondary-school work. T h e recipient
o f the award is to pursue a course of study in an
institution approved by the committee.
O ther fellowships are awarded under the con­
ditions described subsequently:
Susan R C obbs Prize Fellow ship, established to
honor the memory o f Dean Susan P. Cobbs, is
awarded at the discretion o f the Classics De­
partment to a student majoring in classics for
study in Greece or Italy.
T he G en eral E lectric Foundation G raduate F el­
lowship is awarded to a graduating senior for the
first year o f graduate work and is intended to
encourage outstanding scholars to pursue an

94

academic career. T h e recipient, who must be a
U .S. citizen or permanent resident, will receive
the amount necessary to cover tuition, fees,
and subsistence allowance for study directed
toward a doctorate in engineering or computer
science at another institution in the United
States. T he precise amount of each fellowship
will be based on the costs and policies of the
university and department chosen for graduate
work.
Phi B eta K appa Fellow ship. T h e Swarthmore
Chapter of Phi Beta Kappa (Epsilon of Penn­
sylvania) awards a fellowship for graduate study
to a senior who has been elected to Phi Beta
Kappa and has been admitted to a program of
advanced study in some branch o f the liberal
arts.
T he Thom as B . M cC abe Jr. and Yvonne Motley
M cC abe M em orial Fellow ship. This fellowship,
awarded annually to graduates of the College,
provides a grant toward an initial year of study
at the Harvard Business School, or at other
business schools as follows: Chicago, MIT,
Northwestern, University o f Pennsylvania, or
Stanford. T he M cCabe Fellowship is subject to
application for renewal for a second year on
the same program. Yvonne and Thomas B. Mc­
Cabe Jr. lived in Cambridge, Mass, for a time,
and Mr. M cCabe received an M .B.A . from
Harvard and was a visiting lecturer there. In se­
lecting the recipient, the Committee on Fel­
lowships and Prizes follows the standards that
determine the M cCabe Achievem ent Awards,
giving special consideration to applicants who
have demonstrated superior qualities of leader­
ship. Young alumni and graduating seniors are
eligible to apply.
M ellon M inority U ndergraduate Fellowship Pro­
gram . T h e Andrew W. M ellon Foundation has
provided a grant to establish an undergraduate
fellowship program intended to increase the
number o f minority students who choose to en­
roll in doctorate programs and pursue an acad­
emic career. T h e foundation’s grant provides
term and summer stipends for students to work
with faculty mentors as well as a loan-forgive­
ness component to reduce undergraduate in­
debtedness for those fellows who pursue gradu­
ate study. T h e fellowships are limited to the
humanities, a very few o f the social sciences,
and selected physical sciences. A faculty selec­
tion committee invites nominations of sopho­
more students in February and awards the fel-

lowships in consultation with the dean and
provost.
The John W . N ason Com m unity Service Fellow ship. The John W. Nason Community Service
Fellowship celebrates the contributions of
Swarthmore’s eighth president by supporting
students pursuing off-campus community ser­
vice related to their academic program. T he
Nason Fellowship was initiated by members of
the Class of 1945 in anticipation of their 50th
reunion. T h e Nason Fellowship is adminis­
tered by the Swarthmore Foundation.
The J . Roland Pennock U ndergraduate Fellowship
in Public Affairs. T h e fellowship, endowed by
friends of Professor J. Roland Pennock at his
retirement in 1976 and in recognition o f his
many years of distinguished teaching o f politi­
cal science at Swarthmore, provides a grant for
as much as $3,500 to support a substantial re­
search project (which could include inquiry
through responsible participation) in public af­
fairs. The fellowship, for Swarthmore under­
graduates, would normally be held off campus
during the summer. Preference is given to ap­
plicants from the junior class.
The David G . Sm ith Internship in H ealth and So­
cial Policy, endowed by alumni, faculty, friends,
and former students o f David G . Sm ith, is to
support an internship in the social services,
with priority for the field o f health care, for a
Swarthmore undergraduate during the summer
or a semester on leave.
Teachers fo r Tom orrow Fellow ships are offered to
10 outstanding graduating seniors from mem­
ber colleges of the Venture Consortium (Swarth­
more College, Bates College, Brown University,
Connecticut College, Hobart and William
Smith colleges, the College o f Holy Cross, Vassar College, and Wesleyan University). T h e
program is designed to provide recent gradu­
ates from all academic majors with a unique
opportunity to work in public education with­
out requiring they be certified to teach. Fellows
will work alongside exceptional teachers in al­
ternative East Harlem public schools that are
nationally recognized as meeting the challenge
of educating children in the inner city.
The Hans W allach R esearch Fellow ship, endowed
in 1991 by colleagues and friends, honors the
eminent psychologist Hans W allach (19041998), who was a distinguished member of the
Swarthmore faculty for more than 60 years.

T h e fellowship supports one outstanding sum­
mer research project in psychology for a rising
Swarthmore College senior or junior, with
preference given to a project leading to a se­
nior thesis.

FACULTY FELLOWSHIPS
T he M ary A lbertson Faculty Fellow ship was en­
dowed by an anonymous gift from two of her
former students, under a challenge grant issued
by the National Endowment for the Humani­
ties. It will provide an annual award of a se­
mester’s leave at full pay, to support research
and writing by members of the humanities fac­
ulty. Mary Albertson joined the Swarthmore
faculty in 1927 and served as chairman of the
History Department from 1942 until her retire­
ment in 1963. Sh e died in May 1986.
T he G eorge B ecker Faculty Fellow ship was en­
dowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Human­
ities, in honor of this former member of the
English Department and its chairman from
1953-1970. T h e fellowship will provide a se­
mester o f leave at full pay for a member o f the
humanities faculty to do research and write, in
the fields o f art history, classics, English litera­
ture, history, linguistics, modem languages,
music, philosophy, or religion but with prefer­
ence to members of the Department o f English
Literature.
T he Brand Blanshard Faculty Fellow ship is an en­
dowed faculty fellowship in the humanities es­
tablished in the name o f philosopher and for­
mer faculty member Brand Blanshard, who
taught philosophy at Swarthmore from 1925 to
1944. T h e fellowship will provide a semester
leave at fall pay for a member o f the humani­
ties faculty to do research and to write. O n rec­
ommendation of the Selection Committee, a
small additional grant may be available for
travel and project expenses. Any humanities
faculty member eligible for leave may apply.
Fellows will prepare a paper about the work of
their leave year and present it publicly to the
College and wider community. T h e Blanshard
Fellowship is made possible by an anonymous
donor who was Blanshard’s student at Swarth­
more, and a challenge grant from the National
Endowment for the Humanities.

95

Fellowships

T he Eugene M . Lang Faculty Fellow ship is de­
signed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or innov­
ative scholarly achievement of faculty mem­
bers, and by encouraging the use o f such
achievements to stimulate intellectual ex ­
change among scholars. T h e fellowship will
provide financial support for faculty leaves
through a grant o f about one-half the recipi­
ent’s salary during the grant year. O n recom­
mendation of the Selection Com m ittee, a
small additional grant may be available for
travel and project expenses and for library
book purchases. T h e Selection Comm ittee
shall consist o f the provost, three divisional
chairmen, and three others selected by the
president, o f whom at least two must be
Swarthmore alumni. Any faculty member eli­
gible for leave may apply. Fellows will be ex­
pected to prepare a paper or papers resulting
from the work o f their leave year, presented
publicly for the College and wider community.
T h e Selection Comm ittee may wholly or par­
tially support the cost of publishing any of
these papers. These fellowships are made possi­
ble by an endowment established by Eugene M.
Lang ’38.

96

V
Courses of Instruction
The semester course credit is the unit of credit.
One semester course credit is normally equiva­
lent to four semester hours elsewhere. Seminars
and colloquia are usually given for 2 credits. A
few courses are given for 0.5 credit.
Courses are numbered as follows:
001 to 010

Introductory courses

Oil to 099

Other courses (Some o f these
courses are not open to fresh­
men and sophomores.)

100 to 199

Seminars for upper-class persons
and graduate students.

Yearlong courses, the numbers for which are
joined by a hyphen (e.g., 001-002) must be
continued for the entire year. Credit is not
given for the first semester’s work only, nor is
credit given for the first semester if the student
fails the second semester. In cases where credit
is not earned for the second half of a yearlong
course, the first semester is excluded from
counting toward degree credit, although the
registration and grade for the first semester
remain on the permanent record.
Course listings in this catalog are intended to
facilitate planning. They represent offerings
projected for a two-year period but are subject
to change. A better guide to course offerings in
any particular semester is the schedule of
classes available before enrollment for that
semester.

FOOTNOTE KEY
1
2
3
4
5
6
7
8

Absent on leave, fall 2003.
Absent on leave, spring 2004.
Absent on leave, 2003-2004.
Absent on administrative leave,
2003-2004.
Fall 2003.
Spring 2004.
Affiliated faculty.
Ex-officio.

9

Campus coordinator, Swarthmore
Program in Grenoble, fall 2003.
10 Campus coordinator, Swarthmore
Program in Grenoble, spring 2004.
11 Program director, Swarthmore Program in
Grenoble, fall 2003.
12 Program director, Swarthmore Program in
Grenoble, spring 2004.

97

Art

MICHAEL W. COTHREN, Professor o f A rt History and A rt History Coordinator
RANDALL L . EXON, Professor o f Studio A rt
CONSTANCE CAIN HUNGERFORD, Professor o f A rt History4
BRIAN A . MEUNIER, Professor of Studio A rt, Chair, and Studio A rt Coordinator
SYDNEY L . CARPENTER, Associate Professor o f Studio Art
JANINE MILEAF, Assistant Professor o f A rt History12
PATRICIA L . REILLY, Assistant Professor o f A rt History
CELIA B. REISMAN, Assistant Professor of Studio A rt (part tim e)1
ANDA DUBINSKIS, Visiting Assistant Professor o f Studio A rt (part time)
DEAN HARTUNG, Visiting Assistant Professor of Studio A rt (part time)
THOMAS J . MORTON, Visiting Lecturer in A rt History (part time)
SONYA LE E , Visiting Instructor in A rt History (part time)
JUNE V. CIANFRANA, Administrative Assistant

1 A bsent on leave, fall 2003.
2 A bsent on leave, spring 2004.

4 A bsent on administrative leave, 2003-2004.

T h e A rt Department offers historical, critical,
and practical instruction in the visual arts.
Courses in art history consider questions hav­
ing to do with the forms, traditions, meanings,
and historical contexts o f works o f art and ar­
chitecture. Studio arts courses explore practi­
cal, theoretical processes that arise in the cre­
ation o f objects in various media.

dialogue. Because artists raise important ques­
tions about history, society, and identity, major
exhibitions offer opportunities for interdiscipli­
nary study and are often co-sponsored by other
departments. Located in the Lang Performing
Arts Center, the List Gallery’s 1,200-squarefoot facility was made possible, in part, through
generous gifts by Vera G . List and by Eugene
and Theresa Lang. T h e Phillip Bruno Fine Art
Fund supports work with the permanent col­
lection. T h e A nn Trimble Warren Exhibition
Fund and the List Gallery Fund support List
Gallery exhibitions.

List G allery. T h e List Gallery was established to
enhance the art curriculum. Each year, the
gallery mounts five or six exhibitions of both
emerging and nationally known artists. T h e
months o f April and May feature a series o f se­
nior thesis exhibitions by art majors, and an
Alumni W eekend exhibition takes place in
June. Together with the gallery director, the
Exhibition Comm ittee selects exhibitions that
complement and strengthen the studio arts and
art history curriculum. Exhibiting artists come
to campus as visiting critics and lecturers, giv­
ing students access to a broad range of media
and interpretation. A selection o f works from
Swarthmore’s permanent collection can be
viewed in the inner room o f the List Gallery.
Occasionally, the gallery presents historical ex­
hibitions that offer art history students oppor­
tunities for direct observation and analysis.
Both contemporary and historical exhibitions
demonstrate excellence in the visual arts and
engage the college community in an ongoing

D onald Jay G ordon Visiting A rtist; Heilman
A rtist. Each year, th e A rt Department invites
distinguished artists to the College as the Mar­
jorie Heilman Visiting Lecturer or the Donald
Jay Gordon Visiting Artist. T h e work of the in­
vited artist is exhibited in the List Gallery, and
while on campus, she or he gives a public lec­
ture, critiques work in the studios, and meets
with both majors and nonmajors.
L ee Frank Lectu re: See p. 18.
Benjam in W est Lectu re: See p. 20.
Jon athan Leigh A ltm an Scholarship
Jon athan Leigh A ltm an Sum m er G rant:
See p. 89.
Frank Solom on Jr. Student A rt Prize:
See p. 93.

REQUIREMENTS AND RECOMMENDATIONS
Prerequisites
Most art history courses are offered without
prerequisites, though students are strongly en­
couraged to begin with A RTH 001. S T U A 001
is the prerequisite for all studio arts courses,
even for seniors. It may be waived only by pre­
senting a portfolio for evaluation. Students are
advised that graduate work in art history re­
quires a reading knowledge o f at least German
and French. T he A rt Department approves a
credit for Advanced Placement, grade 5 in A rt
History and Studio Arts (with submission o f a
portfolio).

Study Abroad
The Art Department strongly encourages those
with an interest in art to consider incorporat­
ing foreign study— either during a summer or a
regular academic term— into their Swarthmore
program. Important examples of art and archi­
tecture are scattered throughout the world, and
the encounter with works still imbedded in
their original context is vital to an understand­
ing of their historical and contemporary signif­
icance. Past experience has shown, however,
that art courses in most foreign study programs
fell considerably below the academic standards
of comparable courses at Swarthmore. To aid
students in their attempt to gain Swarthmore
credit for study abroad, the A rt Department
has established the following guidelines. (1)
No request for transfer credit in art history will
be considered unless a student has already
taken an art history course at Swarthmore be­
fore taking a course abroad. (2 ) Students who
are interested in bettering their chances of
gaining a full Swarthmore credit for a course
taken in a foreign program are advised to at­
tempt to arrange with a Swarthmore professor,
before leaving the campus, to write, if neces­
sary, a supplementary research paper as a part
of the course. Such papers will be evaluated by
the Art Department as part of the process of
determining transfer credit. (3) Students inter­
ested in Studio Arts, Design, and Architecture
are particularly encouraged to consider the
Pitzer College in Parma, Italy, which offers
courses at the Istituto dell'Arte Paolo Toschi.
A semester of Italian preceding going abroad is
well advised.

Course Major in Art History
A rt History majors are required to take A RTH
001 and A R T H 002, 1 credit in Non-Western
A rt, A R T H 098, 5 other credits in art history,
and one course in studio arts. T h e 5 elective
credits must include ( 1 ) 1 credit in Western art
before 1700, (2) 1 credit in Western art after
1700, and (3) one seminar (2 credits). T h e
comprehensive consists o f a special essay, com­
pleted in conjunction with A R T H 098 in
spring o f the senior year.

Course Minor in Art History
T h e course minor in A rt History will consist of
5 credits in A rt History, including A R T H 001:
Critical Study in the Visual Arts. Four o f the 5
credits must be taken at Swarthmore.

Course Major in Art
T h e course major in art consists o f four courses
in A rt History (including A R T H 001 and
A R T H 002) and seven courses in Studio Arts
(including courses in drawing, another twodimensional medium, and a three-dimensional
medium). T h e comprehensive consists o f a se­
nior exhibition and written artist statement
prepared during the fall and spring o f the
senior year. Studio Arts facilities are closed
during summer and normally during October,
winter, and spring holidays.

Course Minor in Art
Not offered.

Majors and Minors in the External
Examination Program
Students may formulate honors programs as
either majors or minors, in either art history or
art. For details, consult guidelines available in
the department office.

ART HISTORY
ARTH 001,004,009. Critical Study in
the Visual Arts
A n introduction to the methods and history of
art history through studies o f readings and im­
ages focused on a particular theme or artist.
T his course will provide students with the
skills to analyze and interpret images and to
convey these interpretations in lucid written
and spoken form. Topics for discussion will in­
clude: artistic technique and production, for­

Art

mal analysis, iconography, visual narrative, pa­
tronage, biography, and approaches such as
psychoanalysis, Marxism, and feminism. No
prerequisite; open to freshmen. Primary distri­
bution course. 1 credit. E ach sem ester. S taff.
001: Critical Study in the Visual Arts: T h e A rt
Historical Project (Cothren)
004: Critical Study in the Visual Arts: Picasso
(Mileaf)
00 9 : C ritical Study in the Visual Arts:
Michelangelo (Reilly)
Primary distribution course. 1 credit.
E ach sem ester. Staff.

ARTH 002. Western Art
A n introduction to the art o f Western Europe
and the United States from prehistoric cave
painting to the art of the 20th century. W e will
consider a variety of media— from painting,
sculpture and architecture to ceramics, mosaic,
metalwork, prints and earthworks. T h e goal of
this course is to provide you with a chronology
o f the major works of this period and to pro­
vide you with the vocabulary and methodolo­
gies necessary to closely analyze these works of
art in light of the material, historical, religious,
social, and cultural circumstances in which
they were produced. W e will consider a lull
range o f issues related to the production and
reception of these works, including the use and
status of materials; the representation o f social
relations, gender, religion and politics; the con­
text in which these works were used and/or dis­
played; and the critical response these works
elicited.
No prerequisite.
1 credit.
Spring sem esters. Reilly.

ARTH 003. Asian Art
A selective introduction to the forms, func­
tions, and contexts o f Asian art, from prehis­
toric to early modem times. T h e course intro­
duces a wide geographic range o f Asian region­
al cultures (India, Southeast Asia, China, and
Japan) as well as basic art historical strategies
for analyzing architecture, sculpture, painting,
and the decorative arts. Counts as a foundation
course in Asian studies.
No prerequisite.
1 credit.
O ffered occasionally.

100

ARTH 005. Modern Art
This course surveys European and American
art from the late 18th century to the present. It
introduces significant artists and art move­
ments in their social, political, and theoretical
contexts. A ttention will also be given to inter­
pretive strategies that have been used to write
the history of this art. Issues to be considered
include definitions of modernism and moder­
nity, constructions of gender, the rise of urban­
ism and leisure, the independent art market,
and questions o f originality and representation.
N o prerequisite.
1 credit.
F all 20 0 3 . Mileaf.

ARTH 010. The Architect and History
Utilizing the rich resources of architecture of
Swarthmore College and the city of Philadelphia
as a backdrop, this course introduces students to
the study of architecture. Rather than adhering
to strict chronological order, the material will be
presented thematically. Space, design process,
role of history, materials and technology are just a
few of the concepts that will be addressed. Special
attention will be paid to the role of the architect.
Architecture from temporally and geographically
diverse cultures will be examined. Special lec­
tures, tours and experiments are planned.
I credit.
F all 2003. Morton.

ARTH 0 11. From Caves to Koolhaas:
A Survey of Western Architecture
This course is designed to provide students
with a comprehensive introduction to the his­
tory o f Western architecture. W e commence
with a ca. 6,000 B .Q E . and end with contem­
porary architecture and address cultures as di­
verse as the ancient and medieval Near East,
ancient and renaissance Rome, and the 19th
and 20th centuries in Europe and the United
States. Certain themes, such as the conception
of space, the role o f technology and materials,
and the complexities o f patronage will be ad­
dressed throughout the course. T he lectures
will be supplemented with a wide variety of
texts, including architectural treatises, essays of
contemporary architectural theory, and biogra­
phies o f architects. W hen possible, field trips
to prominent works o f architecture, such as the
PSFS Building, will be scheduled.
1 credit.
Spring 2004. Morton.

ARTH 012. Northern Renaissance Art
A survey of the painting and graphic arts of
Northern Europe ca. 1350-1550. In addition to
serving as an introduction to major artists such
as Jan van Eyck, A lbrecht Dürer, Hieronymus
Bosch, and Pieter Bruegel the Elder, the course
explores a range o f contextualzing issues, in­
cluding the critical problem o f disguised sym­
bolism and “realism,” the invention o f oil
painting, the emergence o f the print, and of
landscape and portraiture as independent gen­
res, patrons and markets, and themes o f reli­
gion, death, and the occult.
No prerequisite.
1 credit.
Not offered 2003-2004.

ARTH 013. The Art and Architecture of
Ancient Greece and Rome
This chronological survey will begin with a
glance at the art o f the Aegean and conclude
with a study of the art and architecture of late
Imperial Rome. We will consider issues such as
mythology in daily ritual; the religious, social,
and political functions of sculpture; the use of
architecture as propaganda; and the invention
of the ideal warrior, athlete, and maiden.
No prerequisite.
1 credit.
Fall 2003. Reilly.

ARTH 014. Medieval Art and Architecture
An introduction to European art and architec­
ture from late antiquity to the 12 th century.
Special attention will be given to the “Romanization” of Christian art under Constantine,
the Celtic Christian heritage o f the British
Isles and its culmination in the Book o f Kells,
Justinianic Constantinople and Ravenna, the
Carolingian Renaissance, Romanesque sculp­
ture as ecclesiastical propaganda, and the efflo­
rescence of monastic art under the Cluniacs
and Cistercians.
No prerequisite.
I credit.

Fall 2003. Cothren.

ARTH 017. Art and Society in
19th-Century Europe
European art of the 19th century will be con­
sidered in its political, theoretical, and social
contexts. Topics to be considered include the
age of revolution, the salon and the academy,

the rise of an independent art market, realisms,
modernism and modernity, gender, the in­
vention of photography, urbanism, leisure, vis­
ionaries, impressionism, symbolism, and the
decorative.
No prerequisite.
1 credit.
N ot offered 2003-2004.

ARTH 018. IWentieth-Century Western
Art: The Cube, The Drip, and the Can
of Soup
This course surveys significant artistic trends in
Europe and America from 1905 to the present.
W e consider such movements and genres as
fauvism, expressionism, cubism, futurism, the
Russian avant-garde, American modernism,
abstract expressionism, pop art, minimalism,
conceptual art, performance art, and installa­
tion in their historical and theoretical con­
texts. Themes that will be raised include modem/postmodem, formalism, primitivism, ab­
straction, representation, art and everyday life,
the machine, the city, originality, mass media,
appropriation, and authorship.
No prerequisite.
1 credit.
N ot offered 2003-2004.

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 mean­
ings and methods o f art were challenged and/or
rejected. Beginning with the brushstrokes of
abstract expressionism and continuing through
to the bitmaps o f today’s digital art, we con­
sider the changing status o f artists, artworks,
and institutions. Emphasis will be placed on
critical understanding o f the theoretical and
historical foundations for these shifts.
Prerequisite: A R T H 0 0 1 ,0 0 2 , or 005
I credit.
Spring 2004- Mileaf.

ARTH 025. Arts of Africa
1 credit.
N ot offered 2003-2004.

ARTH 027. African American Art
1 credit.
N ot offered 2003-2004.

101

Alt

ARTH 031. Traditional Japan
1 credit.
N ot offered 2003-2004-

ARTH 033. Special Topics in Asian Art
1 credit.
N ot offered 2003-2004.

ARTH 038. Ritual and Image in the
Buddhist Traditions
1 credit.
N ot offered 2003-2004.

ARTH 046. Monasticism and the Arts in
the Christian Middle Ages
(Cross-listed as RELG 029)
T his course will investigate the significance of
C hristian m onastic comm unities as major
artistic centers during the Middle Ages with an
emphasis on the way the social context o f pro­
duction and consumption effected the works of
art themselves and the way we have tradition­
ally chosen to study them.
No prerequisite.
1 credit.
N ot offered 2003-2004- Cothren.

ARTH 051. Renaissance Art in Florence
and Environs
A n introduction to painting, sculpture, draw­
ings, prints, and architecture produced in Flo­
rence and environs from the late 14th to the
16th century. W e will consider a full range of
issues related to the production and reception
of these works including the representation of
individuals, the state, and religion. W e will
also examine the context in which these works
were used and/or displayed; art and anatomy;
art and gender; the critical responses these
works elicited; and the theories of art devel­
oped by artists and nonartists alike.
N o prerequisite.
1 credit.
F all 2003. Reilly.

ARTH 056. Print Culture in Early
Modern Europe
T h is course examines the role o f printed
images in the visual culture o f early modem
Europe. W e will consider the ways in which
prints actively shaped and reflected the larger
social, religious, and political cultures o f which
they were part. Topics will include the tech­
nologies o f printmaking, the relationship

between printed images and texts, the reproduc­
tive versus original print, the markets for prints,
and prints and the transmission of culture.
No prerequisite.
1 credit.
N ot offered 2003-2004.

ARTH 064. Philadelphia and American
Architecture
American architecture, especially in Philadel­
phia, with European parallels: Palladianism,
historic revivals and Victorian architecture,
the Anglo-American house, the skyscraper, art
nouveau, art deco, the international style,
Kahn and Venturi, and postmodernism.
No prerequisite.
1 credit.
O ffered occasionally.

■

ARTH 074. History of Photography
This course will offer a history o f photography
in Europe and the U nited States from 1839 to
the present. We will consider the profound
effects of the invention o f photography on the
visual culture of our times by focusing on such
topips as pictorialism, amateurism, documentary and straight photography, technological
developments, Western expansion, photojour­
nalism, the nature o f objectivity, theories of
vision and reproduction, advertising, the rela­
tionship o f science and art, pornography, and
anthropological research.
No prerequisite.
1 credit.
N ot offered 2003-2004■

I

ARTH 076. The Rudy in Contemporary Art
This course examines the use o f the body as a
subject and medium in art o f the past few
decades. W hile poking, prodding, fragmenting,
and displaying the bodies of themselves and
others, recent artists have called into question
everything from conventional uses of the nude
to the viewer’s own physical experience of art.
Them es to be considered include the abject,
health and sickness, performance, fetishism,
masquerade, identity politics, and technology.
T his course will require careful reading of
assigned texts, active participation in regular
discussions, and frequent writing assignments.
Prerequisite: A R T H 005 or permission of the
instructor.
1

■

9

c r e d it.

Spring 2004- Mileaf.

9

ARTH 077. Exhibiting the Modern
This course surveys major exhibitions o f mod­
em art in Europe and America, along with
questions about modernist exhibition strategy
and practice. We will consider such watershed
exhibitions as the Salon des refusés (Paris), the
Armory Show (New York), the First Interna­
tional Dada Fair (Berlin), and the 0.10 Exhibi­
tion (Moscow) as well as such venues as the
Museum of Modem A rt, A n American Place,
Julian Levy Gallery, A rt of this Century, and
Leo Castelli Gallery.
Prerequisite: A R T P I001, 002, or 005.
I credit.
Not offered 2003-2004.

ARTH 096. Directed Reading
1 credit.
Staff.

ARTH 098. Senior Workshop: Art History
This capstone colloquium for art history majors
will explore various approaches to historical
interpretation o f the visual arts. A ttention will
be given to art historiography— both theory
and practice— through the critical reading of
some important recent texts which propose
and/or challenge novel interpretive strategies
from a variety of perspectives. As a part o f the
course, students will write the Senior Essay,
which constitutes the comprehensive require­
ment for the art history major.
(Students who are not art history majors but
have taken A RTH 001 or 0 04 and 3 other
credits in art history will be admitted to this
course with the permission of the instructor.)
1 credit.
Spring semesters. Cothren.

ARTH 180. Thesis
A 2-credit thesis normally carried out in the
fall of the senior year. T h e topic must be sub­
mitted and approved by the instructor-in­
charge before the end o f the junior year.
2 credits.
Staff.

SEMIHARS
Unless otherwise noted, the prerequisite for all
seminars is two courses in art history, including
ARTH 001.

ARTH 132. Arts of the Buddhist Temple
2 credits.
N ot offered 2003-2004.

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

ARTH 145. Gothic Art and Architecture
T h e formation of “T h e G othic” around 1140
and its development and codification in the Ilede-France to the middle of the 13th century;
monasteries, cathedrals, and chapels; neo-pla­
tonism and the new aesthetic; “court style” and
political ideology; structural technology and
stylistic change; patronage and production;
contextualizing liturgy and visualizing dogma.
2 credits.
Spring 2004- Cothren.

ARTH 14 7. Visual Narrative in
Medieval Art
This seminar examines how and why tenden­
tious stories are told in pictures during the
European Middle Ages and the various ways
art historians have sought to interpret their de­
sign and function. A fter introductory discus­
sions on narratology, the class focuses on an in­
tensive study of a few important and complex
works of art that differ in date o f production,
geographic location, viewing context, artistic
tradition, and medium. In past years, these
have included the Bayeux Embroidery o f ca.
1070, the stained-glass windows of the Parisian
Sainte-Chapelle o f ca. 1245, and G iotto’s fres­
cos in the Arena Chapel in Padua o f 13031305.
2 credits.
N ot offered 2003-2004 ■Cothren.

ARTH 151. The Visual Culture of
Renaissance Rome
From the 14th to the 17th century, Rome was
transformed from a “dilapidated and deserted”
medieval town to a center o f spiritual and
worldly power. This seminar will consider the
defining role that images played in that trans­
formation. In addition to studying the paint­
ing, sculpture and architecture of artists such as

103

Art

Fra Angelico, Bramante, Raphael, and M ichel­
angelo, we will study the creation and use o f
objects such as banners, furniture, and tempo­
rary festival decorations. Topics will include
papal reconstruction o f the urban landscape;
the rebirth o f classical culture, art and the
liturgy, private devotion and public ritual, and
the construction of the artist as genius.
2

credits.

Spring sem esters. Reilly.

A K TH 164. Modern Art
Current discussions from multiple theoretical
perspectives o f artists such as Courbet, Manet,
Degas, Gauguin, Cezanne, Picasso, and Pollock
and the issue o f “modernism” in 19 th- and
20th-century painting.
2 credits.
N ot offered 2003-2004.

AR TH 166. Avant-Gardes in Early 20th
Century Art

STUDIO ARTS
STUA001. Foundation
Foundation is designed as a comprehensive in­
troduction to the art o f drawing. The course
approaches drawing as a unique graphic and
expressive medium rather than as a preliminary
or planning process. T h e course begins from
the viewpoint that the expressive and interpre­
tative potential o f drawing can be achieved at
the beginning level when knowledge of draw­
ing media and techniques are fused with per­
sonal vision and creativity. T h e course follows
a sequence o f studies that introduces students
to basic drawing media and compositional ele­
ments through observation of natural and
manufactured forms. (This course is a prerequi­
site for all other courses in studio art.)
I credit.
E ach semester. Staff.

STUA 002. Ceramics Sculpture

2 credits.

This class comprises a series o f projects using a
diverse range o f hand building processes and
themes. T h e areas o f practice include life-mod­
eling, slab construction and coil-built sculp­
tural forms. Students will also learn traditional
and nontraditional solutions to the ceramic
surface. Group critiques and in class discussion
will combine with demonstrations and slide
lectures to build upon this intensive studio
experience.
1 credit.
F all 2003. Carpenter.

Foil 2003. Mileaf.

STUA 003. Drawing

ARTH 168. Dada and Surrealism

Work in various media directed toward a
clearer perception o f space, light, and form.
T his course is for all levels o f ability and in­
cludes weekly outside drawing problems and a
final project.
1 credit.
Spring 2004- Exon.

T his seminar examines case studies in Euro­
pean and American avant-garde art from the
first half o f the 20th century. Major theoretical
texts by Poggioli and Bürger will act as a back­
ground for discussions about such artistic
movements as cubism, futurism, Die Brücke,
Devetsil, dada, surrealism, Russian construc­
tivism, and the Bauhaus. By developing a
working understanding o f both historical and
conceptual avant-gardes, we will question
whether there can be an avant-garde today.

Signing a name, going into a trance, collecting
dust, shopping in a flea market, dreaming,
scribbling, and playing a game— all o f these
activities were investigated as methods o f art
production by artists associated with Dada and
surrealism in the early decades of the 20th cen­
tury. T his seminar examines not only these
new modes of making art but also the artists’
political, cultural, and theoretical reasons for
developing them. By carefully reading primary
and secondary texts, we consider the questions,
aims, and desires o f these revolutionary art
movements as well as the methods o f art his­
tory that have been conceived to address them.
2 credits.
N ot offered 2003-2004.

104

STUA 004. Sculpting Everyday Things
This class is a nonfigurative exploration of a
large range o f modem and contemporary sculp­
tural concepts and techniques. Through indi­
vidual projects, several different mediums will
be explored. These will include clay modeling,
plaster casting, woodworking, stone carving,
and assemblage.
1 credit.
E ach sem ester. Meunier.

STUA 006. Photography

STUA 014. Landscape Painting

Introduction to the technical processes and
visual and theoretical concepts o f photography,
both as a unique medium and as it relates to
other forms of nonphotographic composition.

This course explores the vast array o f interpre­
tive approaches, and practical methods avail­
able to the painter interested in landscape.
Each student will be introduced to analytical
strategies, methods, and techniques that can be
used in the field while painting directly from
nature. Topics include atmospheric perspec­
tive, linear perspective, viewpoint, composi­
tional structuring through shape and rhythmic
manipulation as well as a thorough study of
light through changing effects color and tonal­
ity. These topics will be introduced using
demonstrations during class (both in the field
and outside) and analysis of landscapes from
art history. Workshops and presentations by
visiting artists will also assist us throughout the
semester. Weekly excursions into the land­
scape around the College will be scheduled
(this includes the urban, suburban, and rural
landscape o f southeastern Pennsylvania).
Assignments will be given each week outside
o f class to reinforce the methods introduced
during the week. T h e primary subject for these
works will be the environs o f the College dur­
ing the changing autumnal season. O il paints
will be the central medium of the class, and the
necessary technical needs will be established.
However, design and composition (both picto­
rial and spatial) will be emphasized throughout
the semester.

Prerequisite: S T U A 001, even for seniors.
I credit.
Each semester. Meunier.

STUA 008. Painting
Investigation into the pictorial structure o f oil
painting and the complex nature o f color. A
thorough study of texture, spacial conventions,
light, and atmosphere will be included.
1 credit.
Spring 2004- Exon.

STUA 010. Life Drawing
Work in various media directed toward a
clearer perception of the human form. T he
class is centered on drawing from the model,
and within this context. T h e elements o f ges­
ture, line, structure, and light are isolated for
the purpose of study.
1 credit.
Fall 2
STUA 011. Watercnlor
This course is a complete exploration o f watersoluble media with an emphasis on transpar­
ent, gum arabic-based watercolor. O ther mate­
rials and techniques will include ink wash,
gouache, silk colors, collage, handmade papers,
matting, and pen-making, using reeds and
quills. When in the studio, the class will work
from the figure and still life. T h e central motif,
however, will be painting the landscape.
Whenever possible, we shall work outdoors.
Occasional field trips to locales other than the
campus will be offered.
1 credit.
Not offered 2003*2004.

STUA 012. Figure Composition
An advanced course in painting and drawing
the human form. Emphasis will be given to the
methods, thematic concepts, conventions, and
techniques associated with multiple figure de­
sign and composition.
Prerequisite: S T U A 0 08 and/or S T U A 010.
Offered occasionally.

1 credit.
F all 2003. Exon.

STUA 015. The Potter’s Wheel
T his class focuses on a series of projects for the
wheel that assist in development of ideas and
technique. Most projects will involve the func­
tional container, but the option to explore the
wheel for nonfunctional form will also be
available. Five assigned projects will be fol­
lowed by the advanced series in which the stu­
dent will propose and concentrate on a series
o f related objects for the remainder of the se­
mester. Critiques and in-class discussion are an
im portant com ponent o f this experience.
Students will be exposed to traditional and
nontraditional solutions to the wheel-thrown
container through slide lectures, videos, and a
guest artist. For beginners and advanced
students.
1 credit.
B oth sem esters. Carpenter.

1U5

Art

STUA 0 17. The Hand-Built Container
T h e subject of this class is the hand-built
ceramic container. Slab construction, and tra­
ditional coil building are just two o f the
processes that will be used in the development
of a series o f ceramic containers. Students will
work within a range o f them atic sources and
processes to develop technically as well as aes­
thetically. Varied surface solutions will be
explored including high, low, and pit fired.
Group critiques, slide presentations, and a
guest artist demonstration will enhance this
studio experience.
1 credit.
Spring 20 0 4 . Carpenter.

STUA 019. Works on Paper
This class is an introduction to various printing
processes, which can include monoprints, linoprints, wood engraving, etchings, and typeset­
ting. Students will learn technical approaches
and investigate visual solutions using a format
o f serial imagery. Weekly class assignments will
integrate drawing and design concepts and ex­
plore the range o f materials available, using
paper as a support. Longer projects will rely on
either book format or suites o f images that ex­
plore them atic ideas developed by the student.
1 credit.
Spring 2004. Staff.

STUA 020. Advanced Studies
020A . Ceramics
020B .

Drawing

020C . Painting
020D . Photography
020E.

Sculpture

020F.

Printmaking

These courses are designed to usher the inter­
mediate and advanced student into a more in­
dependent, intensive study in one or more of
the fields listed earlier. A discussion of formal
issues generated at previous levels will con­
tinue, with greater critical analysis brought to
bear on stylistic and them atic direction. Each
student is expected to attend, throughout the
semester, a given class in their chosen medium
and must make sure at the time o f registration
that the two class sessions will fit into their
schedule. In addition to class time, the student
will meet with the professor for individual con­
ferences and critiques.

106

N ote: Although this course is for full credit, a
student may petition the studio faculty for a
0.5-credit semester.
Prerequisite: Foundation and at least one pre­
vious course in the chosen medium.
1 credit.
E ach sem ester. Staff.

STUA 025. Advanced Studies II
Continuation o f S T U A 02 0 on a more ad­
vanced level.
Prerequisite: S T U A 020.
1 credit.
E ach sem ester. Staff.

STUA 026. The Digital Darkroom
T h e digital darkroom is an expressive tool for
the black-and-white photographer and printer.
W hen images made on conventional film are
converted to digital form via scanning, a whole
new world o f printing and publishing becomes
available. This option is a particular boon to
photographers who are adversely affected by
darkroom chemicals or who do not have ready
access to a darkroom. T h e controls offered by
the digital darkroom emulate and often exceed
those available in the conventional darkroom.
T h e purpose of this class is to understand those
controls and to apply them to images captured
on film. A fter a basic tour of Photoshop tools
and techniques, we explore contrast control,
selective tonal control, dodging and burning,
monitor calibration, using grayscale and Duotone, Tritone, and Quadtone inks, retouching
and enhancement, and various special effects.
Parallels are drawn to conventional darkroom
techniques throughout.
Prerequisite: S T U A 006: Photography or
equivalent.
1 credit.
Spring 2004- Staff.

STUA 030. Senior Workshop
A course designed to strengthen critical, theo­
retical, and practical skills on an advanced
level. Critiques by the resident faculty and vis­
iting artists, as well as group critiques with all
members o f the workshop, will guide and assess
the development o f the students’ individual di­
rected practice in a chosen field. Assigned
readings and scheduled discussions will initiate
the writing of the thesis for the senior exhi-

bition. (This course is required o f senior art
majors.)
1 aedit.
Fall 2003. Exon.

STUA 035. Alternative Processes in
Photography
This advanced photography course will cover a
broad range of silver and nonsilver processing
techniques in photography. Techniques will in­
clude toning, hand coloring, staining, various
photo papers, alternative light sources, photograms, solarization, creative techniques with
developer, cyanotypes, Polaroid transfer and
emulsion lifts, and wearable art.
Prerequisite: S T U A 0 0 6 : Photography or
equivalent.
1 credit.
Not offered 2003-2004.

STUA 040. Senior Exhibition
A course designed to further strengthen criti­
cal, theoretical, and practical skills on a more
advanced level. During the spring semester of
the senior art major, students will write their
senior artist statement and mount an exhibi­
tion in the Vera List Gallery o f the Performing
Arts Center. T h e artist statement is a discus­
sion of the development o f the work to be ex­
hibited. The exhibition represents the compre­
hensive examination for the studio art major.
Gallery exhibitions are reserved for studio art
majors who have passed the senior workshop
and fulfilled all requirements, including the
writing of the senior art major statement.
1 credit.
Spring 2004. Staff.

107

Asian Studies

Chair:

HAILI KONG (Modem Languages and Literatures, Chinese)
Jenny Gifford (Administrative Assistant)

Faculty:

Alan Berkowitz (Modem Languages and Literatures, Chinese)5
Aya Ezawa (Sociology and Anthropology)
William Gardner (Modem Languages and Literatures, Japanese)
Bruce Grant (Sociology and Anthropology)
Steven Hopkins (Religion)
Scott Kugle (Religion)
Gerald Levinson (Music)
Lillian Li (History)
Jeanne Marecek (Psychology)’
Steven Piker (Sociology and Anthropology)’
Bonald Swearer (Religion)’
Larry Westphal (Economics)
Tyrene White (Political Science)
Thomas Whitman (Music)
Sujane Wu (M odem Languages and Literatures, Chinese)

2 A bsent on leave, spring 20043 A bsent on leave, 2003-2004.

7 Affiliated faculty (do not teach courses on
Asia but available for independent study
projects).

Asian studies is an interdisciplinary program
that introduces students to the vast range of
historical and contemporary human experi­
ence on the Asian continent— from South
Asia, to peninsular and insular Southeast Asia
and East Asia. Asian courses are offered by the
Asian Studies Program and in the A rt, Eco­
nomics, History, M odem Languages and Liter­
atures (Chinese and Japanese), Music and
Dance, Political Science, Religion, Sociology
and Anthropology, and Theater departments.
Asian studies offers majors in course and hon­
ors, an honors minor, and a course minor.
Majors construct individualized programs of
study, with a focus on a comparative theme or
on a particular country or region. Som e exam­
ples o f comparative themes include classical
traditions in Asian literature and art, Buddhist
studies, Asian nationalisms and the emergence
o f nation-states, or the political economy of
Asian development. However, in all cases the
core o f the major lies in exposure to multiple
regions, for cross-cultural comparisons, and
multiple disciplines.

to consult our Web site at http://www.swarthmore.edu/Humanities/asian/ for up-to-date
information on courses and campus events.
Students should also meet with the chair well
in advance of preparing a sophomore paper to
discuss how to plan an individualized program
with intellectual coherence and rigor. Ad­
vance planning is especially critical for stu­
dents contemplating the Honors Program and
those integrating study abroad in the major.

Students interested in Asian studies are urged

108

LANGUAGE STUDY AND STUDY ABROAD
Although not required, majors are strongly
encouraged to consider studying an Asian lan­
guage and a period of study in Asia. Swarthmore currently offers Chinese and Japanese,
but many other Asian languages may be stud­
ied at the University o f Pennsylvania during
the regular academic year, in summer-language
programs, or abroad. Experience has shown
that off-campus language courses may create
scheduling difficulties. As a result, many stu­
dents elect the summer or study abroad option.

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 o f 1.5 cred­
its are successfully completed in a program ap­
proved by the Asian studies faculty.
The Asian studies faculty can recommend aca­
demically rigorous programs in several Asian
countries, often tailored to a student’s particu­
lar interest. Study abroad is the ideal arena for
intensive language study. Non-language cours­
es taken abroad may also be applied toward the
major, if credit has been granted by the College
and subject to the approval of the Asian Stud­
ies Committee. However, normally at least h alf
o f the credits toward a student’s A sian Studies Pro­
gram (whether m ajor or m inor) should be taken at
Swarthmore.
The Alice L. Crossley Prize in Asian Studies:
See p. 90.

REQUIREMENTS AND RECOMMENDATIONS
Course Major
An Asian studies major is more demanding
than a departmental major because it is each
student’s responsibility to make the connec­
tions between courses that differ widely in con­
tent and method. W hen considering appli­
cants to the major, the Asian Studies Comm it­
tee looks for evidence of intellectual flexibility
and independence as well as a demonstrated
ability to do work at the B- level or above in at
least two Asia-related courses in different
departments.
The major in Asian studies consists of a min­
imum of 9 credits, with requirements and dis­
tribution as follows:
1. Geographic breadth. Course work must be
completed concerning more than one of the
regions of Asia (South, Southeast, and East
Asia). This requirement can be accom­
plished 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
other than that of the principal focus in an
individual student’s program.
2. Disciplinary breadth. Classes must be taken in
at least three different departments.

3. Foundations. A t least 1 credit must be taken
from the following range of courses:

Com parative Studies
A R T H 003 (Asian A rt)
M U SI 008 (Music of Asia)
RELG 008 (Patterns o f Asian Religions)
RELG 009 (T h e Buddhist Tradition)
Focus on a Single C oun try o r R eg ion
CH IN 016/LITR 016C H (Substance, Shadow,
and Spirit in Chinese Literature and Culture)
H IS T 009A (Chinese Civilization)
H IS T 010 (Traditional Japan)
RELG 012 and 013 (History, Religion, and
Culture of India I and II)
4. Interm ediate and advanced w ork. A minimum
o f 5 credits must be completed at the inter­
mediate or advanced level in at least two
departments.
5. A sian language study. Asian-language study
is not required but is strongly recommended.
Up to 4 credits in language study may be ap­
plied toward the major. For languages of­
fered at Swarthmore, courses above the firstyear level may count toward the major.
Courses above the second-year level will
count as intermediate/advanced. For Asian
languages no t offered at Swarthmore, cours­
es at the entry level may count toward the
major if at least the equivalent of 1.5 credits
is successfully completed in an approved
program. Courses above the first-year level
count as intermediate/advanced.
6. Culm inating exercise. Students in the Asian
studies course major have a choice of culmi­
nating exercises.
a. T hesis option. A 1- or 2-credit thesis,
followed by an oral examination. T he
thesis must be interdisciplinary, in that
two members of the Asian studies faculty
from different departments participate in
the direction o f its research and the ex­
amination of its results. Students must
enroll for the thesis (A SIA 096) no later
than fall semester of the senior year. For
more information about the thesis, see
the department W eb site (http://www.
swarthmore.edu/Humanities/asian/) or
the sophomore paper guidelines.
b. H onors sem inar option. W ith the prior ap­
proval of the Asian Studies Committee,

109

Asian Studies

students may fulfill the requirement for a
culminating exercise by taking a 2-credit
honors seminar in an Asian studies topic
in either their junior or senior year.
(N ote: A two-course com bination for
external examination or a course-plusdirected-reading-attachment will not sat­
isfy this requirement.) T h e 2-credit hon­
ors seminar will count as 1 o f 9 credits
toward the Asian studies course major,
but 8 other credits are still necessary.
7. G rade-point average requirem ent. A student
must have at least a C average across all
courses applied to the course major.

Couise Minor
Students will be admitted to the minor after
having successfully completed at least two
Asia-related courses with grades o f B- or better
from different departments. Students may
apply for the minor as early as the sophomore
paper and as late as the first week o f the senior
year.
T h e Asian studies interdisciplinary minor in
course consists o f five courses, distributed as
follows:
1. G eographic breadth. Course work must be
completed concerning more than one o f the
regions o f Asia (the South, the Southeast,
and East Asia). T his can be accomplished by
taking at least two courses that are panAsian or comparative in scope or by taking
at least one full course on a country other
than that o f the principal focus in an indi­
vidual student’s program.
2. D isciplinary breadth. Courses must be taken
in at least two departments outside o f the
disciplinary major. Only one course may
overlap the Asian studies minor and a disci­
plinary major.
3. Foundations. Students are encouraged, but
not required, to include at least one course
from the list o f “foundation courses” (see
earlier).
4. Interm ediate and advanced w ork. A t least 2
credits of work must be completed at the in­
termediate or advanced level. N ote that
there is no capstone seminar or thesis for the
interdisciplinary minor in course.
5. Asian language study. Asian language study is
not required, but courses in Asian languages
may count toward the course minor. For lan­

110

guages offered at Swarthmore, courses above
the first-year level may count toward the
minor. Courses above the second-year level
count as intermediate/advanced. For Asian
languages no t offered at Swarthmore,
courses at the entry level may count toward
the minor if at least the equivalent of 1.5
credits is successfully completed in an ap­
proved program. Courses above the firstyear level count as intermediate/advanced.
6. G rade-point average requirem ent. A student
must have at least a C average across the
five courses applied to the minor.

Honois Major
To be admitted to the honors major, students
should have completed at least two Asia-re­
lated courses in different departments at the
B+ level or above.
T h e honors major in Asian studies consists of a
minimum o f 10 credits (including four honors
preparations).
1. G eographic and disciplinary breadth require­
m ents. These are the same as those for the
course major (see earlier).
2. Foundations. Normally, at least one course
should come from the list o f “foundation
courses” (see earlier).
3. A sian studies as an interdisciplinary m ajor. All
four fields presented for external examina­
tion must be Asian studies subjects. The stu­
dent has the option of omitting a minor field
designation. Alternatively, one of the four
fields can be designated as a minor, in which
case the student must fulfill all the require­
ments o f that department or program for an
honors minor.
4. H onors preparations representing at least two
differen t disciplines. Careful advance plan­
ning is essential to make certain that the
prerequisites and requirements established
by separate departments and/or programs
have been met. Honors preparations in
Asian studies may consist o f 2-credit semi­
nars, designated pairs of courses, 1-credit at­
tachments to designated 1-credit courses, a
1-credit thesis in conjunction with a 1-credit course, or a 2-credit thesis. W e especially
encourage students to consider a course plus
a 1-credit thesis combination, when the
combination would allow for an interdisci­
plinary perspective on a particular issue or
theme. W ith the advance approval of the

Asian Studies Committee, course work or
research done in study abroad may be incor­
porated into the preparation.
5. Senior honors study (SH S) fo r m ajors. SH S,
usually done in the spring semester of the se­
nior year, will normally follow the criteria
established for minors by the department in
which the honors preparation is done. SH S
for interdisciplinary preparations will be de­
termined in consultation with the relevant
professors and the Asian Studies Program
chair. No course credit will be given for SH S
for majors. A student may choose to have
one of the four preparations serve as a minor
in a discipline. If so, the SH S for that prepa­
ration will be governed by the host depart­
ment’s practice. SH S materials may be ex­
amined in regular written and some oral
exams.
6. Grade-point average requirem ent. A student
must have at least a B+ in all courses applied
to the honors major.

Honors Minor
To be admitted to the honors minor, students
should have completed at least two Asia-re­
lated courses in different departments at a level
of B+ or above.
An honors minor in Asian studies consists of a
minimum of 5 credits, distributed as follows:
1. Geographic breadth. There are two tracks
within the minor. Students should specify
which track they intend to pursue when
writing sophomore papers.
a. Com parative A sian cultures. T h e selection
of courses and honors preparation should
allow a comparative perspective on the
traditional or modem cultures o f Asia.
Individual programs should be worked
out in close consultation with the Asian
studies chair. (Language study does not
count toward this track.)
b. Focus on a single country or region. A ll
courses in the program should focus on
the same region or country. Up to 2 cred­
its of language study may be counted.
2. Disciplinary breadth. Courses must be taken
in at least two departments outside o f the
disciplinary honors major. Only one course
may overlap with the honors minor and the
honors major.

five courses should come from the list of
foundation courses (see earlier).
4. A sian language study. Asian language study is
not required, but courses in Asian languages
may count toward the honors minor. For
languages offered at Swarthmore, courses
above the second-year level count toward
the minor. 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 pro­
gram approved by the Asian studies faculty.
5. H onors preparation. A n honors minor in
Asian studies will submit one preparation,
normally a 2-credit seminar, for examina­
tion. For alternative formats o f honors
preparations, see Section 4 of the Asian
studies honors major (earlier).
6. SH S fo r m inors. SH S for minors, normally
done in the spring semester o f the senior
year, will follow the norms established by
the department in which the honors prepa­
ration is done. No course credit will be
given for SH S for minors. SH S materials
may be examined in regular written and
some oral exams.
7. GPA requirem ent. A student must have at
least a B+ in all courses applied to the hon­
ors minor.

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

Art (Art History)
A R T H 003.

Asian A rt

A RTH 031.

Traditional Japan

A RTH 033.

Special Topics in Asian Art

A R T H 038.

Ritual and Image in the
Buddhist Traditions

A R T H 132.

Arts of the Buddhist Temple

Asian Studies
ASIA 093. Directed Reading
1 credit.
E ach sem ester. Staff.

3. Foundations. Normally at least one o f the

1 11

Asian Studies

ASIA 096. Thesis
1 credit.
Fall 2003 and 2004. Staff.

ASIA 180. Thesis
2 credits.
Fail 2003 and 2004. Staff.

ASIA 199. Senior Honors Study
0 .5 credit.
F all 2003 and 2004. Staff.

Economics
ECO N 081.

Economic Development*

ECON 083.

Asian Economies

ECON 181.

Econom ic Development+

History
H IS T 001G . Women, Family, and the State
in China
H IS T 009A . Chinese Civilization

L IT R 027C H . Women Writers in 20thCentury China
L IT R 055C H . Contemporary Chinese
Cinema
L IT R 066C H . Chinese Poetry
L IT R 081C H . Transcending the Mundane:
Taoism in Chinese Literature
and Culture

Modern Languages and Literatures
(Chinese and Japanese)
CH IN 003B . Second-Year Mandarin Chinese
(fall 2003)
CH IN 004B . Second-Year Mandarin Chinese
(spring 2004)
CH IN 011.

Third-Year Chinese

CH IN 011 A . Third-Year Chinese
Conversation
CH IN 012.

Advanced Chinese

H IS T 009B .

M odem China

CH IN 0 1 2A. Advanced Chinese
Conversation

H IS T 010.

Traditional Japan

CH IN 016.

H IS T 075.

M odem Japan

H IS T 077.

Orientalism East and West

Substance, Shadow, and Spirit
in Chinese Literature and
Culture

H IS T 078.

Beijing and Shanghai: Tale of
Two Cities

CHIN 017.

H IS T 144.

State and Society in China,
1750-2000

Legacy o f Chinese Narrative
Literature: T h e Story in
Dynastic China

CHIN 018.

T h e Classical Tradition in
Chinese Literature

Linguistics

CHIN 020.

Readings in Modem Chinese

LIN G 004.

Comparative Phonology of
the East Asian Languages

CHIN 021.

Topics in M odem Chinese

LIN G 005.

Structure o f the Japanese
Language

CHIN 023.

M odem Chinese Literature

CHIN 025.

LIN G 033.

Introduction to Classical
Chinese

Contemporary Chinese Fiction:
Mirror o f Social Change

CHIN 027.

Women Writers in 20thCentury China

CHIN 033.

Introduction to Classical
Chinese

CHIN 055.

Contemporary Chinese Cinema

CHIN 056.

History of Chinese Cinema
(1905-1995)

CHIN 063.

Comparative Perspectives:
China in the A ncient World

Literature
L IT R 016C H .

L IT R 0 1 7 C H .

L IT R 0 1 8 C H .

Substance, Shadow, and Spirit
in Chinese Literature and
Culture
Legacy o f Chinese Narrative
Literature: T h e Story in
Dynastic China
T h e Classical Tradition in
Chinese Literature

L IT R 023C H .

M odem Chinese Literature

L IT R 025C H .

Contemporary Chinese
Fiction: Mirror of Social
Change

1 12

CHIN 066.

Chinese Poetry

CHIN 081.

Transcending the Mundane:
Taoism in Chinese Literature
and Culture

CHIN 091.

Special Topics in Chinese
Literature and Culture in
Translation

CHIN 093.

Directed Reading

CHIN 104.

RELG 053.

Gender and Sexuality in
Islamic Societies*

RELG 104.

Buddhism and Society in
Southeast Asia

Lu Xun and Modem Chinese
Literature

RELG 108.

Poets, Saints, and Storytellers:
Religious Literatures of India

CHIN 105.

Topics in Traditional Chinese
Literature

RELG 110.

Religious Belief and Moral
A ction+

JPNS017.

Introduction to Japanese
Culture: T h e Cosmology of
Japanese Drama

RELG 113.

From Buddha’s Relics to the
Body of God: Hindu and
Buddhist Devotion

JPNS018.

Topics in Japanese Literary and
Visual Culture

Sociology and Anthropology

JPNS 024.

Japanese Film and Anim ation

SO A N 033B . Power, Inequality, and Diversity
in Contemporary Japan

JPNS041J.

Fantastic Spaces in Modem
Japanese Literature

SO A N 043C . Gender in Contemporary East
Asia

Music and Dance

SO A N 033C . Global Asia

DANC 048.

Performance Dance: Kathak

SO A N 043B Shamanism*

MUSI 005.

Patterns of Asian Music and
Dance

SO A N 093.

Southeast Asia: Culture and
History, Independent Study

MUSI 008.

T h e Music o f Asia

SO A N 102.

History and Myth+

MUSI 049.

Balinese Gamelan

Political Science
POLS 055.

C hina and the World

POLS 056.

Patterns o f Asian Development

POLS 064.

American-East Asian
Relations*

POLS 108.

Comparative Politics: East Asia

Religion
RELG008.

Patterns o f Asian Religions

RELG009.

T h e Buddhist Traditions of
Asia

Theater
T H E A 015.

Directing I/Performance
Theory*

* Cognate cou rse. Counts toward Asian studies
if all papers/projects are focused on Asian
topics. No more than two may be applied to
the course or honors major. N o more than 1
credit may be applied to the honors minor.
+ C ognate sem inar. No more than 1 credit may
be applied toward the honors major. It does
not count toward an honors minor.

RELG011B. Religious Symbols and Islamic
Experience*
RELG 012.

History, Religion, and Culture
of India 1

RELG 013.

History, Religion, and Culture
of India II

RELG 026B. Buddhist Social Ethics
RELG 027B. Asian Religions in A m erica*
RELG 030B. T h e Power o f Images: Icons and
Iconoclasts*
RELG 03 IB . Religion and Literature: From
the Song o f Songs to the Hindu
Saints*
RELG 046.

Justice and Conscience in
Islam*

113

Biology
scon F. GILBERT, Professor3
JOHN B. JENKINS, Professor2
RACHEL A . MERZ, Professor
KATHLEEN K. SIWICKI, Professor
SARA HIEBERT BORCH, Associate Professor
COLIN PORRINGTON, Associate Professor
ELIZABETH A . VALLEN, Associate Professor1
AMY CHENG VOLLMER, Associate Professor and Chair
JAMES P. NOVERAL, Visiting Associate Professor (part time)
JULIE HAGELIN, Assistant Professor
JOSE-LUIS MACHADO, Assistant Professor
JUDY CEBRA-THOMAS, Visiting Assistant Professor
JUSTINE M ELO, Visiting Assistant Professor
DARLENE BRAMUCCI, Laboratory Instructor/Academic Coordinator
WILLIAM GRESH, Laboratory Instructor
JOCELYNE MATTEI-NOVERAL, Laboratory Instructor
THOMAS VALENTE, Laboratory Instructor
RACHEL HEATH WALLACE, Laboratory Instructor
MARIA E . MUSIKA, Administrative Assistant12
1 A bsent on leave, fall 2003.
2 A bsent on leave, spring 2004.

3 A bsent on leave, 2003-2004.

Students are introduced to biology by enrolling
in BIO L 001 and 002, which serve as prerequi­
sites for all intermediate and advanced biology
courses. Intermediate courses are numbered
010-050. Courses numbered beyond 100 are
advanced and may be used to prepare for the
Honors Program. Advanced Placement 5 is
accepted for placement in some intermediate
courses. See individual instructors for permission.

STA T 001 or M ATH 003) or the completion
of Calculus II (M A TH 06A and 06B or 06C).
O ne semester of statistics (ST A T 002 or 002C)
is strongly recommended.

REQUIREMENTS AND RECOMMENDATIONS
Students electing to major in biology must
have a grade-point average o f C in BIO L 001
and 002 (or in the first two Swarthmore biol­
ogy courses) and a C average in all Swarthmore
College courses in the natural sciences. T h e bi­
ology major must include the following sup­
porting subjects in addition to the minimum of
8 biology credits composing either the honors
or the course major: Introductory Chemistry, at
least one semester o f Organic Chemistry, and
two semesters o f college mathematics (not

114

Students majoring in biology must take at least
one course or seminar in each of the following
three groups: I. C ell and Molecular Biology, II.
Organismal Biology, and III. Population Biol­
ogy. Course majors must take at least one ad­
vanced course or seminar in biology and satisfy
the general college requirement of a compre­
hensive experience and examination in biol­
ogy by participation in BIO L 097: Senior
Comprehensive Exam.
Students who wish to minor in biology must
take 6 credits, at least 4 o f which are to. be
taken at Swarthmore. T h e grade requirement
to enter the minor is the same as for the biolo­
gy course major. BIO L 001 and 002 are re­
quired. There are no requirements far chem­
istry, math, or physics and no distribution re­
quirement within the department. Only one
course numbered BIO L 003-009 is allowed and
only one course in either BIO L 093 or 094-

Special majors in biochemistry, psychobiology,
biostatistics, and environmental science are
also offered. W e offer teacher certification in
biology through a program approved by the
state of Pennsylvania. Because o f a change in
teacher certification regulations that occurred
in November 2000, students completing certi­
fication through 2003 will need to fulfill some­
what different course requirements from those
who complete certification in 2004 and be­
yond. For further information about the rele­
vant set of requirements, please contact the
Educational Studies chair, the Biology De­
partment chair, or the Educational Studies
Department W eb site: www.swarthmore.edu/SocSci/Education/.

Honors Program
Admission to the Honors Program either as a
major or a minor is based on academic record
(average of B or better in Swarthmore College
courses in the natural sciences) and comple­
tion of prerequisites for the courses or seminars
used in preparation for honors exams. Quali­
fied students will prepare for two external
exams from the following areas: animal physi­
ology, behavioral ecology, biomechanics, cell
biology, developmental genetics, human genet­
ics, microbiology, neurobiology, plant physiol­
ogy, plant defense, and plant ecology. Students
in honors also will undertake a substantial re­
search project (BIO L 180) and participate in
senior honors study (BIO L 199). These efforts
will be evaluated fry external examiners, who
will determine the level of honorific and grades
for BIOL 180 and 199.
Biology course numbers reflect study at differ­
ent levels of organization— General Studies
(001-009), intermediate courses in Cellular
and Molecular Biology (010 -019), Organismal
Biology (020-029), Population Biology (030039), Seminars in Cellular and Molecular
Biology (110-119), Seminars in Organismal
Biology (120-129), and Seminars in Popula­
tion Biology (130-139).

illustrated by examples drawn from cell biol­
ogy, biochemistry, genetics, microbiology, neu­
robiology, and developmental biology.
O ne laboratory period per week.
Primary distribution course. 1 credit.
Foil 2003. Staff.

BIOL 002. Organismal and Population
Biology
Introduction to the study of organisms empha­
sizing morphology, physiology, behavior, ecol­
ogy, and evolution of whole organisms and
populations.
O ne laboratory per week.
Prim ary distribution course. 1 credit.
Spring 20 0 4 . Staff.

BIOL 006. History and Critique of Biology
T h e topics of this course focus on the history
and sociology o f genetics, development, and
evolution, science and theology, and feminist
critiques o f biological sciences.
Prerequisites: BIO L 001 and 002.
1 credit.
Not offered 2003-2004.

Group I: Cellular and Molecular Biology
(01IHI19)
BIOL 010. Genetics
A n introduction to genetic analysis and molec­
ular genetics. T h e course explores basic princi­
ples o f genetics, the chromosome theory of in­
heritance, classical and molecular strategies for
gene mapping, strategies for identifying and
isolating genes, the genetics of bacteria and
viruses, replication, gene expression, and the
regulation o f gene activity. Major concepts will
be illustrated using human and nonhuman
examples.
O ne laboratory period per week.
Prerequisite: B IO L 001 or consent o f the
instructor.
1 credit.
F all 2003. Jenkins.

COURSES

BIOL 014. Cell Blolcgy

General Studies

A study of the ultrastructure, molecular ihteractions and function o f cell components, fo­
cusing primarily on eukaryotic cells.

BIOL 001. Cellular and Molecular Biology

O ne laboratory period per week.

An introduction to the study o f living systems

115

Biology

1 credit.

well as the functional organization of selected
neural systems.

Spring 2004. Vallen.

O ne laboratory period per week.

Prerequisites: B IO L 001 and CH EM 022.

BIOL 016. Microbiology
Biology of microorganisms with an emphasis
on aspects unique to prokaryotes. Topics in­
clude microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory
exercises include techniques for detecting, iso­
lating, cultivating, quantifying, and identifying
bacteria. Students may no t take both BIO L
0 16 and 017 for credit.

Prerequisites: BIO L 001 and CH EM 010.
I credit.
Spring 2004- Siwicki.

BIOL 024. Embryology
T h is analysis o f anim al development will
combine descriptive, experimental, and evolu­
tionary approaches. Laboratories will involve
dissection and manipulation of invertebrate
and vertebrate embryos.

O ne laboratory period per week.

One laboratory period per week.

Prerequisites: BIO L 001 and CH EM 022.

Prerequisites: B IO L 001 and 002.

1 credit.

1 credit.

N ot offered 2003-2004.

Spring 2004. Cebra-Thomas.

BIOL 0 17. Microbial Pathogenesis and
the immune Response
A study of bacterial and viral infectious agents
and o f the humoral and cellular mechanisms by
which vertebrates respond to them. Laboratory
exercises include techniques for detecting, iso­
lating, cultivating, quantifying, and identifying
bacteria. Students may no t take both BIO L
0 16 and 017 for credit.
O ne laboratory period per week.
Prerequisites: BIO L 001 and 002; CH EM 022.
1 credit.
Spring, 2004- Vollmer.

Group II: Organismal Biology (020-029)
BIOL 020. Animal Physiolngy
A n examination of the principles and mecha­
nisms of animal physiology ranging from the
subcellular to the integrated whole animal.
Possible topics include metabolism, thermoreg­
ulation, endocrine regulation, digestion, car­
diovascular physiology, and muscle physiology.
Prerequisites: B IO L 001 and 002; CH EM 010
recommended.
Primary distribution course.

BIOL 026. Invertebrate Zoology
Evolution, morphology, ecology, and physiol­
ogy of invertebrate animals.
O ne laboratory period per week; some all-day
field trips.
Prerequisites: BIO L 001 and 002.
1 credit.
F all 2003. Merz.

BIOL 027. Crop Plants
A n introduction to the plants used as food by
humans: their origins and evolution; growth
and development; nutritional value; produc­
tion methodology and breeding for yield im­
provement; and pest resistance. Labs will ex­
amine the preparation and processing of crops
for use as food by man and will include several
field trips to production and experimental
farms in the area.
O ne laboratory period per week.
Prerequisite: BIO L 002, or the permission of
the instructor.
1 credit
N ot offered 2003-2004.

Group III: Population Biology (030-039)

1 exedit.
F all 2003. Hiebert Burch.

BIOL 030. Animal Behavior

BIOL 022. Neurobiolngy

T his course is an introduction to the biological
study of animal behavior under natural condi­
tions. Observation of the behavior and natural
history of animals, including insects, birds, and
primates leads to an understanding of ethology,

A study o f the basic principles of neuroscience,
with emphasis on the electrical and chemical
signaling properties o f neurons and their un­
derlying cellular and molecular mechanisms as

116

behavioral ecology, orientation, and migration.

INDEPENDENT STUDIES

Three to six hours o f fieldwork per week.
Prerequisite: BIO L 002.

BIOL 093. Directed Reading

I credit.

A program o f literature study in a designated
area of biology not usually covered by regular
courses or seminars and overseen by a biology
faculty member.

Fall 2003. Hagelin.

BIOL 034. Evolution
This course focuses on how the genetic struc­
ture of a population changes in response to mu­
tation, natural selection, and genetic drift.
Other topics, such as evolutionary rates, speciation, and extinction provide a broader view of
evolutionary processes.
One laboratory period or field trip per week.
Prerequisites: BIO L 001 and 002.
Fail 2003. Purrington.

BIOL 036. Ecology
The scientific study of the relationships that
determine the distribution and abundance of
organisms, with a focus on plants. Topics in­
clude population dynamics, species interac­
tions, community ecology, and nutrient cycles.
One laboratory period or field trip per week.
Prerequisites: BIO L 001 and 002 or permission
of the instructor.

0 .5 or 1 credit.
F all or spring sem ester. Staff.

BIOL 094. Research Project
Qualified students may pursue a research pro­
gram for course credit with the permission of
the department. T h e student will present a
written report to the biology faculty member
supervising the work.
1 credit.
F all or spring sem ester. Staff.

BIOL 094A. Research Project:
Departmental Evaluation
Students carrying out a BIO L 094 research
project will present a written and oral report
on the project to the Biology Department.
0 .5 credit.
Fall or spring sem ester. Staff.

1 credit.

BIOL 180. Honors Research

Fall 2003. Machado.

Independent research in preparation for an
honors research thesis.

BIOL 038. Paleobiology
Introduction to the fossil record and the tech­
niques and theories used by paleontologists.
Current issues in paleontology will also be
examined.

F all or spring sem ester. Staff.

SENIOR COMPREHENSIVE EXAMINATION

One laboratory period or field trip per week.
Prerequisites: BIO L 001 and 002.
I credit.
Not offered 2003-2004.

BIOL 039. Marine Biology
Ecology of oceans and estuaries, including
discussions of physiological, structural, and
behavioral adaptations of marine organisms.
One laboratory per week; several all-day field
trips.

BIO L 095, 097, and 199 are not part of the
8-credit minimum in biology.

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

BIOL 097. Senior Seminar

1 credit.

A consideration o f a topic from the perspec­
tives o f several biological subdisciplines. Selves
as the senior comprehensive and exam; re­
quired o f all biology majors in course.

Not offered 2003-2004.

F all 2003. Staff.

Prerequisites: BIO L 001 and 002.

117

Biology

HONORS STUDY
R IO L199. Senior Honors Study
A n interactive, integrative program that al­
lows honors students to finalize their research
thesis spring semester. S taff.

ture and the examination of current issues in
the field will be emphasized.
O ne laboratory per week.
Prerequisites: BIO L 014, 015, or consent of
instructor.
2 credits.
F all 2 0 0 3 . Melo.

SEMINARS
BIOL 110 . Human Genetics
A n exploration o f the human genome. Among
the topics to be discussed will be patterns of
human inheritance; classical and molecular
strategies for mapping and isolating genes; the
metabolic basis o f inherited disease; the genet­
ic basis o f cancer; developmental genetics;
complex-trait analysis; the genetic basis of
human behavior; and ethical, legal and social
issues in human genetics.
Attendance at medical genetics rounds and
seminars at Philadelphia-area medical schools
is required.
Prerequisites: BIO L 010 or consent o f the
instructor.
2

credits.

N ot offered 2003-2004.

BIOL 1 1 1 . Developmental Genetics
T his year’s topic will be evolutionary develop­
mental genetics. T h e arrival o f the fittest is
predicated on inherited changes in develop­
ment. This means that the expression of devel­
opmental regulatory genes is changed. W e will
be discussing such phenomena as the fin-tolimb transition, the evolution o f the eyes and
hearts, and the nature o f co-option and homol­
ogy. T h e laboratory will use molecular tech­
niques to find genes involved in the produc­
tion of evolutionary novelties such as the tur­
tle shell.
Prerequisites: BIO L 010, 014, 024, or consent
of the instructor.
O ne laboratory per week.
2 credits.
F all 2003. Cebra-Thomas.

BIOL 114 . Regulation of Cell Division
A study o f events of the cell cycle necessary for
cell division and the mechanisms o f regulation
that function to control these processes. T he
critical evaluation o f original research litera­

118

BIOL 116 . Microbial Processes and
Biotechnology
A study o f microbial mechanisms regulating
gene expression in response to natural and ex­
perimental stressors; technical and ethical ap­
plications of these concepts in biotechnology.
Independent laboratory projects.
Prerequisites: BIO L 016 or 017.
2 credits.
Fall 2003. Vollmer.

BIOL 120. Biological Rhythms
A n exam ination o f the properties o f biological
clocks, including the molecular basis of the
clock, neural control, and the evolutionary sig­
nificance of the rhythms they generate.
O ne seminar meeting each week and ongoing
independent projects.
Prerequisites: BIO L 001, 002, and one of the
following courses: B IO L 0 1 4 ,0 1 6 ,0 1 7 ,0 2 0 , or

022.
2 credits.
N ot offered 2003-2004-

BIOL 12 1. Physiological Ecology
Physiological basis for interactions between
animals and the environment, including ther­
moregulation, seasonality, foraging, reproduc­
tion, and energetics. Laboratory exerctses and
independent projects are required.
Prerequisites: B IO L 001, 002, and 020 or per­
mission of the instructor.
2 credits.
N ot offered 2003-2004-

BIOL 122. Developmental Neurobiology
Cellular and molecular mechanisms of nervous
system development and plasticity are studied
through extensive reading and discussion of
research literature.
Independent laboratory projects.
Prerequisites: BIO L 022 or 111.
2 credits.
N ot offered 2003-2004-

BIOL 123. Learning and Memnry

cooperation, and communication.

Neural systems and cellular processes involved
in different types of learning and memory are
studied through reading and discussion of re­
search literature.

Prerequisites: BIO L 030 or 032, or 034 or 036.

Independent laboratory projects.
Prerequisites: B IO L 022 or permission o f
instructor.
2 credits.
Fall 2003. Siwicki.

BIOL 124. Hormunes and Behavior
This course will focus on endocrine regulation
of reproductive, feeding, stress-related, social
and other animal behaviors, with an emphasis
on critical reading of primary literature. Lab­
oratory sections will teach hormone assay tech­
niques and include an independent project.
Prerequisites: BIO L 001 and 002 or equivalent
and any one of the following: B IO L 14, 20, or

22.

/

2 credits.
Spring 2004. Hiebert Burch.

BIOL 126. Biomechanics
Basic principles o f solid and fluid mechanics
will be explored as they apply to the morphol­
ogy, ecology, and evolution of plants and
animals.
Prerequisites: BIO L 001, 002, and one other
Group II or Group III biology course.
2 credits.

Students w ith preparation outside biology
should seek permission o f the instructor.
2 credits.
Spring 2004. Hagelin.

BIOL 132. Evolutionary Genetics
T h e genetic basis o f evolutionary change.
Among the topics to be discussed will be the
history and development of modem evolution­
ary theory; the development of population ge­
netics; the forces that disrupt genetic equilibri­
um, including selection and drift; the process
of speciation; evolution above the species
level; and molecular evolution.
O ne laboratory per week.
Prerequisites: BIO L 0 1 0 or BIO L 034 or con­
sent of the instructor.
2 credits.
Not offered 2003-2004.

BIOL 134. Plant Befense
T his seminar focuses on ecological and evolu­
tionary issues relating to defensive characteris­
tics o f plants.
O ne laboratory each week with continuing,
independent laboratory projects involving
insects and parasitic plants.
Prerequisites: Biol 001, 002, and one o f the
following courses: Biol 0 2 0 ,0 3 4 ,0 3 7 ,0 2 8 ,1 2 8 ,
132 or 136.

Spring 2004- Merz.

2 credits.

BIOL 128. Control of Plant Development

Spring 2004. Purrington.

An examination of molecular, cellular, and
environmental-control mechanisms operating
in plant growth and development. Particular
examples will be studied in depth, with an em­
phasis on critical evaluation o f original re­
search literature.

BIOL 136. Plant Competition: Native
Versus Exotic Species

One seminar meeting each week and continu­
ing laboratory projects.
Prerequisites: BIO L 001, 002, and one other
biology course.
2 credits.
Not offered 2003-2004.

BIOL 130. Behavioral Ecology
The study of the evolution o f behavior as an
adaption to an environment. Topics include
bioeconomics, gender roles, mating systems,

Finding evidence to understand the mechanis­
tic nature of competition in plants has been a
long-standing and unresolved issue in ecologi­
cal studies. Today, invasive plant species are
successfully removing native species from their
natural habitats. If we are to minimize and/or
control the effect of invasive species, we peed
to understand their competitive abilities in
comparison with native species. W hat makes
invasive species so successful? W e will review
the theoretical foundations of plant competi­
tion and leam natural history, physiology, mor­
phology, evolution, and ecology o f both native
and invasive species occurring in the Crum
Woods of Swarthmore College. Readings, pre-

119

Biology

sentations, discussions, and field-greenhouse
research projects will be required for the com­
pletion o f this class.
Prerequisites: BIO L 002 and 036 or equivalent.
Students with preparation outside biology
should seek permission o f the instructor.
2

credits.

Spring 2004. Machado.

120

Black Studies

Coordinator:

SARAH WILLIE (Sociology and Anthropology)
Jenny Gifford (Administrative Assistant)

Committee:

Timothy Burke (History)
Syd Carpenter (A rt)
Maurice Eidridye (President’s O ffice)8
Charles James (English Literature)*3
Stephen O’Connell (Economics)
Micheline Rice-Maximin (M odem Languages, French)1
Timothy Sams (Dean’s O ffice)8
Peter Schmidt (English Literature)3

1 Absent on leave, fall 2003.
3 Absent on leave, 2003-2004.

L

The purpose of the Black Studies Program is
(1) to introduce students to the history, cul­
ture, society, political, and economic condi­
tions of black people in Africa, the Americas,
and elsewhere in the world; and (2) to explore
new approaches— in perspectives, analyses,
and interdisciplinary techniques— appropriate
to the study of the black experience.
Black studies has often stood in critical rela­
tion to the traditional disciplines. Its scholars
have sometimes used a range of nontraditional
methodological tools and have pursued knowl­
edge that assumes the peoples and cultures of
Africa and the A frican diaspora are central to
understanding the world accurately. T h e cours­
es in the Black Studies Program at Swarthmore
enhance the liberal arts tradition of the C ol­
lege, acknowledging positivist, comparative,
progressive, modernist and postmodernist,
postcolonial, and A frocentric approaches.
Students in any department may add an inter­
disciplinary minor in black studies to their de­
partmental major by fulfilling the requirements
stated subsequently. Applications for admission
to the interdisciplinary minor should be made
in the spring semester of the sophomore year to
the coordinator of the program. A ll programs
must be approved by the Committee on Black
Studies.

8 Ex-officio.

REQUIREMENTS AND RECOMMENDATIONS
A ll interdisciplinary minors in black studies
are required to take B L S T 015: Introduction to
Black Studies, ordinarily in their first two
years; B L S T 091: Special Topics in Black Stud­
ies, ordinarily in the last semester of the senior
year; and three additional courses listed in the
catalog that gain black studies credit. O f these
three additional courses, at least one of them
must be outside of the departmental major, and
at least one of them must be taken at Swarth­
more. W e strongly advise students to take a
course in A frican or A frican diasporic history.
B L S T 091: Special Topics in Black Studies is a
community-based learning seminar that allows
students to participate in volunteer and/or re­
search activities that focus on the black com­
munity and to combine them with their aca­
demic knowledge.

Honors Minor
A ll students participating in the Honors Pro­
gram are invited to define a minor in the Black
Studies Program. Honors minors in black stud­
ies do a single, 2-credit preparation. T his
preparation may be based on two units o f aca­
demic credit selected from the course offerings
within the Black Studies Program, or it may be
a 2-credit thesis written under program super­
vision. Honors minors must meet all other re­
quirements of the interdisciplinary minor in
course.

121

Black Studies

For an honors minor in black studies, the 2
credits that the student uses for the minor must
come from outside of the student’s major de­
partment. O ne o f these credits may be B L S T
091. T h e student may also pair black studies
courses together. Such course combinations
could include H IS T 008B and RELG 0 1 0 or
FREN 077 and EN G L 0 78 or ECO N 082 and
PO LS 058. W ith respect to course combina­
tions, it should be noted that all honors work is
normally done during the junior or senior
years.
T h e 2-credit honors thesis option must include
work done for the interdisciplinary minor and
should entail some unifying or integrative prin­
ciple o f coherence. In addition, an honors the­
sis must also include substantial work (normal­
ly 50 percent or more), drawing on a discipline
that is outside o f the student’s major. One unit
of the 2-credit preparation by minors will sat­
isfy the B L S T 091 requirement. T h e Black
Studies Comm ittee must approve proposals for
either the 2-credit honors thesis or the honors
courses that will be examined. T h at is usually
done in the fall of the student’s senior year. In
the case of the thesis, a Black Studies Comm it­
tee faculty adviser will be appointed to work
with the student. In the spring of the senior
year, the student’s honors work will be exam­
ined with a written and/or oral exam by an out­
side examiner. (A n honors thesis may include
a videotape or audiotape o f a creative perfor­
mance activity in dance or music or other ap­
proved creative work.)

Art
A RTH 025. Arts of Africa
A R T H 027. African American A rt

Black Studies
BLST 015. Introduction to Black Studies
T his course introduces students to the breadth
and depth o f the discipline of black studies,
using primary sources. It begins with an exam­
ination of current debates that define theory,
method, and goals in black studies. It also ex­
amines the movement from the more objectcentered A fficana studies to subject- and agentic-oriented black studies that occurred as a re­
sult o f the U .S. civil rights and anticolonialist
movements in Africa, the Caribbean, and
Europe. T h e course examines the challenges
that were levied against traditional academic
disciplines with the rise of antiracist scholar­
ship. It briefly examines the conversation be­
tween American, Caribbean, and African post­
colonialists, and it allows students to delve into
some o f black studies’ most current and excit­
ing scholarship with a focus on the United
States.
1 credit.
F all 2003. W illie.

BLST 091. Special Topics in Black
Studies
1 credit.
Spring 2004- Staff.

BLST 093. Directed Reading
1 credit.
E ach sem ester. Staff

COURSES
Courses in the Black Studies Program are listed
later. Courses o f independent study, special
attachm ents on subjects relevant to black
studies, and courses offered by visiting faculty
(those courses not regularly listed in the cata­
log) may, at the discretion of the Black Studies
Committee, be included in the program. Stu­
dents who wish to pursue these possibilities
should consult with the coordinator o f the
Black Studies Committee.
T h e following courses may be counted toward
a minor in black studies. Descriptions o f the
courses can be found in each department’s
course listings in this catalog.

122

Dance
D A N C 009. Music and Dance o f Africa
D A N C 021. Dance: Africa and Asia
D A N C 043. African Dance 1
D A N C 049. Performance Dance: Repertory
Section 2 : African.
D A N C 053. African Dance II

Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 082. T h e Political Economy o f Africa
ECON 171. Labor and Social Economics
ECON 181. Econom ic Development

Education
EDUC 066. Race, Ethnicity and Inequality
in Education
EDUC 068. Urban Education

H IS T 053. Topics in African American
Women’s History
H IST 087. Development and M odem Africa:
Historical Perspectives

English Literature

H IST 137. Slavery: 1550-1865

ENGL 057. T h e African American Writer

H IST 138. Black Urban Communities:
1800-2000

ENGL 059. T h e Harlem Renaissance
ENGL 060. Sites o f Memory: Contemporary
African American Writing
ENGL 078. T h e Black A frican Writer
ENGL 121. T h e Harlem Renaissance and
the Jazz Age

French
FREN 012L. Introduction à l’analyse littéraire
(depending on topics)
FREN 028. Francophone Cinema:
Configurations o f Space in Postcolonial
Cinema
FREN 033. Fictions d’enfance dans le monde
francophone

H IS T 140. T h e Colonial Encounter in Africa

Linguistics
LIN G 052. Historical and Comparative
Linguistics

Literature
L IT R 028F. Francophone Cinema:
Configurations o f Space in Postcolonial
Cinema
L IT R 070F. Caribbean and French
Civilization and Cultures
L IT R 075F. Haiti, the French Antilles and
Guyane in Translation

Music

FREN 036. Poésies d’écritures françaises

M U SI 003. Jazz History

FREN 070F. Caribbean and French
Civilization and Cultures

Political Science

FREN 075F. Haïti, the French Antilles, and
Guyane in Translation
FREN 076. Ecritures au féminin

PO LS 033. Race, Ethnicity, and Public Policy
PO LS 034. Race, Ethnicity, Representation,
and Redistricting in America
POLS 110. Comparative Politics: Africa

FREN 077. Prose francophone: littérature
et société

Religion

FREN 078. Théâtre et société

RELG 010. African American Religions

FREN 091. Histoire/s e t fiction

RELG 024B . From Vodun to Voodoo: African
Religions in the Old and New World

FREN 110. Histoires d’îles
FREN 112. Ecritures francophones: fiction
et histoire dans le monde francophone

RELG 025B . Black Women and Religion
RELG 109. A fro-A tlantic Religions

FREN 113. Voyage et littérature

Sociology and Anthropology

FREN 114. Théâtre d’écritures françaises

SO A N 007B . Introduction to Race and
Ethnicity in the United States

FREN 115. Paroles de femmes

History
H IST 007A . History o f the African American
People, 1 6 1 9 4 8 6 5
H IST 007B. History o f the African American
People, 1865-Present

SO A N 007C . Sociology Through African
American Women’s Writing
SO A N 020B . Urban Education
SO A N 037B . Twentieth-Century Black ™
Political Thought

H IST 008A . W est Africa in the Era o f the
Slave Trade, 1500-1850
H IST 008B. Mfecane, Mines, and Mandela:
South Africa From 1650 to the Present

123

Chemistry and Biochemistry

ROBERT F. PASTERNACK, Professor and Chair
THOMAS A . STEPHENSON, Professor
JUDITH G. VOET, Professor
KATHLEEN P. HOWARD, Associate Professor3
ROBERT S. PALEY, Associate Professor2
PAUL R. RABLEN, Associate Professor
ELIZABETH A . OTTINGER, Assistant Professor3
EDWARD A . GOODING, Visiting Assistant Professor
ROBIN R. KUCHARCZYK, Visiting Assistant Professor
VIRGINIA M . INDIVERO, Lecturer
MARY E . ROTH, Lecturer and Director o f Introductory Laboratories
CAROLINE A . BURKHARD, Laboratory Instructor
DONNA T. PERRONE, Laboratory Instructor
MARIANNE ROGERS, Laboratory Instructor
J . MATTHEW HUTCHISON, Camille and Henry Dreyfus Fellow
DAVID TRIMBLE, Instrument Coordinator
KATHRYN R. McGINTY, Administrative Assistant

2 A bsent on leave, spring 2004.

T h e objective o f the Chemistry and Biochem­
istry Department is to offer effective training in
the fundamental principles and basic tech­
niques of science and to provide interested
students with the opportunity for advanced
work in the main subdisciplines of modem
chemistry.

REQUIREMENTS AND RECOMMENDATIONS
T h e normal route for entrance to the ad­
vanced-level program is to take CH EM 010
followed by 022, 032, and 038. Students with
an especially strong precollege background in
chemistry are advised to begin with CHEM
010H .
Students not otherwise invited to enroll in
CH EM 010H but seeking credit and/or ad­
vanced placement will be required to take a
placement examination. Consult with the de­
partment chair.
T h e minimum requirement for a major in
chemistry is 9 credits in the department. These
must include CH EM 010, 022, 032, 034, 038,
045A/B, 046, 050, and one single-credit semi­
nar. Students should note the mathematics and

124

3

Absent on leave, 2003-2004.

physics prerequisites for Physical Chemistry.
T hose considering a m ajor in chem istry are strong­
ly urged to com plete M ATH 005, 006A , 006B,
018 and PHYS 003 , 004 (or 007, 008) by the
end o f the sophom ore year. In addition, all stu­
dents must complete CH EM 0 1 0 ,0 2 2 , and 034
before enrolling in a Chemistry and Biochem­
istry Department advanced seminar. Students
are urged to complete these requirements by
the fall semester o f the junior year.
Those students planning professional work in
chemistry should include a fourth semester of
mathematics and at least 2 additional credits in
chemistry in their programs. Accreditation by
the American Chemical Society (A C S ) is use­
ful for those who intend to pursue a career in
academics or the chemical industry and re­
quires a year of independent research through
CH EM 094, 096, or 180. In addition, profi­
ciency in reading scientific German, Russian,
or French is an asset to the practicing chemist.
T h e College offers teacher certification in
chemistry through a program approved by the
state o f Pennsylvania. Because of a change in
teacher certification regulations that occurred
in November 2000, students completing certi­
fication after 2003 will need to fulfill some­

what different course requirements from those
from previous classes. For further information
about the requirements, please contact the Ed­
ucational Studies Department chair or visit the
Educational Studies Department Web site:
www.swarthmore.edu/SocSci/Education/.
Research opportunities with individual staff
members are available through CH EM 094,
096, and 180. Majors are encouraged to consult
the staff about research programs currently
under way.

Biochemistry Special Major
The Department of Chemistry and Biochem­
istry and the Department of Biolqgy collabo­
rate to offer a special major in biochemistry
(see discussion of special major, p. 73), which
allows the student to gain a strong background
in chemistry with special emphasis on the ap­
plication of chemistry to biochemical and mo­
lecular biological problems. T h e requirements
include CHEM 022, 032, 034, 038, 045A/C,
046, 050, and 108 or 110. Biochemistry majors
must also complete either (1) a biochemically
related, sophomore-level biology course with a
lab and a biochemically related, advanced biol­
ogy seminar with a lab; or (2) two biochemi­
cally related, sophomore-level biology courses
(with labs). T he term biochem ically related in­
cludes all Biology Group I courses and other
courses that are deemed appropriate by consul­
tation among members of the Chemistry and
Biochemistry and Biology departments. Stu­
dents should note the mathematics, physics,
chemistry, and biology prerequisites for these
courses. Those considering a major in bio­
chemistry are strongly urged to complete the
following courses (or their equivalent) by the
end of the sophomore year: M A TH 0 0 5 ,0 0 6 A,
006B, 018 and PHYS 003, 004 (or 007, 008).
In addition, all students must complete CHEM
010, 022, and 034 before enrolling in a Chem ­
istry and Biochemistry Department seminar.
Students should complete these requirements
by the fall semester of the junior year. Research
opportunities are available in both the Biology
and Chemistry and Biochemistry departments.
Interested students should consult the chairs of
the two departments.

Chemical Physics Special Major
The Chemistry and Biochemistry Department
collaborates with the Physics and Astronomy
Department to offer a special major in chemi­

cal physics (see discussion of special major,
p. 73), which allows the student to gain a
strong background in the study o f chemical
processes from a microscopic and molecular
viewpoint. T h e special major combines course
work in chemistry and physics at the introduc­
tory and intermediate levels, along with ad­
vanced work in physical chemistry and physics,
for a total of 10 to 12 credits. Laboratory work
at the advanced level in either chemistry or
physics is required. Mathematics courses in lin­
ear algebra and multivariable calculus are pre­
requisites to this work.
In preparation for a major in chemical physics,
students must complete: (1) CH EM 010/010H
and 022; (2) PHYS 006, 007, 008 (PH YS 003,
004 can substitute, but the 006, 007, 008 se­
quence is strongly recommended); (3) further
work appropriate to the major in either chem­
istry (CH EM 034, 045A/B and/or 046) or
physics (PH YS 014 and 050); and (4) MATH
016 and 018 by the end o f their sophomore
year. A n example o f a major in chemical
physics is CH EM 022, 034, 045A/B, 046, 050,
and 105; and PH YS 007, 008, 014, 050, 111,
and 113. CH EM 096 can be used for laboratory
work at the advanced level, but if a student
should choose to opt out o f the thesis require­
ment associated with CH EM 096, this credit
must be replaced by either CH EM 046, CHEM
050, or PHYS 082,

Chemistry Minor in Course
A chemistry minor in the course program is
also available. It is a 5-credit minor plus any
necessary prerequisites. T h e chemistry credits
must include 010, 022, and 034 plus 2 other
credits, one of which must be numbered 040 or
higher. CH EM 001, CH EM 050, and research
credits (CH EM 094, 096, and 180) may not be
used to fulfill this requirement. Four of the 5
credits must be obtained at Swarthmore.

HONORS PROGRAM
Fields Available for Examination
T h e fields offered by the Chemistry and Bio­
chemistry Department for examination as part
of the Honors Program are Topics in Modem
Organic Chemistry, Topics in Physical and
Biological Inorganic Chemistry, Theory and
Applications o f Spectroscopy, Topics in Bio-

125

Chemistry and Biochemistry

chemistry, and Topics in M odem Biophysical
Chemistry. T h e department will offer a mini­
mum of three of these preparations during each
academic year. In addition, a 2-credit research
thesis will be offered during each academic
year. A ll honors majors will be required to in­
clude a research thesis as one of their three
fields of study.
Preparation for a research thesis within an
Honors Program consists of enrollment in 2
credits of CH EM 180 during the senior year.
Preparations for each o f the other five fields
consist o f completion o f the relevant single­
credit seminar and associated prerequisites. For
each of the preparations, these prerequisites in­
clude CH EM 010, 022, and 034; M ATH 005,
006A , and 006B ; and PH YS 003 and 004 (or
their equivalent). Individual preparations carry
additional requirements and prerequisites, as
noted below:
Topics in M odem Organic Chemistry: CH EM
032, 102 (seminar); Theory and Applications
o f Spectroscopy: M A TH 018, CH EM 105
(seminar). Topics in Physical and Biological
Inorganic Chemistry: CH EM 046, 106 (semi­
n ar); Topics in Biochem istry: B IO L 001,
CH EM 038, [045 A/B or A/C, recommended],
108 (seminar), Topics in M odem Biophysical
Chemistry: CH EM 038, [045A/B or A/C rec­
ommended], 110 (seminar).

Chemistry Majors
Honors majors in chemistry will be required to
complete three preparations in chemistry, one
of which must be the research thesis. Regard­
less o f the fields selected for external examina­
tion, all chemistry honors majors are required
to complete CH EM 010, 022, 032, 034, 038,
045A/B, 046, and 050.

by Biology and Psychology departments. In ad­
dition to the academic credits that the Honors
Program comprises, biochemistry majors are re­
quired to complete CH EM 045A/C, 046, and
050. Students should note the chemistry, biol­
ogy, physics, and mathematics prerequisites to
these courses and the seminars that are in­
cluded in the Honors Program.

Chemistry Minors
A ll of the fields available to chemistry and bio­
chemistry majors are available for students who
wish to minor in the Chemistry Honors Pro­
gram, with the exception of the research thesis.
AH honors minors must meet the same prereq­
uisite requirements for seminars established by
the department for chemistry and biochemistry
majors.

COURSES
CHEM 001. Chemistry in the Human
Environment
T his course includes the study of the central
concepts of chemistry in the context of current
problems that have an impact on the human
environment. Class discussion about the philo­
sophical and public policy aspects of these
problems as well as the chemistry involved is
encouraged. Assigned reading material will be
nonmathematical and emphasize organic and
biochemistry as well as general chemical prin­
ciples. Students may not receive credit for
CH EM 001 if they have received credit for
CH EM 01 0 or CH EM 010H .
One laboratory period every second week.
Prim ary distribution cou rse. 1 credit.

Biochemistry Majors

Spring 2004. Kucharczyk.

T h e Honors Program in biochemistry will con­
sist of four preparations in at least two depart­
ments as follows: (1 ) Topics in Biochemistry
(CH EM 108) or Topics in M odem Biophysical
Chemistry (CH EM 110); (2 ) one biochemical­
ly-oriented preparation from the Biology De­
partment; (3 ) a 2-credit biochemically orient­
ed research thesis carried out under the super­
vision o f faculty from the Chemistry and Bio­
chemistry and/or Biology departments; and (4)
one additional preparation chosen from the
Chemistry and Biochemistry Department or
the biochemically related preparations offered

CHEM 010. General Chemistry

126

A study o f the general concepts and basic prin­
ciples of chemistry, including atomic and mo­
lecular structure, bonding theory, molecular in­
teractions and the role of energy in chemical
reactions. Applications will be drawn from cur­
rent issues in fields such as organic, polymer,
transition metal, and biological chemistry.
O ne section will be offered in lecture format
and is open to all students. O ne section will be
offered in seminar format and is open to firstyear students only.

One laboratory period weekly.

Prerequisite: CH EM 022.

Primary distribution cou rse. 1 credit.

1 credit.
F all 2003. Rablen.

Fall 2003. Pasternack (lecture); Kucharczyk
(seminar).

CHEM 01 OH. General Chemistry: Honors
Course
Topics will be drawn from the traditional gen­
eral chemistry curriculum but discussed in
greater detail and with a higher degree of
mathematical rigor. Special emphasis will be
placed on the correlation o f molecular struc­
ture and reactivity, with examples drawn from
biological, transition metal, and environmen­
tal chemistry. Som e familiarity With elemen­
tary calculus concepts will be assumed.

CHEM 034. Principles of Physical
Chemistry
A survey of some basic concepts of physical
chemistry, including states o f matter, the laws
o f thermodynamics, chemical equilibria, elec­
trochemistry, chemical kinetics and introduc­
tions to quantum theory, atomic and molecular
structure, and spectroscopy.
One laboratory period weekly.
Prerequisites: CH EM 010; M A TH 005, 006A ,
006B ; and PH YS 003, 004 (or 007, 008).

I credit.

Open to first-year students only.

F all 2 0 0 3 . Gooding.

One laboratory period weekly.

CHEM 038. Biological Chemistry

Prerequisites: A score o f at least 4 on the Ad­
vanced Placement Chemistry Exam; at least 6
on the International Baccalaureate advanced
chemistry exam; equivalent performance on
the departmental placement exam; or permis­
sion of the instructor.
Primary distribution course. 1 credit.
Fall 2003. Stephenson, Paley.

CHEM 022. Organic Chemistry I
An introduction to the chemistry o f some of
the more important classes o f organic com ­
pounds; nomenclature, structure, physical and
spectroscopic properties, methods of prepara­
tion and reactions of aliphatic and aromatic
hydrocarbons, halides and m onofunctional
oxygen compounds, with an emphasis on ionic
reaction mechanisms.
One section will be offered in lecture format
and is open to all students; one section will be
offered in seminar format and is open to firstyear studentsonly.
One laboratory period weekly.
Prerequisite: CH EM 0 10 or the equivalent.
1 credit.
Spring 2004- Rablen.

CHEM 032. Organic Chemistry II
A continuation of CH EM 022 with emphasis
on more advanced aspects o f the chemistry of
monofunctional and polyfunctional organic
compounds, multistep methods o f synthesis,
and an introduction to bio-organic chemistry.

A n introduction to the chemistry o f living sys­
tems: protein conformation, principles o f bio­
chem ical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter­
mediary metabolism, and molecular genetics.
One laboratory period weekly.
Prerequisite: CH EM 032 (BIO L 001 recom­
mended).
1 credit.
Spring 2004- Voet.

CHEM 045A. Intermediate Physical
Chemistry I
Continued discussion o f the principles intro­
duced in CH EM 034, focusing on thermody­
namics, the properties of condensed matter,
and nonideal systems.
O ne laboratory period weekly.
Prerequisites: CH EM 034 and M ATH 018.
0 .5 credit.
Spring 2004, first half. Stephenson.

CHEM 045B. Intermediate Physical
Chemistry II
Continued discussion of the principles^ intro­
duced in CH EM 034, focusing on chw ucal
bonding, spectroscopic methods, statistical,.ther­
modynamics, and chemical reaction dynamics.
O ne laboratory period weekly.

;

Prerequisites: CH EM 034 and M ATH 018.
0 .5 credit.
Spring 2004, second half. Stephenson.

One laboratory period weekly.

12 7

Chemistry and Biochemistry

CHEM 045C. Biophysical Chemistry
Continued discussion o f the principles intro­
duced in CH EM 034, focusing on the applica­
tion of physical chemistry to the study o f bio­
logical problems such as the determination of
macromolecular structure and the measure­
ment of both intramolecular and intermolecuiar interactions important in stabilizing biolog­
ical structures.
O ne laboratory period weekly.
Prerequisites: CH EM 034 and 038.
0 .5 credit.
Spring 2 0 0 4 , second half. Gooding.

CHEM 046. Inorganic Chemistry
A study of the structure, bonding, and reactiv­
ity o f inorganic compounds with emphasis on
the transition metals. Included in the syllabus
are discussions o f crystal and ligand field theo­
ries, organometallic chemistry, and bioinorgan­
ic chemistry. T h e laboratory component em­
phasizes the synthesis, spectroscopy, and mag­
netic properties o f transition metal complexes
including organometallic substances and ones
o f biochemical interest.
O ne laboratory period weekly.
Prerequisite: CH EM 034.
1 credit.
Spring 2004. Pasternack.

D epartm ent seminar. These requirements should
be completed by the end of the fall semester of
the junior year. Individual seminars carry addi­
tional prerequisites, as listed here.

CHEM 102. Topics in Modern Organic
Chemistry
T his course will address selected advanced top­
ics o f current interest in the field of synthetic
organic chemistry. Material will largely be
drawn from the current research literature and
will likely include such topics as the applica­
tions o f stoichiometric and catalytic organo­
m etallic chemistry; the control of relative and
absolute stereochemistry; the use o f “organocatalysts;” and carbohydrates. T h e total syn­
thesis of architecturally challenging natural
products will serve to highlight the application
of these technologies.
Additional prerequisite: CH EM 032.
1 credit.
F all 2003. Paley.

CHEM 105. Theory and Applications of
Spectroscopy
A n examination of topics in molecular spec­
troscopy, beginning with quantum mechanical
principles and extending to applications in gasand condensed-phase chemistry.
Additional prerequisite: M A TH 018
1 credit.

CHEM 050. Advanced Laboratory in
Chemistry and Biochemistry

Spring 2004- Stephenson.

This laboratory-intensive course centers on
modem instrumental methods.

CHEM 106. Topics in Physical and
Biological Inorganic Chemistry

Approximately five hours of laboratory each
week.

T his seminar begins with a review o f some of
the theory and methods used to probe inorgan­
ic materials, e.g . group theory, ligand field the­
ory, spectroscopy, and kinetics & mechanisms.
Topics for further discussion will include sub­
stitution and redox reactions with application
o f the Marcus theory, inorganic clusters,
organometallic chemistry and bioinorganic
chemistry.

Prerequisites: CH EM 032 and either 038 or
046. Prior or concurrent registration in CH EM
034 is required.
1 credit.
F all 2003. Voet (organizer); Staff.

Additional prerequisite: CH EM 046

SEMMARS
T h e following single-credit seminars may be
taken for credit toward a degree in course or for
papers in the External Examination Program.
A ll students should note that C H EM 0 1 0 , 0 2 2 ,
and 034 constitute a minimum set o f prerequisites
fo r enrollm ent in any C hem istry and Biochem istry

128

1 credit.
N ot offered 2003-2004.

CHEM 108. Topics in Biochemistry
Physical methods used to study high-resolution
bio-macromolecular structure will be discussed,
using examples from the primary literature.
Techniques used to measure the forces stabiliz-

tag intramolecular and intermolecular interac­
tions and their application to proteins, nucleic
acids, carbohydrates, and lipid membranes will
be included.
Recent developments in the rational design of
ligands for biological receptors, based on results
from the physical methods described previous­
ly, will be used to highlight the importance of
diverse approaches to the study o f biomolecular recognition.
Additional Prerequisites: CH EM 03 8 and
BIOL 001. [Prior or concurrent enrollment in
BIOL 010 or 014 or 016 or 017 and/or CHEM
045A/B or A/C is recommended].
1 credit. ,

Fall 2003. Voet.

CHEM 096. Research Thesis
Chemistry and biochemistry majors will be
provided with an option of writing a senior re­
search thesis in lieu of taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
T h e student will form an advisory committee
to consist of (but not be limited to) two mem­
bers of the Chemistry and Biochemistry De­
partment, one of whom is to act as the stu­
dent’s research mentor. Although thé details of
the Research Thesis Program will be deter­
mined by the committee and the student, cer­
tain minimum requirements must be met by all
students selecting this option:

CHEM HO.Topics in Modern Biophysical
Chemistry

1. A minimum of 2 credits of CH EM 096 to be
taken during the last three semesters of the stu­
dent’s residence at Swarthmore.

This course is an introduction to the interdis­
ciplinary field of biophysical chemistry in
which biological systems are explored using the
quantitative perspective o f the physical scien­
tist.

2. A thesis based on the student’s research
activity must be submitted before the last week
o f classes of the final semester. Guidelines for
the preparation o f the thesis will be provided
to the student.

Additional Prerequisite: CH EM 038. Prior or
concurrent enrollment in CH EM 045A/B or
A/C is recommended.

E ach sem ester. Staff.

1 credit.
Not offered 2003-2004.

STUDENT RESEARCH
All students who enroll in one or more re­
search courses during the academic year are re­
quired to attend weekly colloquium meetings
and present the results o f their work during the
spring semester.

1 credit.

CHEM 180. Research Thesis
A n opportunity for students in the External
Examination Program to participate in re­
search with individual staff members. T h e the­
sis topic must be chosen in consultation with
some member of the staff and approved early in
the semester preceding the one in which the
work is to be done.
1 credit.
E ach sem ester. Staff.

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

12 9

Classics

WILLIAM N. TURPIN, Professor and Chair
ROSARIA V. MUNSON, Professor
EDITH HALL, Cornell Visiting Professor5
GRACE M .LED B ETTER , Associate Professor
DEBORAH BECK, Assistant Professor
DEBORAH SLOMAN, Administrative Assistant

5 Fall 2003.

Classics is the study o f the ancient Greeks and
Romans and the literature that helped shape
W estern history and culture. T h e Department
of Classics teaches the G reek and Latin lan­
guages and literatures from the beginning level
through honors seminars, as well as literature
and history courses in English translation. Any
student who wishes to major or minor in Greek
or Latin can do so without having studied it
before entering college. T hose who begin a
language at Swarthmore start to read literature
by the end o f one year. A fter two years, stu­
dents are usually prepared for seminars, in
which they read and discuss in depth such
authors as Homer, Aeschylus, Sophocles,
Euripides, Plato, Thucydides, Herodotus,
Cicero, Tacitus, Horace, and Vergil.
Greek and Latin are studied in courses num­
bered from 001 to 019 and in seminars. Courses
listed as Classics (designated C L A S and num­
bered 0 20 and over) have no prerequisites and
assume no knowledge of G reek or Latin. C L A S
courses listed under A ncient History count as
prerequisites toward advanced courses in the
Department of History and as part of a major in
history.
T h e Department of Classics encourages stu­
dents to spend a semester, usually during their
junior year, at the Intercollegiate Center for
Classical Studies in Rome where students study
Latin, Greek, Italian, art history, and the an­
cient city. They also take field trips in Rome,
Pompeii, and Sicily. Classics students are eligi­
ble for the Susan P. Cobbs Scholarship, the
Susan P. Cobbs Prize Fellowship, and the
Helen F. N orth Award, for study abroad or for
intensive beginning language study in the
summer.
T h e Classics Department participates in the

130

M edieval Studies Program, the Women’s
Studies Program, the comparative literature
major, and a special major in linguistics and
languages.

REQUIREMENTS AND RECOMMENDATIONS
Maior and Minor
Greek, Latin, or ancient history may be a stu­
dent’s major or minor subject in either the
course or the Honors Program.
A major in Greek consists o f at least 8 credits
in G reek beyond G REK 001-002 and at least
three seminars. A major in Latin consists of at
least 8 credits in Latin beyond LATN 001-002,
and at least three seminars. A major in ancient
history consists o f four ancient history courses
(C L A S 031, 032, 038, 042, 044, or 056); a 1credit attachm ent to any of those history
courses; another attachm ent to a second course
or else any other course in ancient history or
classical civilization; a Latin or Greek seminar,
preferably LATN 102, LATN 105, or GREK
113. Adm ittance to seminars is based on the
student’s ability to read Greek or Latin with
the needed speed and comprehension. Those
who intend to major or minor in Greek or
Latin, or to major in ancient history, should
complete the appropriate language courses
numbered 011 and 012 (or their equivalent) as
soon as possible.
In their last semester, majors who are not in
the Honors Program take a comprehensive ex­
amination, including written final exams in
three fields (usually corresponding to seminars
taken) and an oral exam.
A course minor in Greek or Latin will consist

I
I
I

of 5 credits of work in either language above
the first-year level and must include at least
one 2-credit seminar; in addition, minors are
strongly encouraged to take more than one
seminar. A course minor in ancient history will
consist of four courses in ancient history and
an attachment to one of them. T h at attachment will be presented to members of the department for evaluation and oral examination.

I Honors Program
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 semi­
nar. Minors are, however, strongly encouraged
to take more than one seminar, in order to be
adequately prepared for the examination.
For a major in ancient history, one o f the three
preparations for honors must be a Greek or
Latin seminar; the other two will both normal­
ly be course-plus-attachment (this differs from
the requirements for the major itself). Students
minoring in ancient history will take three
courses in ancient history and add an attach­
ment to one of them. T h at course-plus-attach­
ment will be the preparation for the external
exam. No ancient language is required for this
minor.
Students using seminars for honors preparation
will select one paper from each seminar to be
sent to the external examiner for that seminar.
The student is free to submit the paper with
minor or major revisions or no revisions at all.
The department suggests a word limit of 1,500
to 2,500 words as an appropriate guideline,
although there are no absolute limits (except
the college senior honor studies [SHS] limit
of 4,000 words). SH S is not required when
an honors preparation is a course with an
attachment.
I The portfolio sent to examiners will contain
the seminar papers, together with syllabi and
related materials, if any, from the instructors.
i A combination of (three-hour) written and
oral exams will be the mode of external assess­
ment for seminars. Students preparing a course
with an attachment will take only an oral
examination.

GREEK
GREK 001-002. Intensive First-Year Greek
Students learn the basics of the language and
are introduced to the culture and thought of
the Greeks. T he course typically ends with a
short dialogue of Plato. T h e course meets four
times a week and carries 1.5 credits each se­
mester. No assumption exists that students
have studied Latin.
Students who start in the G REK 001-002 se­
quence must pass G REK 002 to receive credit
for G REK 001.
Primary distribution cou rse, hum anities.
1 .5 credits.
Year course 2003-2004. Beck.

GREK 010. Greek Prose Composition
Extensive translation o f English into Greek.
Meets one hour per week.
0 .5 credit.
N ot offered 2003-2004-

GREK 0 11. Intermediate Greek
T h e chief reading is usually a work of Plato.
T h e course emphasizes both language skills and
the discussion of literature and philosophy.
O ther readings may include selections from the
Greek historians, orators, or tragedians (e.g.,
Euripides’ Medea).
Primary distribution cou rse, hum anities. 1 credit.
F all 2003. Ledbetter.

GREK 012. Homer
Selections from either the Iliad or the O dyssey
are read in Greek; the remainder o f the poem
is read in translation.
Primary distribution course, hum anities. 1 credit.
Spring 2004- Ledbetter.

GREK 013. Plato and Socrates
T h e course will focus on one or more dialogues
of Plato and will examine Plato’s use of the di­
alogue form both as a literary and a philosoph­
ical device. In addition, we will explore the
question of the historic Socrates and his rela­
tionship to the culture o f fifth-century Athens
and the Sophistic movement in particular.
Prerequisite: G REK 011 or equivalent.
1 credit.
N ot offered 2003-2004.

13 1

Classics

GREK 093. Directed Reading

LATN 013. Literature of the Augustan Age

Independent work for advanced students under
the supervision o f an instructor.

Selected readings in the elegiac poets Proper­
tius and Ovid. Topics will include tensions
between the priorities o f Augustus and the
concerns o f love elegists, the portrayal of the
lover-poet and the mistress, and the genre of
love elegy.

1 credit.

LATIN
LATN 001-002. Intensive First-year Latin
Students learn the basics of the language, begin
reading major classical writers, and are in­
troduced to the culture and thought o f the
Romans. T h e course meets four times a week
and carries 1.5 credits each semester.
Students who start in the LATN 001-002 se­
quence must pass LATN 002 to receive credit
for LATN 001.
Prim ary distribution cou rse, hum anities.
1.5 credits.
Year course 2003-2004. Munson.

LATN 009. Latin Prose Cnmposition
Extensive translation of English into Latin.
Meets one hour per week.

Prerequisite: LATN 011 or equivalent.
Primary distribution cou rse, hum anities. 1 credit.
N ot offered 2003-2004.

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 equivalent.
Prim ary distribution course, hum anities. 1 credit.
Spring 2004. Turpin.

LATN 015. Latin Elegy
Selected readings in the Latin poetry of love
and death. Authors may include Propertius,
Tibullus, Sulpicia, and Ovid as well as some of
the later elegists.

0 .5 credit.

Prerequisite: LATN 011 or equivalent.

N ot offered 2003-2004.

Prim ary distribution course, hum anities. 1 credit.

LATN 0 11. Introduction to Roman Poetry

F all 2003. Beck.

A fter a review o f grammar, students read and
discuss some o f the major poets o f the Golden
Age o f Roman literature (e.g., Catullus, Ovid,
and .Vergil). T h e course emphasizes both lan­
guage skills and literary criticism, focusing on
the special characteristics and concerns of
Roman poetry. Normally taken after LATN
002 or three to four years o f high school Latin.

LATN 016. Republican Prose: Cicero

Prim ary distribution cou rse, hum anities. 1 credit.

Cicero stood at the political and cultural cen­
ter o f the late Roman Republic. Readings are
chosen from his speeches, philosophical works,
or letters. W e examine his prose style, especial­
ly his use of rhetoric and invective as a means
of persuasion. W e also study his role in trans­
mitting Greek culture to the Romans and by
extension to ourselves.

F all 2003. Turpin.

Prerequisite: LATN O il or equivalent.

LATN 012. The Latin Novel

1 credit.

This course will consider the Roman novel and
its relation to prose and verse satire. Texts will
be studied both as products o f Roman imperial
society and as part o f a broader literary tradition
that extends from the ancient Greek novel
down to Cervantes, Fielding, and Fellini. Read­
ings in Latin will be drawn from the Sdtyricon of
Petronius and Apuleius’ M etam orphoses.

N ot offered 2003-2004-

Prerequisite: LATN O il or equivalent.
1 credit.
N ot offered 2003-2004.

13 2

LATN 0 17. Latin Poetry and the
Modernists
This course explores Latin poems influential in
the creation of the modernist verse of, in par­
ticular, Ezra Pound, and T .S. Eliot. T he Latin
texts are read in the original, for their own sake
and in their own context. But we also explore
the readings given them by the modernists, in
an attempt to assess the uses and importance of
their common literary tradition.

Prerequisite: LATN 011 or equivalent.
Primary distribution course, hum anities. 1 credit.
Not offered 2003-2004.

LATN 019. Roman Imperial Literature
This course will consider selected poetry or
prose from the Rom an imperial period.
Authors may include Vergil, Ovid, Seneca,
Juvenal, Tacitus, or others. T h e course is ap­
propriate for students who have done at least
one college Latin course at the intermediate
level and for some students who have done col­
lege-level Latin in high school. Students with
no previous Latin courses at the college level
should consult the department chair before
enrolling.
1 credit.
Not offered 2003-2004.

LATN 020. Roman Literary Obsessions:
Subversion, Extravagance, and
Transgression
Violence, civil war, and fratricide resonate in
the Roman literary imagination. Readings
from selected epic and dramatic poetry of the
early empire will show that high ideals belong
to a distant “Republican” past, while the Impe­
rial present is bom o f gore, violence, bad sex,
and extravagant consumption. Finally, 20thcentury cinema will invite students to question
what role stereotypes of ancient Rome play in
American society today.
Primary distribution course, hum anities. 1 credit.
Not offered 2003-2004-

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

Topics will include the Trojan War, the origins
of hoplite warfare, the rise o f the Greek citystate, and the ideal o f personal freedom. Par­
ticular attention will be given to the connec­
tions between Greeks and non-Greeks and to
the Greek perceptions of their “barbarian”
neighbors. Readings include Homer, Hesiod,
the lyric poets (including Sappho), and
Herodotus.
Prim ary distribution course, social sciences.
1 credit.
N ot offered 2003-2004.

CLAS 032. The Reman Republic
This course studies Rome from its origins to
the civil wars and the establishment of the
principate o f Augustus (753-27 B .C .). Topics
include the legends o f Rome’s foundation and
of its republican constitution; the conquest of
the Mediterranean world, with special atten­
tion to the causes and pretexts for imperialism;
the political system of the Late Republic, and
its collapse into civil war.
Prim ary distribution cou rse, social sciences.
1 credit.
N ot offered 2003-2004.

CLAS 042. Demucratic Athens
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects o f classical
A thenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that af­
fected all o f these and shaped the Greek world
in the fifth and early fourth centuries B.C .
Primary distribution course, social sciences.
1 credit.
F all 2003. Munson.

CLAS 044. The Early Reman Empire
ANCIENT HISTORY
All of the courses in ancient history are pri­
mary distribution courses in social sciences.
They also count as prerequisites for advanced
courses in the Department of History and as
part of a major in history.

A detailed study of the political, economic, so­
cial, and cultural history of the Roman world
from the fall o f the Republic through the
A ntonine Age (5 0 B.C .-A .D . 192). A ncient
authors read include Petronius; Apuleius;
Suetonius; and, above all, Tacitus.
Prim ary distribution cou rse, social sciences.

CLAS 031. Greece and the Barbarians

1 credit.

This course studies the political and social his­
tory of Greece from the Mycenaean Age to the
creation of the A thenian Empire of Pericles.

N ot offered 2003-2004.

13 3

Classics

CLAS 056. Pagans and Christians in the
Roman Empire
T his course considers the rise o f Christianity
and its encounter with the religions and the
political institutions o f the Rom an Empire. It
examines Christianity in the second and third
centuries of the Common Era and its relation­
ship with Judaism, Hellenistic philosophies,
state cults and mystery religions, and concen­
trates on the various pagan responses to Chris­
tianity, from conversion to persecution.
A ncient texts may include Apuleius, Lucian,
Marcus Aurelius, Porphyry, Justin, Origen,
Lactantius, Tertullian, and the A cts o f the
C hristian M artyrs.
N o prerequisite exists, though C L A S 044
(Early Roman Empire) and RELG 004 (New
Testament and Early Christianity) provide use­
ful background.
Prim ary distribution course, social sciences.
1 credit.
N ot offered 2003*2004.

CLAS 066. Rome and Late Antiquity
T his course will consider the history o f the
Roman Empire, from its near collapse in the
third century A .D . through the “conversion” of
Constantine and the foundation o f Constan­
tinople to the sack of Rome by A laric the
Visigoth in 410 A .D . 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 it­
self. Principal authors will include Eusebius,
Athanasius, Julian the Apostate, Ammianus
Marcellinus, Ambrose and Augustine.
P rim ary distribution course (pending approval),
social sciences.
1 credit
Spring 2004. Turpin.

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

LITERATURE IN TRANSLATION AND
CLASSICAL ARCHAEOLOGY
CLAS 020. Plato as Philosophy and
Literature
(Cross-listed as PHIL 020)
A n examination of Plato’s ethical, metaphysi­
cal and epistemological thought including the
cultural and historical setting of the dialogues,
the emergence of philosophy from literary/
mythological tradition, the relation between
literary form and philosophical argument, and
Socrates and Plato in current philosophical
traditions.
1 credit.
Spring 2004. Ledbetter.

CLAS 033. Homer and Greek Tragedy
T h e two most popular types of literature
among the ancient Greeks were epic and
tragedy. This course studies the major works of
both genres in detail through English transla­
tions. We place them into their cultural and
performance contexts and discuss their explo­
ration of such fundamental human issues as the
relations between humans and divinity, indi­
vidual and state, and men and women as well
as their differing conceptions of. the hero.
Readings include the Iliad and O dyssey and
plays by Aeschylus, Sophocles, and Euripides,
no prior knowledge o f which is assumed.
Primary distribution course, hum anities. 1 credit.
N ot offered 2003*2004.

CLAS 034. Women in Classical Literature
H elen, Penelope, Clytem nestra, Electra,
Antigone, Deianira, Medea, Phaedra, Ariadne,
and Dido— these Greek and Roman women,
admirable or dangerous— are among the most
complex literary creations of any period. This
course concentrates on the representations of
women in the epic poems and dramas of
Greece and Rome, but it also explores the rela­
tion between such portrayals and the lives of
actual women in those societies.
1 credit.
N ot offered 2003*2004.

CLAS 036. Classical Mythology
T h e myths of the Greeks and Romans are cen­
tral to the study of the ancient world and have
had an enormous influence on subsequent lit­

13 4

erature and other arts. This course examines
selected myths in the works of major authors of
Greek and Latin literature, including Homer,
Vergil, Ovid, Aeschylus, Sophocles, and
Euripides as well as representations of mytho­
logical stories and characters in the visual arts.
The course will also cover several modem
theoretical approaches to the study o f myth.
1 credit.
Fall 2003. Beck.

CLAS 038. Greek Tragedy 458 B.C. to A.D .
2002: Murders in the House of Atreus
This course will consider the story o f Agamem­
non and Clytemnestra as material for the trag­
ic stage, from the famous trilogy of Aeschylus
to Eugene O ’Neill, T .S. Eliot and beyond, to
Marina Carr in the Third Millennium. It will
explore treatments o f the story in the theaters
of classical Athens, in the Roman tragedy of
Seneca, and in post-Renaissance adaptations.
It will also explore how these plays have been
central to the transformation o f classics over
the last three decades, both in theatre and in
the Academy. In addition to the plays them­
selves, we will read the works o f critics such as
Kate M illett, Froma Zeitlin, and H elene
Cixous, and consider what interpretations
have been brought to bear on the text by the­
ater directors including Ariane Mnouchkine,
Peter Stein, Peter Hall, and Andrei Serban.
1 credit.
Fall 2003. Hall.

CLAS 060. Dante and the Classical
Tradition
This course explores the ways in which Dante
and other 14th-century Italian authors reinter­
preted the classical tradition to create revolu­
tionary works of immense influence for later
times. The entire D ivine C om edy and possibly
selections from Petrarch and Boccaccio are
read in English.
1 credit.
Spring 2004. Munson.

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

SEMINARS
LA TN 102. The Roman Emperors
T his seminar explores Latin authors o f the first
and second centuries, with particular attention
to their responses to the social and political
structures o f the period. Expressed attitudes to­
ward the emperors range from adulation to
spite, but the seminar concentrates on authors
who fell somewhere in between, writing skep­
tically or subversively. Both prose writers (e.g.,
Tacitus, Suetonius, and Pliny) and poets (e.g.,
Lucan, Seneca, and Juvenal) may be included.
2 credits.
F all 2 0 0 3 . Turpin.

LATN 103. Latin Epic
This seminar usually focuses on Vergil’s A eneid,
although it may include other major Latin epics.
2 credits.
N ot offered 2003*2004.

LATN 104. Ovid
This seminar is devoted to the M etam orphoses,
which is read against the background o f Ovid’s
Rom an and G reek literary predecessors.
2

credits.

N ot offered 2003*2004-

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 .). It focuses on the social and political cri­
sis of the period as well as its connections with
the artistic and philosophical achievements of
the first great period o f Latin literature. Au­
thors may include Lucretius, Catullus, Caesar,
Cicero, and Sallust.
2 credits.
N ot offered 2003*2004.

LATN 107. Horace
T h e seminar emphasizes the O des and Epodes
and their place in the tradition of Greek and
Rom an lyric poetry. A ttention is also given to
the Satires and E pistles, including the Ars Poet*
ica, and to their importance for the history of
satire and literary criticism. A n effort is made
to grasp the totality o f Horace’s achievement
in the context o f the Augustan Age.
2 credits.
Spring 2004- Beck.

13 5

Classics

GREK 1 1 1 . Greek Philosophers
T his seminar is devoted mainly to the study of
Plato, which is supplemented by study o f the
pre-Socratic philosophers and of Aristotle and
the Hellenistic schools. T h e orientation o f the
seminar is primarily philosophical, although
the literary merits of the Greek philosophers
receive consideration.
2 credits.
N ot offered 2003-2004■

GREK 112 . Greek Epic
This seminar studies either the entirety of
Homer’s O dyssey in Greek or most o f the Iliad.
2 credits.
N ot offered 2003-2004.

GREK 113 . Greek Historians
T h is sem inar is devoted to a study o f
Herodotus and Thucydides, both as examples
o f Greek historiography and as sources for
G reek history.
2 credits.
F all 2003. Munson.

GREK 114 . Greek Drama
T his seminar usually focuses on one play by
each o f the m ajor tragedians— Aeschylus,
Sophocles, and Euripides. O ther plays are read
in translation. T h e works are placed in their
cultural setting and are discussed as both drama
and poetry.
2 credits.
Spring 20 0 4 . Ledbetter.

13 6

Cognitive Science

Coordinator:

FRANK H. DURGIN (Psychology)

Committee:

RiChSFd Eldridlje (Philosophy)
David Harrison (Linguistics)
Ed KakO (Psychology)
Lisa Meeden (Computer Science)
Kathy Siwicki (Biology)

The minor in cognitive science has been de­
veloped to guide the programs o f those who are
interested in the interdisciplinary study o f the
mind, brain, and language, with an emphasis
on formal structure and computation. T he
Cognitive Science Program is designed to em­
phasize guided breadth across various disci­
plines that contribute to cognitive science as
well as depth within a chosen discipline.
A student may have many reasons for deciding
to minor in cognitive science. Perhaps the sim­
plest is to indicate and explore a particular in­
terest in cognitive science. W hatever your
major, a minor in cognitive science indicates a
kind of specialized interest and developing ex­
pertise. It is our hope that this interest will be
integrated with your major area o f study, and
we hope to help you formulate a plan o f studies
that sensibly achieves the requirements o f the
minor.
We conceive of cognitive science as a loose
federation of six specific disciplines. T h e disci­
plines included are neuroscience (biology or
psychobiology), computer science (including
computer engineering), linguistics, mathemat­
ics and statistics, philosophy, and cognitive
psychology. To demonstrate breadth, students
concentrating in cognitive science are required
to complete at least 2 credits in three o f these
six disciplines (see the list o f courses). Students
who wish to use 2 credits in mathematics and
statistics as one of their disciplines for a cogni­
tive science minor must chose 2 credits from a
single subarea of mathematics and indicate its
relevance to at least one o f the two other disci­
plines chosen for the minor. Minors must also
show a particular strength or depth in one of
the six disciplines.

REQUIREMENTS AND RECOMMENDATIONS
Minor
Eight credits are required for the minor. O ne of
these is a required introductory course, one is a
capstone thesis, and the remaining six are to be
distributed across three different disciplines as
described subsequently. Because several of
these credits may also count toward the stu­
dent’s major field, only 5 credits need be
earned outside the major in many cases.
In addition to fulfilling these breadth require­
ments, students must indicate one cognitive
science field in which they have substantial
depth o f preparation. Such depth can be docu­
mented by completion o f at least four courses
from within a cognitive science discipline
(even if some o f those courses are not directly
related to cognitive science). Alternative cur­
ricular and extracurricular ways o f fulfilling the
depth requirement may be discussed with the
coordinator.

Honors Minor
To complete an honors minor in cognitive sci­
ence, students must complete all requirements
listed earlier. T h e honors preparation for the
m inor will norm ally be a 2-credit unit
approved by the relevant department from
courses listed for the minor. T h e minor prepa­
ration must be within a discipline that is not
the student’s honors major. Students are en­
couraged to develop an appropriate prepara­
tion in consultation with the coordinator.
A ll minors must normally take Introduction to
Cognitive Science.

COGS 001. Introduction to Cognitive
Science
A n introduction to the science o f the mind
from the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and arti-

13 7

Cognitive Science

ficial intelligence. T h e course introduces stu­
dents to the scientific investigation o f such
questions as: W hat does it mean to think or to
have consciousness? C an a computer have a
mind? W hat does it mean to have a concept?
W hat is language? W hat kinds of explanations
are necessary to explain cognition?
1 credit.
S[mng 2 0 0 3 . Kako.

Linguistics
LIN G 040/108. Semantics
LIN G 043/106. Morphology and the Lexicon
LIN G 045/105. Phonetics and Phonology
LIN G 050/109. Syntax

Mathematics and Statistics
T h e subareas of mathematics and their eligi­
ble seminars and courses are the following:

In addition, all minors must normally complete
a 1-credit thesis in cognitive science in their
senior year. This credit may either overlap with
(be embedded within) a thesis in the major de­
partment, or it may be independent (C O G S
0 9 0 ). In either case, nonhonors theses in cog­
nitive science will normally be examined by
Cognitive Science Committee members from
within at least two different departments to
fulfill this requirement.

A lgebra: M ATH 037, 048, 049, and 102

COGS 090. Senior Thesis

Neuroscience

T h e 1-credit thesis project can be supervised
by any o f a number of faculty members associ­
ated with the departments in the concentra­
tion, but should be approved in advance by the
program coordinator.

A nalysis: M ATH 030, 047, 0 8 1 ,0 8 5 ,1 0 1 ,
and 103
D iscrete M athem atics: M ATH 009, 046,065,
and 072
G eom etry: M ATH 045 and 106
Statistics: STA T 002, 002C , 027, and 053;
M A TH 105 and ST A T 111
Topology: M ATH 010
BIO L 022. Neurobiology
P SY C 030. Physiological Psychology
P SY C 130. Physiological Seminar
BIO L 123. Learning and Memory

1 credit.

Philosophy

E ach sem ester. Staff.

PHIL 012. Logic

T h e remaining 6 required credits are to be dis­
tributed equally among three different disci­
plines o f cognitive science. T h at is, 2 credits of
listed courses from each of three of the six dis­
ciplines must be completed. T h e list of courses
currently approved as cognitive science courses
is rather selective because it is intended to
focus students on the most essential cores of
cognitive science within each discipline. There
are many more courses taught on campus that
are closely relevant to cognitive science. This
list is subject to periodic re-evaluation.

PHIL 024/113. Theory o f Knowledge
PHIL 026/116. Language and Meaning
PHIL 086. Philosophy of Mind and
Psychology
PHIL 118. Philosophy o f Psychology

Psychology
PSYC 032/132. Perception
P SY C 033/133. Cognitive Psychology
PSYC 034/134. Psychology of Language/
Psycholinguistics

Computer Science/Computer Engineering

PSYC 039. Developmental Psychology

C P S C 022. Structure and Interpretation of
Computer Programs

PSYC 043. Evolutionary Psychology

E N G R 027/CPSC 027. Computer Vision
C P S C 063. Artificial Intelligence
E N G R 028/CPSC 081. Robotics
C P S C 128/PSYC 128. Computational Models
o f Learning

13 8

Comparative Literature

Coordinator:

CAROLYN LESJAK

Committee:

Alan Bfirkowitz (M odem Languages and Literatures, Chinese)’
Jean-Vincent Blanchard (M odem Languages and Literatures, French)
Elizabeth Bolton (English Literature)’
Aurora Camacho de Schmidt (M odem Languages and Literatures, Spanish)1
Edmund Campos (English Literature)
Marion Faber (Modem Languages and Literatures, German)
Sibelan Forrester (M odem Languages and Literatures, Russian)
Allen Kuharski (Theater)
George Moskos (M odem Languages and Literatures, French)112
Rosaria Munson (Classics)
Philip Weinstein (English Literature)1 ‘
Hansjakob Werlen (Modem Languages and Literatures, Germ an)’

(English Literature)

1 Absent on leave, fall 2003.
3 Absent on leave, 2003-2004.

12 Program director, Swarthmore Program
in Grenoble, spring 2004.

The comparative literature major is adminis­
tered by a Comparative Literature Committee
made up of the coordinator and faculty repre­
senting the Classics, English Literature, and
Modem Languages and Literatures depart­
ments. The basic requirement for the major is
work in two literatures in the original language.

o f study is based. T h e student will also submit
a six- to 10-page writing sample from a previ­
ously completed course. T h e committee will
review the proposal and the essay and advise
the student.

The major in comparative literature is de­
signed for those students who have a love for
literature and a strong desire to write and are
interested in literary critical research. N ot for
everyone, this major assumes a fair degree of
discipline, independence, and self-motivation
on the part of the student, especially in the de­
velopment and writing o f the thesis.
In planning a comparative literature major,
students should look at course listings in the
Classics, English, and Modem Languages and
Literatures departments. O f courses in the
Classics and Modem Languages and Litera­
tures departments, only courses in the original
language numbered O il or above are counted
as constituents of the comparative literature
major. O f English courses numbered 005A -X ,
only one may be counted for the major.
Students applying for the major will submit to
the comparative literature coordinator a pro­
posal of integrated study that sets forth the
courses and/or seminars to be taken and the
principle of coherence on which the program

N ote: In lieu of a regular course, the Compara­
tive Literature Committee will consider pro­
posals for one or more research papers written
as course attachments as well as proposals to
substitute an extended research paper for
course credit.

REQUIREMENTS ANB RECOMMENDATIONS
Major in Course
1. Ten credits in two or m ore literatures in the orig­
inal languages, including a substantial con­
centration o f work— normally four or five
courses— in each of the literatures. T h e the­
sis (described later) does not count toward
these 10 credits.
Students working entirely in languages other
than English may propose one course in
translation as a part of their program, as long
as it is deeply relevant to their plan o f study.
Students working in English and any
language other than Chinese must do all of
their work in the original languages.

13 9

Comparative Literature

Because o f the special demands o f Chinese
language and literature, students working in
Chinese may propose a program based on at­
tachments (in Chinese) to literature courses
taught in translation.
2. A 1 - or 2-credit thesis o f 50 to 60 pages, cov­
ering work in at least two languages,
planned in the spring of the junior year and
submitted in the spring of the senior year, no
later than April 30.
Before the end o f the junior year, the stu­
dent will submit to the committee an out­
line for the thesis and propose faculty advis­
ers 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.
3. An oral com prehensive exam ination, one to
1.5 hours in length, at the end o f the senior
year, based on the thesis and on the courses
and seminars comprising the major.

Major or Minor in the Honors Program
M a jo r

Four 2-credit preparations in at least two liter­
atures in the original language, one o f which is
a thesis. O ne of the preparations may be used
as an independent m inor (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. A ll
four honors preparations are necessary compo­
nents of the comparative literature honors
major.
M inor
A 2-credit thesis of 5 0 to 60 pages, integrating
preparations that have been done in two liter­
atures in the original language.

P rerequisite fo r Adm ission into
the Honors Program
Successful completion o f an advanced course
in literature in each o f the literatures o f the
student’s program o f study. A minimum grade
of a B is required.
M ode of Exam ination

For each preparation, a three-hour written ex­
amination prepared by the external examiner
and a 30-minute oral based on the contents of
the written examination.

14 0

Procedures fo r A ll M ajors
A ll majors 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. A t this time, both course
and honors majors will submit thesis proposals
and propose faculty advisers.
T h e courses and seminars that compose the
comparative literature major’s formal field of
study will naturally differ with each major. To
give some sense o f the range o f possibilities
available, a series of sample programs is offered.

SAMPLE: COMPARATIVE LITERATURE
COURSE MAJOR
Focus: The Black Atlantic
C ou rses

EN G L 005R . Fictions o f Identity
FREN 0 1 2L. Introduction à l’analyse littéraire
EN G L 054- Faulkner, Morrison, and the
Representation of Race
FREN 025. Centers and Peripheries in the
Francophone World
ENGL 059. T h e Harlem Renaissance
FREN 077. Prose Francophone: littérature
et société
EN G L 078. Black African Writer
FREN 110. Écritures françaises hors de France
(Caribbean)
ENGL 086. Postcolonial Theory and
Literature
1-credit thesis.

SAMPLE: COMPARATIVE LITERATURE
HONORS MAJORS
Focus: Modernism
C ou rses

G ER M 013. Introduction to German
Literature
G ER M 052. T he Body Machine:
Deconstructing the Body Politic in
Postwar German Drama
EN G L 045. M odem British Poetry

ENGL 053. American Poetry
Seminars
ENGL 115. Modem Comparative Literature
ENGL 121. The Harlem Renaissance and the
Jazz Age
GERM 109. Rise o f the Modem German
Novel
2-credit thesis.

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

14 1

Computer Science

CHARLES F. KELEM EN, Professor3
LISA M EEREN, Associate Professor and Chair
TIA NEWHALL, Assistant Professor
RICHARD WICENTOWSKI, Assistant Professor
ALI ERKAN, Visiting Instructor
JEFFR EY KNERR, System Administrator
RRIDGET M . ROTHERA, Administrative Assistant

3 Absent on leave, 2003-2004-

Computer science is the study o f algorithms
and their implementation issues. T his includes
the study o f computer systems; methods to
specify algorithms (for people and computer
systems); and the formulation o f theories and
models to aid in the understanding and analy­
sis of the properties of algorithms, computing
systems, and their interrelationship.
T h e Computer Science Program is designed to
provide students with a flexible set o f comput­
ing choices that can be tailored to satisfy var­
ious interests and depths of study. A ll the
courses emphasize the fundamental concepts of
computer science, treating today’s languages
and systems as current examples o f the under­
lying concepts. T h e Computer Science Lab­
oratory provides up-to-date software and hard­
ware facilities. Three entry points to the com­
puter science curriculum are available at
Swarthmore.
C P S C 0 1 0 : Great Ideas in C om puter Science is
designed for freshmen with little or no com­
puter science experience. It is an introduction
that emphasizes breadth o f coverage over
depth or skill building. T his course is most
appropriate for first- or second-year students
who lack confidence in their computer science
abilities.
C P SC 0 2 1 : T he Im perative Paradigm : U N IX
and C falls between C P S C 010 and C P S C 022
in pace. N o previous experience with comput­
ers is necessary. C P S C 021 will introduce fun­
damental ideas in computer science while
building skill in software development. This
course is appropriate for all students who want
to write programs and are comfortable with
computers. This course is usually the first one
for computer science majors and minors. Stu­
dents with advanced placement credit or ex­

14 2

tensive programming experience may be able
to place out o f this course.
C P SC 0 2 2 : Structure and Interpretation o f Com­
puter Program s is designed for students who
plan to take several courses in computer sci­
ence. This course is a fast-paced introduction
to the kind of abstraction used in all areas of
computer science. A dialect of LISP will be
used. T his course is the best first selection for
students who intend to be computer science
majors or minors and are fluent in a language
like C an d feel comfortable about their
abilities.
Students or advisers who want more advice on
placement in computer science courses should
feel free to contact any computer science fac­
ulty member by phone or in person.
T h e Computer Scien ce Department offers
course majors and minors and honors majors
and minors. Students interested in any of these
options are encouraged to meet with the chair
of the Computer Science Department as early
as possible in their college career. Students
who are interested in a computer science major
or minor are encouraged to take both C PSC
022 and C P S C 035 sometime in their first
three semesters at Swarthmore. T h e minor in
computer science is designed for students who
desire a coherent introduction to the core top­
ics in the field but cannot afford the number of
courses required of a major. Students complet­
ing the minor will possess intellectual skills
that are useful in many disciplines.
Students electing to do a major or minor in
computer science must have a grade-point av­
erage of B or better in C P SC 021 (if exempted
from C P S C 021, then replace it with another
computer science course other than C PSC
010), C P S C 022, and C P S C 035.

REQUIREMENTS AND RECOMMENDATIONS

research report or thesis, senior honors study,
and a minor preparation.

Majors

T h e following will be submitted to external
examiners for evaluation:
1
1. Two 2-credit preparations to be selected
from the combinations of courses listed
later. Each o f these 2-credit preparations
will be examined by a three-hour written
.
exam and an oral exam.

The following are requirements for a major in
computer science:
A. Two mathematics courses numbered above
008 (MATH 009 and M A TH 016 recom­
mended).
B. Each of C P SC 021, C P SC 022, C P S C 025, %
CPSC 035, C P SC 046, and C P S C 097.
C. Three of C P SC 024, C P S C 027, C P SC
040, C PSC 041, C P SC 043, C P S C 044,
CPSC 045, C P SC 063, C P S C 075, C P SC
081, C PSC 91, C P SC 93, C P S C 129, and
CPSC 140.

Minors
The requirements for a minor in computer sci­
ence consist of the following:
A. One mathematics course numbered above
008 (MATH 009 recommended).
B. Each of C P SC 021, C P S C 022, C P S C 025,
and CPSC 035.
C. Either CP SC 041 or C P SC 046.
D. One of the following (must be different
than choice in part C ): C P S C 024, C P SC
027, C PSC 040, C P SC 041, C P S C 043,
CPSC 044, C P SC 045, C P S C 046, C P SC
063, C PSC 075, C P SC 08 1 , C P S C 129, or
CPSC 140.

Joint Special Majors
Students who want to integrate computer sci­
ence with another discipline in a more formal
manner may develop a special major combin­
ing the two areas o f study. Such special majors
require the approval of computer science and
the other department. Special majors should be
designed in consultation with the chair o f the
Computer Science Department as early possi­
ble in the student’s program. Approval o f a
special major is not guaranteed. It will depend
on the availability of resources (both faculty
and equipment) and the student’s demon­
strated ability to work independently.

Honors Program
Honors majors and minors in computer science
are available.

Honors Major
An honors major in computer science will con­
sist of two 2-credit preparations, one 2-credit

T h e two 2-credit preparations must include
four distinct courses. In certain circum­
stances, the Computer Science Depart­
m ent 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 m eet course major
requirements. In all cases, the Computer
S cien ce Department must approve the
student’s plan of study.
2. O ne 2-credit research report or thesis to be
read by an external examiner and exam­
ined in an oral exam.
A t 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. W e hope the
paper will report on a research experience
involving the student and faculty (here or
elsewhere). It is expected that most of the
research or scholarly groundwork will be
completed before the fall semester o f 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 o f thesis work to com ­
plete the work and write the paper in the
fall o f the senior year. It is expected that
the paper will be completed by the end of
the fall semester.
To be eligible for an honors major in computer
science students must:
1. Have a B+ average in all computer science
courses completed by the end of junior year.
These must include C P S C 021, C P S C 022,
C P S C 035, and at least one o f C P S C 025
or C P SC 046.
2. Have demonstrated proficiency in mathe­
matical argument and reasoning by the end
o f the junior year. Ordinarily, this profi­
ciency will be assumed if the student has:

14 3

Computer Science

APPROVED PREPARATIONS
T h e following are the approved preparations for part A . These may not all be available to all stu­
dents because of the faculty’s schedules.

Preparation

Course Combination

Algorithms

C P SC 041. Algorithms
M ATH 072. Combinatorial Optimization

Algorithms and Theory

C P SC 041.
C P S C 046.

Algorithms
Theory of Computation

Intelligent Systems

C P S C 081.
C P SC 063.

Robotics
Artificial Intelligence

Compiler Design and Theory

C P SC 046.
C P S C 075.

Theory o f Computation
Compiler Design and Construction

Computer Architecture

C P SC 024.
C P SC 025.

Fundamental of Digital System
Computer Architecture

Programming Languages

C P S C 043.
C P S C 075.

Programming Languages
Compiler Design and Construction

Perception and A ction Systems

C P S C 027.
C P S C 081.

Computer Vision
Robotics

Systems

C P SC 025. Computer Architecture
C P S C 045. Operating Systems

Visual Information Systems

C P S C 027.
C P S C 040.

Computer Vision
Computer Graphics

Graphics

C P S C 040.
C P S C 140.

Computer Graphics
Advanced Computer Graphics

Natural Language Models

C P S C 063.
C P S C 129.

Artificial Intelligence
Computational Models of Language

Distributed Systems

C P S C 045.
C P SC 097.

Operating Systems
Distributed Systems

a. Passed M A TH 009 and M A TH 016 with
a grade of B+ or better or
b. Passed M A TH 016H with a grade o f B or
better or
c. Completed M ATH 047 or M A TH 049
with a grade of B- or better.
3. Complete by the end of the senior year a
set o f courses that would qualify for an or­
dinary C P S C major as well as C P S C 180
(Thesis) and C P S C 199 (senior honors
study, which will consist of full participa­
tion in C P S C 097, senior conference, with
course students in the spring semester of
the senior year).

Honors Minor
O ne 2-credit preparation to be selected from
combinations of courses listed under Approved

14 4

Preparations. A n examiner will set both a
three-hour written exam and an oral exam for
the preparation.
To be eligible for an honors minor in computer
science a student must:
1. Have a B+ average in all computer science
courses completed by the end of junior year.
These must include C P SC 021, CPSC 022,
C P S C 035, and at least one of the CPSC
025 or C P S C 046.
2. Have demonstrated some proficiency in
mathematical argument and reasoning by
the end of the junior year. Ordinarily, this
proficiency will be assumed if the student
has completed the following:
a. Passed M A TH 009 or MATH 016 with a
grade of B or better; or

b. Passed MATH 016H or M ATH 047 or
MATH 049 with a grade o f B- or better.

COURSES
CPSC 010. Great Ideas in Computer
Science

APPROVED PREPARATIONS
The following are the approved preparations
for part A. These may not all be available to all
students because of the faculty’s schedules.

STUDY ADROAD
Students planning to major or minor in com­
puter science may opt to study abroad for one
semester or a whole year. Because advanced
courses in computer science are offered in only
alternate years, some selections will be un­
available to some students. T h e chair o f the
Computer Science Department should approve
all courses of study abroad. T h e department
will credit appropriate courses based on
evidence presented by the student when they
return to Swarthmore.

This course will introduce a number of funda­
mental ideas in computer science. T h e course
will cover such topics as history, applications,
the basic design of a digital computer, the pro­
gramming process, theory of computability, ar­
tificial intelligence, and the social implications
of computing. Students will contribute to and
modify the emphasis o f the course by writing
and presenting papers in the last third of the
semester. N o previous experience with com ­
puters or computing will be assumed, and pro­
gramming will no t be emphasized in this
course. Much o f the course material will be
covered in the laboratory, in addition to the
lecture/discussion sessions.
Lab work is required. T h e course is designed for
freshmen, and they will be given enrollment
preference. Prerequisite: None. N ot open to
students with college-level computer science
credit.
Primary distribution course. I credit.
E ach sem ester. Staff.

GRADUATE STUDY

CPSC 021. The Imperative Paradigm:
Unix and C

Students interested in graduate study in com­
puter science will be well prepared with a com­
puter 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. T he 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. O ther majors are also
reasonable for students with special interests.
For example, a major in linguistics or psychol­
ogy might be appropriate for a student interest­
ed in artificial intelligence or cognitive sci­
ence. In such cases, students should consult
with the chair of the department as early as
possible to ensure they take the necessary
mathematics and computing courses for gradu­
ate work in computer science.

This course introduces students to the funda­
mental aspects of the computing field and will
focus on problem solving, software design con­
cepts, and their realization as imperative pro­
grams run on the U nix operating system. A n
introduction to the U nix operating system and
the C programming language for the purpose of
gaining mastery of these principles will be
provided. Topics to be covered include Von
Neumann architecture, operating system
overview, U nix, C programming, control struc­
tures, arrays, procedural abstraction, pointers,
iteration, recursion, sorting, data types and
their representation, elementary data struc­
tures, Lists, Stacks, Queues, informal analysis
of algorithms, elementary U nix tools (such as
grep, sort, tr), and introduction to shell scripts.
Lab work required. N o prerequisites.
Primary distribution course. 1 credit.
E ach sem ester. Staff.

145

Computer Science

CPSC 022. Structure and Interpretation
of Computer Programs
This course is a serious introduction to the
study o f computer programs and some central
ideas in computer science. Students will learn
how to generate precise specifications from
vaguely formulated and perhaps partially understood descriptions by studying programs
that make repeated and deep use of abstrac­
tion. This skill is essential in writing computer
programs and will be useful in all intellectual
endeavors. Topics to be covered include pro­
gramming idioms and paradigms (functional
and object oriented); recursion; abstract data
structures (lists, queues, trees, and sets); infor­
mation retrieval; binding and scope; and inter­
preters.
Lab work required. Prerequisite: Comfort with
your computing abilities.
Prim ary distribution cou rse. 1 credit.
E ach sem ester. Staff.

CPSC 024. Fundamentals of Digital
Systems
(Cross-listed as E N G R 015)
Digital and continuous systems are fundamen­
tally different. This course will introduce stu­
dents to digital system theory and design tech­
niques, including Boolean logic, digital repre­
sentations of data, and techniques for the de­
sign of combinational and sequential digital
circuits. Because moving information between
systems is critical to real-world applications,
the course will include interfaces between dig­
ital systems and between digital and continu­
ous systems. In addition, the course will cover
selected topics in numerical analysis and ap­
plied mathematics that are relevant to modem
engineering and computer science.
Lab work required. Offered in the fall semester
every year. Prerequisites are C P S C 021 or
E N G R O il (co-requisite).
1 credit.
F all 2 0 0 3 . Maxwell.

CPSC 025. Principles of Computer
Architecture
(Cross-listed as EN G R 025)
This course covers the physical and logical
design of a computer. Topics include current
microprocessors, C P U design, R IS C and C IS C
concepts, pipelining, superscalar processing,

14 6

cache, paging, segmentation, virtual memory,
parallel architectures, bus protocob, and I/O
devices. Labs cover analysb of current systems
and microprocessor design using CA D tools,
including VHDL.
Lab work required. Prerequisites: C P SC 021, or
C P S C 024/ENGR 024, or permission of the in­
structor. A course beyond C P SC 21 is strongly
recommended.
1 credit.
O ffered every spring sem ester. Maxwell.

CPSC 027. Computer Vision
(Cross-listed as E N G R 027)
T his course studies how computers can analyze
and perceive the world using input from imag­
ing devices. Topics include line and region ex­
traction, stereovision, motion analysis, color
and reflection models, and object representa­
tion and recognition. T h e course will focus on
object recognition and detection, introducing
the toob o f computer vision in support of
building an automatic object recognition, and
classification system. Labs will involve imple­
menting both off-line and real-time object
recognition and classification systems.
Lab work required. Prerequisites: ENGR 012,
C P S C 021, or permission of the instructor.
M athem atics background at the level of
M ATH 016 or M ATH 018 is strongly recom­
mended.
1 credit.
F all 2003. Maxwell.

CPSC 035. Algorithms and ObjectOriented Computing
T his course completes the broad introduction
to computer science begun in C P SC 021 and
C P S C 022. It provides a general background
for further study in the field. Topics to be cov­
ered include object-oriented programming in
Java; advanced data structures (priority queues,
trees, hash tables, graphs, etc.); and algorithms,
software design, and verification. Students will
be expected to complete a number of program­
ming projects to illustrate the presented con­
cepts.
Lab work required. Prerequisites: C P SC 021 or
permission o f the instructor. M ATH 009
strongly recommended.
1 credit.
E ach sem ester. Staff.

CPSC 040. Com puter Graphics
(Cross-listed as E N G R 0 2 6 )

Computer graphics deals with the manipula­
tion and creation of digital imagery. W e will
cover drawing algorithms for two-dimensional
(2-D) graphics primitives, 2-D and three-di­
mensional (3-D ) matrix transformations, pro­
jective geometry, 2-D and 3-D model represen­
tations, clipping, hidden surface removal, ren­
dering, hierarchical modeling, shading and
lighting models, shadow generation, special
effects, fractals and chaotic systems, and ani­
mation techniques. Labs will focus on the im­
plementation of a 3-D hierarchical modeling
system that incorporates realistic (.lighting
models and fast hidden surface removal.
Lab work required. Prerequisites: E N G R 012,
CPSC 021, or permission of the instructor.
Mathematics background at the level of
MATH 005/006 and M A TH 016 is strongly
recommended.
1 credit.
Next offered fa ll 2004. Maxwell.

CPSC 041. Algorithms
The study of algorithms is useful in many
diverse areas. As algorithms are studied, con­
siderable attention is devoted to formally ana­
lyzing their time and space requirements and
proving their correctness. Topics to be covered
include abstract data types, trees (including
balanced trees), graphs, searching, sorting, NP
complete optimization problems, and the im­
pact of several models o f parallel computation
on the design of algorithms and data structures.
Lab work required. Prerequisites: C P S C 022
and CPSC 035. Math 0 09 strongly recom­
mended.
1 credit.
Next offered fa ll 2004. Kelemen.

CPSC 043. Foundations of Programming
Language Design
This course is a study of the organization and
structure of modem programming languages
with an emphasis on semantic issues. Topics
include specifying syntax and semantics, con­
ventional and abstract data types, control
structures, procedural languages, functional
languages, object-oriented languages, other
classes of languages, program correctness, con­
currency and synchronization, language design
and evaluation, and implementation issues.

Lab work required. Prerequisites: C P S C 022
and C P SC 035.
1 credit.
N ext offered fa ll 2 0 0 4 . Wicentowski.

CPSC 044. Relational Database Systems
This course provides an introduction to rela­
tional database management systems. Topics
covered include data models (ER and relation­
al model); data storage and access methods
(files, indices); query languages (SQ L , rela­
tional algebra, relational calculus, Q B E ); query
evaluation; query optimization; transaction
management; concurrency control; crash re­
covery; and some advanced topics (distributed
databases, object-relational databases). A pro­
je ct that involves implementing and testing
components of a relational database manage­
ment system is a large component o f the
course.
Lab work required. Prerequisite: C P S C 035.
1 credit.
F all 2003. Newhall.

CPSC 045. Operating Systems Concepts
T his course is an introduction to the theory,
design, and implementation of operating sys­
tems. A n operating system is the software layer
between user programs and the computer hard­
ware. It provides abstractions of the underlying
hardware that are easier to program, and it
manages the m achine’s resources. T h e follow­
ing topics will be covered: processes (including
synchronization, communication, and schedul­
ing); memory (main memory allocation strate­
gies, virtual memory, and page replacement
policies); file systems (including naming and
implementation issues); I/O (including de­
vices, drivers, disks, and disk scheduling); and
security.
Lab work required. Prerequisite: C P S C 035.
C P S C 025 recommended.
1 credit.
F all 2003. Newhall.

CPSC 046. Theory of Computation
This is a study of various models of computa­
tion leading to a characterization of 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 fi­
nite state devices, Turing machines and other

14 7

Computer Science

models o f computation, computability, and
complexity.

permission o f the instructor.

Prerequisite: C P S C 035.
recommended.

N ext offered spring 2005. Maxwell.

M ath 009 strongly

1 credit.
N ext offered spring 2 0 0 5 . Kelemen.

CPSC 063. Artificial Intelligence
T h e concept o f an intelligent agent is the uni­
fying theme of this course. Based on this per­
spective, the problem o f artificial intelligence
is seen as describing and building agents that
receive perceptions from an environment and
then performing the appropriate actions. This
course will examine many different methods
for implementing this mapping, from percep­
tions to actions including production systems,
reactive planners, logical planners, and neural
networks. W e will use robots to explore these
methods.
Lab work required. Prerequisites: C P S C 022
and C P S C 035.

I credit.

CPSC 091. Special Topics in Computer
Science
Subject matter for C P S C 091 is generally de­
pendent on group need or individual interest.
T h e course is normally restricted to upper-level
students and only offered when staff interests
and availability make it practicable to do so.
Currently planned sections o f C P SC 091
include the following: F all 2003: Section f :
Networking. Section 2 : Information Retrieval
and Natural Language Processing. Spring 2004:
Distributed Systems.

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

1 credit.

CPSC 097. Senior Conference

Spring 2004. Meeden.

T his course provides honors and course majors
an opportunity to delve more deeply into a par­
ticular topic in computer science, synthesizing
material from previous courses. Recent topics
have been networking (2001 and 2002); evolu­
tionary computation (1998 and 1999); com­
plexity, encryption, and compression (1996);
and parallel processing (1995). C P SC 097 is
the usual method used to satisfy the compre­
hensive requirement for a computer science
major and the senior honors study requirement
for a computer science honors major.
Spring sem ester. Staff.

CPSC 075. Principles of Compiler Design
and Construction
T his course presents an introduction to the de­
sign and construction o f language translators
for imperative, procedure-oriented program­
ming languages. Topics covered include formal
grammars, lexical analysis and finite automata,
syntax analysis and pushdown automata, LL
and LR parsing, semantic analysis and table
handling, error detection and recovery, code
generation and optimization, compiler writing
tools.
Lab work required. Prerequisite: C P S C 035.
I credit.
Spring 2005. Newhall.

CPSC 081. Robotics
This course addresses the problem o f control­
ling robots that will operate in dynamic, un­
predictable environments. Students will work
in groups to program robots to perform a vari­
ety o f tasks such as navigation to a goal, obsta­
cle avoidance, and vision-based tracking in a
laboratory session. In lecture/discussion ses­
sions, students will examine the major para­
digms of robot control through readings with
an emphasis on adaptive approaches.
Lab work required. Prerequisite: C P S C 035 or

14 8

CPSC 129. Computational Models of
Language
Language is among the most complex and ro­
bust o f all human cognitive capacities. One way
to better understand this capacity is by using
computers to model it. In this course, we’ll ex­
amine various attempts to model language
using connectionist (neural network) architec­
tures as well as efforts to build computer systems
that can understand the natural language pro­
duced by users. This course includes a laborato­
ry component in which hands-on experiments
with various architectures will be conducted.
Prerequisite: C P S C 035, PSYC 028, or permis­
sion o f the instructor.
1 credit.
O ffered w hen staffing perm its. Meeden, Kako.

C P S C 14 0 . Advanced Com puter Graphics
(Cross-listed as E N G R 1 2 6 )

This course takes an in-depth look at a series of
current topics in computer graphics, deter­
mined, in part, by student interests. Topics can
include shading models, radiosity, ray tracing,
image-based rendering, modeling, texture, ani­
mation, physically based modeling, hybrid
computer vision and graphics techniques,
non-photo-realistic rendering, and special ef­
fects. The course is taught as a seminar, and
meetings revolve around computer graphics
papers from technical proceedings, such as
ACM S1G G RA PH , and other computer
graphics journals. Students will be responsible
for reading and preparing presentations of pa­
pers. In addition, there will be several signifi­
cant projects where students implement com ­
puter graphics programs based on the papers
and topics covered in the course.
Prerequisite: C P SC 040/ENGR 026.
1 cred it.

Offered when staffing perm its. Maxwell.

CPSC 180. Thesis
CPSC 199. Senior Honors Study

14 9

Economics

JOHN P. CASKEY, Professor
STEPHEN S. GOLUB, Professor
ROBINSON G. HOLLISTER J R ., Professor
MARK KUPERBERG, Professor and Chair
ELLEN B. MAGENHEIM, Professor
STEPHEN A . O’CONNELL, Professor
BERNARD SAFFRAN, Professor
LARRY E . WESTPHAL, Professor
AMANDA BAYER, Associate Professor3
PHILIP N. JEFFERSON, Associate Professor3
THOMAS S. D EE, Assistant Professor1
PEGGY dePROPHETIS, Visiting Associate Professor (part time)
JULIE BECHER, Visiting Assistant Professor
NANCY CARROLL, Administrative Assistant

1 A bsent on leave, fall 2003.

3 A bsent on leave, 2003-2004.

Economics is the study o f how scarce resources
are allocated and the implications o f such allo­
cations. Because scarcity is a fundamental fact
of social life, an understanding o f economics is
relevant for private and public decision mak­
ing. Most courses in the department address
the dual questions o f how resources are allo­
cated in real economies and how they should be
allocated. “Should” is a complex word and
encompasses considerations o f economic effi­
ciency and distributional equity. Economics
does not provide definitive answers to these
questions, but it does give the student the tools
needed to formulate and evaluate such answers.

erature. T h e department strongly recommends
that students take M ATH 005 and either
M ATH 006A and 00 6 C (basic calculus) or the
series o f M A TH 006A , 006B , and M A TH 018.
M A TH 016 (Linear Algebra) and M ATH 018
(Several Variable Calculus) are valuable for
those who intend to focus on the more techni­
cal aspects o f economics. Students who plan to
attend graduate school in economics should
give serious thought to taking additional math­
ematics courses such as M ATH 03 0 (Differen­
tial Equations) and M A TH 047 (Introduction
to R eal Analysis).

ECO N 001 or its equivalent is a prerequisite fo r all
other w ork in the departm ent. In addition, all ma­
jors in economics must take the three core
courses: ECO N O il (Intermediate M icroeco­
nom ics), ECO N 021 (Intermediate M acroeco­
nom ics), and ECO N 031 (Statistics for Econo­
mists). Students may substitute ST A T 053 for
Econ 031 (ST A T 001 or ST A T 002 do not
meet the requirement). T h e statistics course in
the Economics Department focuses more on
the application o f statistical tools to economic
problems. T h e statistics courses in the M athe­
matics and Statistics Department focus more
on the derivation o f the m athematical and sta­
tistical properties of various estimators.
A knowledge o f elementary calculus is ex­
tremely useful to critically read economics lit­

15 0

To graduate as majors, students must have at
least 8 credits in economics; have taken the
three core courses; and, in their senior year,
pass the comprehensive examination given
early in the spring semester (course students)
or the honors examinations given at the end of
the spring semester (honors students). To be
prepared for the comprehensive examination,
course students are very strongly advised to
complete ECON 011, ECO N 021, and ECON
031 (or its equivalent) before the second se­
mester of their senior year.
Students who are contemplating a major in
economics should consult Econom ics at Swarthm ore: D epartm ent H andbook (available in the
department office) for additional information
regarding the details o f the program.

Economics majors can complete the require­
ments for teacher certification through a pro­
gram approved by the state of Pennsylvania.
Because o f a change in teacher certification
regulations that occurred in November 2000,
students completing certification through 2003
will fulfill the requirements for social studies
certification, and those who complete certifi­
cation in 2004 and beyond will complete the
requirements for citizenship education. For fur­
ther information about the relevant set o f re­
quirements, please contact the Educational
Studies Department chair, th e Econom ics
Department chair, or the Educational Studies
Department W eb site: www.swarthinore.edu/SocSci/Education.

T his course investigates the relationship be­
tween issues o f resource allocation and educa­
tional attainment. It examines the facts about
student achievement, educational expenditure
in the United States, and the relationship be­
tween them. It studies such questions as: Does
reducing class size improve student achieve­
ment? Does paying teachers more improve
teacher quality and student outcomes? T h e
course also investigates the relationship be­
tween educational attainment and wages in
the labor market. Finally, it analyzes the effects
of various market-oriented education reforms
such as vouchers and charter schools. This
course may be counted toward a concentration
in public policy.

The Economics Department does not offer a
minor in economics except in the Honors
Program.

Prerequisites: ECON 001 and any statistics
course (or the consent of the instructor);
ED U C 014 is strongly recommended.
1 credit.
N ot offered 2003-2004.

COURSES

ECON 010. Current Issues in Economic
Policy

ECON 001. Introduction to Economics

Examines current microeconomic and macroeconomic policy issues. Topics vary year to
year, depending on developments in the econ­
omy. R ecent topics have included flagging
economy-wide performance, health care, tax
reform, and personal finance. T h e class is for­
matted like a seminar. Reading material in­
cludes the economic and financial pages of cur­
rent periodicals, reports o f think tanks, and
other current literature.

Covers the fundamentals o f microeconomics
and macroeconomics: supply and demand,
market structures, income distribution, fiscal
and monetary policy in relation to unemploy­
ment and inflation, economic growth, and in­
ternational economic relations. Focuses on the
functioning o f markets as well as on the ratio­
nale for and the design o f public policy. Pre­
requisite for all further work in economics.
Primary distribution course. 1 credit.

1 credit.

Fall 2003 and spring 2004- Staff.

F all 2003. Saffran.

ECON 003. The World According to
Economics

ECON 0 11. Intermediate Microeconomics

This course explores the economic content of
subjects addressed by other disciplines through­
out the College from an economic perspective.
Topics include pollution, the use of nonrenew­
able resources and economic growth, interna­
tional trade and underdeveloped countries, and
markets and social and moral development.

Provides a thorough grounding in intermedi­
ate-level microeconomics. T h e 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 solv­
ing to facilitate the learning of theory and see
practical applications.

1 credit.

1 credit.

N ot offered 2003-2004.

Fall 2003. Westphal.

ECON 005. Savage Inaccuracies:
The Facts and Economics of Education
in America

ECON 012. Games and Strategies

(Cross-listed as ED U C 069)

How should you bargain for a used car or me­
diate a contentious dispute? This course is an
introduction to the study of strategic behavior

15 1

Economics

and the field o f game theory. W e analyze situa­
tions o f interactive decision making in which
the participants attempt to predict and to in­
fluence the actions o f others. W e use examples
from economics, business, biology, politics,
sports, and everyday life. This course may be
counted toward a concentration in peace and
conflict studies.

tions research as applied in defining optimal
solutions to engineering and economic prob­
lems to assist decision making. T h e working
principles of engineering economics are intro­
duced in conjunction with operations research
topics. Normally for junior and senior students.

1 credit.

Prim ary distribution cou rse, natural sciences only
and only if enrolled fo r E N G R 0 57.

N ot offered 2003-2004.

Prerequisites: Elementary linear algebra and
high school algebra.

ECON 021. Intermediate Macroeconomics

1 credit.

T h e goal o f this course is to give the student a
thorough understanding of the actual behavior
o f the macroeconomy and the likely effects of
government stabilization policy. Models are de­
veloped o f the determination o f output, inter­
est 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.

F all 2 0 0 3 . McGarity.

1 credit.
Spring 2004. O ’Connell.

ECON 022. Banking and Financial
Markets

ECON 033. Accounting
T his course surveys financial and managerial
accounting. T h e concepts and methods of fi­
nancial accounting following generally accept­
ed accounting principles and the effects of al­
ternative principles on the measurement of pe­
riodic income and financial status are covered.
R ecent changes in accounting methods such as
those stimulated by manufacturing advances
are examined, as are concerns about ethical
standards. (This course cannot be used to satis­
fy the College’s distribution requirements.)
I credit.
Spring 2004. deProphetis.

T his course examines the economics o f finan­
cial institutions and markets. Among the top­
ics considered are (1 ) econom ic explanations
for the existence and operations o f banks; (2)
the regulation o f financial institutions and
markets; and (3 ) theories o f stock, bond,
futures, and option prices.

Quantitative methods used in estimating eco­
nom ic 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.

1 credit.

Prerequisite: ECO N 031 or STA T 053.

ECON 035. Econometrics

F all 20 0 3 . Caskey.

1 credit.

ECON 031. Statistics for Economists

F all 20 0 3 . Hollister.

T h e focus o f this course is on understanding
how simple and multiple regression can be used
to estimate economic relationships (e.g., price
or interest elasticities, returns to assets, or edu­
cation) and test their statistical significance.
Problems and estimation with real data sets
will be stressed. Majors may satisfy the depart­
ment’s statistics requirement by taking STA T
053 instead.

ECON 041. Public Finance

1 credit.

This course focuses on government expendi­
ture, tax, and debt policy. A major part of the
course is devoted to an analysis o f current pol­
icy issues in their institutional and theoretical
contexts. T h e course will be o f most interest to
students having a concern for economic policy
and its interaction with politics. This course
may be counted toward a concentration in
public policy.

F all 2003. Hollister.

Recommended: ECO N 011.

ECON 032. Operations Research

1 credit.

(Cross-listed as E N G R 05 7)

Spring 2004. Dee.

T his course highlights the principles of opera­

15 2

ECON 042. Law and Economics

ECON 061. Industrial Organization

The purpose of this course is to explore the prem­
ises behind the use of utilitarian constructs in the
analysis of public policy issues. In particular, the
appropriateness o f the growing use of economic
methodology will be examined through an inten­
sive study of issues in property, tort, contract, and
criminal law. This course may be counted toward
a concentration in public policy.

This course examines why firms and markets are
organized as they are and how their organization
affects the way they operate. Topics include the
relationship between market structure and firm
behavior; particular aspects o f firm behavior—
pricing, advertising, and collusion; and the ef­
fects o f regulation. This course may be counted
toward a concentration in public policy.

Recommended: ECO N O il.

Prerequisite: ECO N O il.

I credit.

1 credit.

Not offered 2003-2004.

Spring 2004- Magenheim.

ECON 044. Urban Economics

ECON 073. Race, Ethnicity, and Gender
in Economics

The topics covered in this course include the eco­
nomic decline of central cities, transportation
policies, local taxation, theories of urban growth
patterns, local economic development initiatives,
and the economics of land use and housing.
1 credit.
Spring 2004- Caskey.

ECON 051. The International Economy
This course surveys the theory of trade (micro­
economics) and o f the balance of payments
and exchange rates (macroeconomics). T h e
theories are used to analyze topics such as trade
patterns, trade barriers, flows o f labor and cap­
ital, exchange-rate fluctuations, the interna­
tional monetary system, and macroeconomic
interdependence. This course may be counted
toward a concentration in public policy.
Prerequisite: ECON O il or ECON 021; both
recommended.
1 credit.
N ot offered 2003-2004.

ECON 053. International Political
Economy
(Cross-listed as PO LS 068)
This course uses political and economic per­
spectives to analyze the international econo­
my. Topics include the rise and decline of hege­
monic powers, the controversy over “free” ver­
sus “fair” trade under the World Trade Organi­
zation, foreign debt and default, the role o f the
state in economic development, international
financial markets, and the history of the inter­
national monetary system.
Prerequisite: PO LS 0 04 and ECON 001.
1 credit.
Spring 2004. Golub/Hopkins.

This course focuses on the roles o f gender, eth­
nicity, and race in economic systems. Topics
include the economic status o f women and of
various racial and ethn ic groups; sources of in­
equality, including wage and job discrimina­
tion; public policy issues (e.g., comparable
worth, affirmative action, child care, and wel­
fare reform); and bias in economic theory and
policy. T his course may be counted toward
concentrations in public policy, women’s stud­
ies, and black studies.

1 credit.
N ot offered 2003-2004.

ECON 075. Health Economics
Topics addressed in this course include the eco­
nomics o f health care demand and supply, the
changing organization of health care delivery,
demographic change and demands on the
health care system, problems o f access to
health care services, economic analysis of stan­
dard and new medical treatments, supply and
demand for doctors and nurses, government fi­
nancing and regulation, health insurance, and
comparative analysis of health care systems in
different countries. T his course may be counted
toward a concentration in public policy.
1 credit.
N ot offered 2003-2004-

ECON 076. Environmental Economics
Introduction to basic concepts and methods
used in evaluating environmental benefits and
costs and in assessing mechanisms for allocat­
ing environmental resources among present
and future uses, with due attention to seeming­
ly noneconom ic concerns. Specific topics in­
clude pollution and environmental degrada-

15 3

Economics

tion; use o f exhaustible and renewable re­
sources; management o f air, water, and energy
resources; sustainable economic growth; and
international resource managem ent. T h is
course may be counted toward concentrations
in environmental studies and public policy.
Recommended: ECO N O il.
1 credit.
Spring 2004. Westphal.

ECON 081. Economic Development
A survey covering the principal theories of
economic development and the dominant is­
sues o f public policy. W ithin a perspective that
emphasizes choice and transfer o f technology
as well as technological development, empha­
sis is given to agricultural and industrial devel­
opment, to interactions among sectors, and to
international trade and capital flows (includ­
ing foreign aid). This course may be counted
toward a concentration in public policy or
peace and conflict studies as well as programs
in black studies and Asian studies.
1 credit.
F all 20 0 3 . O ’Connell.

ECON 082. Political Economy of Africa
A survey of the economic development experi­
ence in Sub-Saharan Africa, focusing on the
postindependence period. W e study policy
choices in their political and institutional con­
text, using case study evidence and the analyt­
ical tools o f positive political economy. Topics
o f current interest include the economic role of
the state, risk management by firms and house­
holds, devaluation in the C FA zone, and inter­
national financial flows. T his course may be
counted toward concentrations in peace and
conflict studies, black studies, or public policy.
1 credit.
N ot offered 2003-2004.

ECON 083. Asian Economies
Examines economic development and current
economic structure, along with major policy is­
sues (dom estic, plus vis-à-vis the U nited
States), in some o f the principal economies of
Asia, focusing on those in East Asia but in­
cluding at least one South Asian country as
well. T his course may be counted toward a
concentration in public policy as well as a pro­
gram in Asian studies.
1 credit.
Spring 2 0 0 4 . Westphal.

154

ECON 099. Directed Reading
W ith consent o f a supervising instructor, indi­
vidual, or group study in fields o f interest not
covered by regular course offerings.
F all or spring sem ester. Staff.

SEMINARS
ECON 101. Advanced Microecnnomics
Subjects covered include consumer and pro­
ducer theory, optimization and duality, general
equilibrium, risk and uncertainty, asymmetric
information, and game theory.
Prerequisites: ECO N 011 and at least one of
the following: M A TH 016, M ATH 018, or
M A TH 030.
2 credits.
N ot offered 2003-2004.

ECON 102. Advanced Macroeconnmics
Subjects covered include microfoundations of
macroeconomics, growth theory, rational ex­
pectations, and New Classical and New
Keynesian macroeconomics. Extensive prob­
lem solving, with an emphasis on the qualita­
tive analysis o f dynamic systems.
Prerequisites: ECO N 021 and at least one of
the following: M A TH 016, M ATH 018, or
M A TH 030.
2 credits.
Spring 2004- Kuperberg.

ECON 122. Financial Ecnnnmics
T h e seminar examines modem developments
in the theory o f asset prices and the economics
of financial institutions. Topics include (1)
economic explanations for the existence and
operations o f banks; (2) the regulation of fi­
nancial institutions and markets; and (3) theo­
ries of stock, bond, futures, and option prices.
Prerequisites: ECO N 011, M A TH 06A and
06C , and ECON 031.
2 credits.
F all 2003. Caskey.

ECON 135. Advanced Econometrics
Quantitative methods used in estimating eco­
nom ic models and testing economic theories
are studied. Students leam to use statistical
packages to apply these methods to problems

1 credit.

unions and labor relations, unemployment and
macroconditions, econom ic analysis educa­
tion, health care, housing, and discrimination,
determinants o f income inequality, and gov­
ernment policies with respect to health, educa­
tion, and welfare. T his seminar may be count­
ed toward a concentration in public policy (1
credit) and black studies.

Not offered 2003-2004-

Recommended: ECON O il.

ECON 14 1. Public Finance

2 credits.

This seminar focuses on the analysis of govern­
ment expenditure, tax, and debt policy. This
seminar may be counted toward a concentra­
tion in public policy.

F all 2003. Hollister.

in business, economics, and public policy. Stu­
dents will also evaluate studies applying econo­
metric methods to major economic issues. A n
individual empirical research project is required.
Prerequisite: ECO N 035, M A TH 016, and
either ECO N 031 or ST A T 053.

Prerequisite: E C O N
ECON 021.

O il.

Recom mended:

2 credits.
Spring 2004. Dee.

ECON 151. International Economics
Both microeconomics and macroeconomics
are applied to an in-depth analysis o f the world
economy. Topics include trade patterns, trade
barriers, international flows o f labor and capi­
tal, exchange-rate fluctuations, the interna­
tional monetary system, macroeconomic inter­
dependence, and case studies o f selected indus­
trialized, developing, and Eastern B loc coun­
tries. This seminar may be counted toward a
concentration in public policy.
Prerequisite: ECO N 011 and ECO N 021.
2 credits.
Spring 2004- Golub.

ECON 161. Industrial Organization and
Public Policy
The seminar examines the organization of
firms and markets and the relationship be­
tween organization and outcomes with respect
to pricing, advertising, product differentiation,
and other aspects of behavior. O ther topics in­
clude the effects of antitrust policy, economic
regulation and deregulation. T his seminar may
be counted toward a concentration in public
policy.
Prerequisite: ECON O il.
2 credits.
Fall 2003. Magenheim.

ECON 1 7 1 . Labor and Social Economics
Students discuss such topics as the organization
of work within firms, labor market operations,

ECON 18 1. Economic Development
A survey o f theories o f growth, stabilization,
income distribution, trade policy, and house­
hold behavior in developing countries. Issues
of current interest include the Asian “miracle,
technological change, and the political econo­
my of government policy. Students write sever­
al short papers examining the literature and a
longer paper analyzing a particular country s
experience. T his seminar may be counted
toward a concentration in public policy or
black studies or in the Asian Studies Program.
Prerequisite: ECO N O il or ECO N 021.
2 credits.
F all 2003. O ’Connell.

ECON 198. Thesis
W ith consent of a supervising instructor, hon­
ors majors may undertake a senior thesis for
double credit.
Fail 2003 and spring 2004. Staff.

ECON 199. Senior Honors Study
Senior honors study for majors consists o f a 1credit seminar taken in the second semester of
senior year with a faculty member in atten­
dance. In this seminar, majors rewrite and pre­
sent one seminar paper from each of their three
preparations. These rewritten seminar papers
will be sent to the examiner who is reviewing
that preparation.
Senior honors study for minors consists of a
0.5-cred it seminar in w hich the student
rewrites and presents one seminar paper from
one preparation. T his rewritten paper will be
sent to the examiner who is reviewing that
preparation. Participation for minors is option­
al. If a minor does not participate in senior
honors study, a seminar paper will still be sub­
mitted to the examiner.

Educational Studies

K. ANN RENNINGER, Professor2
LISA SMULYAN, Professor and Chair
EVA F. TRAVERS, Professor
DIANE ANDERSON, Assistant Professor
THEA ARU EL-HAJ, Visiting Assistant Professor
RORERT GROSS, Dean of Students
ELAINE METHERALL RRENNEMAN, Visiting Assistant Professor (part tim e)
RICHARD ALEJANDRE, Supervisor o f Student Teachers
MARY ANN BLACK, Supervisor o f Student Teachers
NANCY DONALDSON, Supervisor of Student Teachers
STEVE RISBERG, Supervisor o f Student Teachers
KAE KALWAIC, Administrative Assistant

2 A bsent on leave, spring 2004.

T h e Department o f Educational Studies has
three purposes: to expose students to issues in
education from a variety o f disciplinary per­
spectives; to provide a range o f field experi­
ences for students who wish to explore their
aptitude and interest in teaching, counseling,
or research in an educational setting; and to
prepare students to be certified for entry into
public school teaching, in accordance with the
requirements of Pennsylvania Chapters 354,
49, and 4.
Courses in the Department o f Educational
Studies are intended to be integral to the C ol­
lege’s academic offerings. W ith the exception
o f Practice Teaching and the Curriculum and
Methods Seminar, all education courses in­
clude many students who do not intend to be­
come teachers. Introduction to Education, for
instance, is taken by approximately one-third
of each graduating class. T h e department’s
most important goal is to help students learn to
think critically and creatively about the
process of education and the place of education
in society. To this end, both its introductory
and upper-level courses draw on the distinctive
approaches of psychology, sociology, anthro­
pology, political science, economics, and histo­
ry. Because students major in a variety o f disci­
plines, courses in education offer both an op­
portunity to apply the particular skills o f one’s
chosen field to a new domain and interaction
with other students whose disciplinary ap­
proaches may differ significantly from one’s

15 6

own. There is a lim it of four field-based educa­
tion credits (currently ED U C 016 and 091A )
that can be counted toward graduation. EDUC
014: Introduction to Education is generally
considered a prerequisite for further work in
the program.

SPECIAL MAJORS
There is no major in Educational studies, but
special majors with history, linguistics, political
science, psychology, sociology and anthropolo­
gy, and English literature are regularly ap­
proved, and special majors with other fields
such as art, computer science, math, music,
and biology also have been designed. Special
majors involving education usually include 10
to 12 credits, at least 4 o f which must be in
education, though typically there are 5 to 6
credits in each o f the two departments that
make up the major. A thesis or a comprehen­
sive exam ination integrating work in the two
fields is required. Both departments collaborate
in advising students pursuing special majors.

HONORS PROGRAM
Students may pursue the Honors Program in
Educational studies either as a part of a special
major or as a minor. Special m ajor H onors pro­

grams will consist o f 2.5 preparations in educa­
tion and 1.5 preparations in the other disci­
pline (or vice versa) where an integrative, 2credit thesis receives 1 credit from both de­
partments. A ll education special m ajors in the
Honors Program will complete a 2-credit thesis
and write a short intellectual autobiography
that will be submitted to the honors examiner.
Education m inors in the Honors Program will
take a 2-credit seminar, a course and an at­
tachment, or write a 2-credit thesis to prepare
for the external examination. They will also
write an intellectual autobiography.

Swarthmore course may be taken prior to study
abroad or subsequent to it. Credit will be
granted once Introduction to Education has
been completed.

TEACHER CERTIFICATION

Swarthmore offers a competency-based teacher
preparation program for students who seek sec­
ondary certification from the Commonwealth
o f Pennsylvania. Competency is judged by an
interdisciplinary com m ittee o f the faculty
whose members include education faculty and
faculty from the majors in which we certify stu­
dents. T h e Teacher Education Comm ittee has
COURSE MINORS
established criteria for certification in biology,
chemistry, English, French, German, mathe­
Educational studies will support two kinds of
matics, physics, Spanish, and social studies that
minors: (1) a teaching and field-based minor
m eet both the “general standards” and “Spe­
and (2) an educational studies minor.
cific Program Guidelines for State Approval of
Teaching and field-based m inor. Students will
Professional Education Programs.” As o f fall
complete at least 5 education credits that focus
2004, social studies certification will no longer
on educational practice and the integration of
be granted in Pennsylvania. Instead, certifica­
theory and practice in school placements. This
tion in citizenship education and social science
minor will normally be done in conjunction
education will be available. Individual student
with teacher certification. T h e credits includ­
programs are designed in conjunction with de­
ed in this minor are Educational Psychology,
partmental representatives and members o f the
Curriculum and Methods seminar, Practice
education faculty. A ll students seeking certifi­
Teaching (2 credits), and one of the following:
cation must meet Swarthmore College’s distri­
Educating the Young Learner, Adolescence, or
bution requirements in the humanities, natural
Child Psychology and Practice.
sciences, and social sciences and the require­
Educational Studies minor. Students will take at
ments for a major or special major. Students are
least 5 credits in discipline-based education
formally admitted to the Teacher Certification
courses. For this minor, students will identify a
Program in the spring semester o f their sopho­
focus and describe how two or more of the
more year. A ll students seeking teacher certifi­
courses or seminars they are proposing for the
cation must meet grade-point averages for
minor are related to this focus. Possible foci in­
entry and exit from the program as specified in
clude, but are not limited to, educational poli­
PA 354 and must complete college-level math
cy, educational psychology, school and society,
and English courses or meet the requirements
urban education, environmental education,
for waivers before being admitted to the pro­
literacy, gender and education, and special ed­
gram. T hey must also pass the specific P R A X ­
ucation. ED U C 0 16 and 017 will not count
IS exams required by Pennsylvania for their
toward an educational studies minor.
certification area, either before or after they
complete the teacher education course require­
ments at the College. A full description o f the
Swarthmore teacher education requirements
FOREIGN STUDY
(in education and in specific co ntent
fields/majors) is available on the educational
Students may apply for education credit for
studies W eb site: http://www.swarthmore.work done abroad (either in a formal course or
edu/SocSci/Education/in a field placement in an educational setting),
N inth-sem ester option. Students who have com­
provided that they have taken ED U C 014:
Introduction to Education at Swarthmore. T h e
pleted all the requirements for certification in

15 7

Educational Studies

their discipline and in education, except for
Student Teaching (ED U C 0 1 6 ) and Curriculum and Methods Seminar (ED U C 017), may
apply to return following graduation to com­
plete the Teacher Certification Program during
a ninth semester. During this semester, they
take E D U C 0 16 (2 credits) and E D U C 017,
and they pay for a total o f one course o f tuition
and student fees. They are not eligible for cam­
pus housing. Further information on the ninthsemester option is available in the Education
Office.

REQUIREMENTS FOR SECONDARY
TEACHER CERTIFICATION
Students who plan to seek secondary certifica­
tion should take ED U C 014: Introduction to
Education by the end o f their sophomore year
and enroll for E D U C 016: Practice Teaching (a
double-credit course) and ED U C 017: Curricu­
lum and Methods Seminar in their senior year
or during a ninth semester. In addition, they
must complete the following courses:
E D U C 021. Educational Psychology
E D U C 023. Adolescence
A n additional elective course from the follow­
ing:
1. ED U C 025. Counseling: Principles and
Practices
2. ED U C 026. Special Education Issues and
Practice
3. ED U C 042. Educating the Young Learner
4. ED U C 045. Literacies and Social Identities
5. ED U C 061. Gender and Education
6. ED U C 063. School and Society
7. E D U C 065. Environmental Education
8. ED U C 066. Race, Ethnicity, and Inequality
in Education
9. E D U C 068. Urban Education
A n honors seminar in education may be sub­
stituted for the elective course.
Students will be admitted to the certification
program after submitting their sophomore
paper and taking E D U C 014: Introduction to
Education. To student teach, students must be
recommended by their major department, by
their cooperating teacher in Introduction to
Education, and by members of the education

15 8

faculty who have taught the student. Place­
m ent o f students for practice teaching is con­
tingent on successful interviews with the chair
o f the Educational Studies Department and
with appropriate secondary school personnel.

Elementary Certification Option
Swarthmore College does not offer certifica­
tion in elementary education. However, if stu­
dents complete the Swarthmore courses listed
later in this paragraph, and enroll for two
courses at Eastern College (Communication
Arts for Children and Teaching o f Reading),
they can receive elementary certification
through Eastern College. T h e required Swarthmore courses for elementary certification are
Introduction to Education; Educational Psy­
chology; Developmental Psychology; Teaching
the Young Learner; Practice Teaching; Cur­
riculum and Methods Seminar; and a series of
workshops in math, social studies, and science
methods.

TITLE II TEACHER EDUCATION REPORT
A s required by Title II o f the Higher Education
A ct, Swarthmore College has submitted data
to the Pennsylvania Department o f Education
regarding the cohorts o f students who complet­
ed the Teacher Certification Program between
September 1999 and August 2002. Swarth­
more College’s Secondary Certification pro­
gram completers had a 100 percent pass rate on
all of the required P R A X IS tests: Reading,
Writing, M ath, Listening, and the Principles of
Learning and Teaching 7-12. There was also a
100 percent pass rate on all subject specialty
tests, but these could not be officially reported
because there were fewer than 10 people taking
the tests in any o f the subject areas- Swarth­
more students in these cohorts passed the
P R A X IS subject area tests in biology, English,
math, and social studies. A ll o f the Swarth­
more College elementary certification candi­
dates who participated in the joint program
with Eastern College also passed all of the re­
quired P R A X IS tests. A ll of the Swarthmore
College graduates who were certified and de­
sired employment as a teacher held teaching
positions in the academic year following certi­
fication. Most chose to teach in the Philadel­
phia metropolitan area, though in a typical

year, many Swarthmore teacher education
graduates teach throughout the country. For
further information included in the Title II
report, please see the Educational Studies
Web site: http://www.swarthmore.edu/SocSci/Education/.

room-based and standardized assessments; in­
struction o f special-needs populations; topics
in multicultural, nonracist, and nonsexist edu­
cation; and legislation regarding the rights of
students and teachers. As part o f the seminar,
students take a series of special methods work­
shops in their content area.

COURSES

E ach sem ester. Staff.

1 credit.

EDUC 021. Educational Psychology
EDUC 001C. The Writing Process

(Cross-listed as PSYC 021)

(See ENGL 0 01C .)

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 de­
velopment provide the core readings for the
course. In addition, students tutor in local
schools and participate in a laboratory section
that provides an introduction to the process of
research.

Fall sem ester. Staff.

EDUC 014. Introduction to Education
This course provides a survey of issues in edu­
cation within an interdisciplinary framework.
In addition to considering the theories o f indi­
viduals such as Dewey, Skinner, and Bruner,
the course explores some major economic, his­
torical, and sociological questions in American
education and discusses alternative policies
and programs. T h e course gives students an op­
portunity to determine their own interest in
preparing to teach and furnishes them with
firsthand experience in current elementary and
secondary school practice. Fieldwork is re­
quired. This course is normally a prerequisite
for further course work in education.
Primary distribution cou rse. 1 credit.
Each sem ester. Staff.

EDUC 016. Practice Teaching
Supervised teaching in either secondary or ele­
mentary schools. Students pursuing certifica­
tion must take E D U C 017 concurrently. (Sin ­
gle-credit practice teaching may be arranged
for individuals not seeking secondary certifica­
tion.)

1 credit.
F all 2003. Renninger.

EDUC 023. Adolescence
(Cross-listed as P SY C 023)
In this course, students will examine adoles­
cent development from psychological, socio­
logical, and life span perspectives, reading both
traditional theory and challenges to that theo­
ry that consider issues o f race, class, gender,
ethnicity and sexual orientation. During the
first part o f the term, students explore various
aspects of individual development (e.g., cogni­
tive, affective, physiological, etc.). T h e second
part of the semester focuses on the adolescent’s
adaptation in major social contexts (e.g., fam­
ily, peer group, school, etc.).
I credit.

2 credits.

Spring 2004- Smulyan.

Each sem ester. Staff.

EDUC 025. Counseling: Principles and
Practice

EDUC 017. Curriculum and Methods
Seminar
This seminar is taken concurrently w ith
EDUC 016. Readings and discussion focus on
the applications o f educational research and
theory to classroom practice. Course content
covers: lesson planning; classroom manage­
ment; inquiry-oriented teaching strategies;
questioning and discussion methods; literacy;
the integration of technology and media; class­

In this course, students critically examine
counseling theories and techniques used with­
in the context of school and community-based
counseling agencies. Students will develop and
practice counseling skills through case studies,
role plays, and other modeling exercises.
1 credit.
F all 2003. Brenneman.

159

Educational Studies

EDUC 026. Special Education: Issues
and Practice
T his course explores current definitions, issues,
and approaches in the field o f special educa­
tion, focusing mainly on students with learn­
ing, behavioral, and emotional disabilities.
Class work includes readings from both edu­
cation and psychology. Field placem ent is
required.
1 credit.
N ot offered 2003-2004.

EDUC 032. Issues in Higher Education
T his course draws on work in psychology, an­
thropology, sociology, philosophy, history, and
human development to examine a set of issues
in higher education. T h e themes o f access and
mission will be the focus of the course. T he
course will explore questions such as: W hat
have been the debates about access to higher
education and how have they played out in
such areas as financial aid, public versus private
education, race-based admissions, etc? W hat
has been the mission o f institutions o f higher
education throughout history and how do they
vary from one another? W hat is the role o f fac­
ulty in sustaining or adapting an institution’s
mission? How do mission and market relate
today? How does the financial structure of an
institution enable it to pursue mission? How
are campus partnerships and campus/community initiatives connected to an institution’s
mission?
1 credit.
F all 2 003. Schall.

EDUC 042. Educating the Young Learner
T his course explores the myriad o f ways that
children learn in classrooms and construct
meaning within their personal, community,
and school lives. Transmissionist, construc­
tivist, and social practice and participation
theories o f learning will frame the course.
Areas to be explored include conditions of
learning environments; ways that teachers can
learn by observing learners; problem-solving
and inquiry approaches; direct instruction,
practice, and rote learning; and feedback for
learners. Literacy, numeracy, and science learn­
ing will serve as the content for instructional
and curricular explorations in teaching young
children. Intersections o f home, community,
school, and peer groups will be explored.

160

Fieldwork is required. Required for elementary
teacher certification.
1 credit.
F all 2 0 0 3 . Anderson.

EDUC 045. Literacies and Social
Identities
T his course explores the intersections of litera­
cies, social identities, and social and academic
domains. Topics will include orality and litera­
cy; history o f literacy; methods o f teaching
reading and writing; reader response theories;
sociolinguistic tools for textual and discourse
analysis; the intersections of literacy with race,
gender, class, religion, and sexual orientation;
personal and academic literacies; situated, par­
ticipatory, and daily literacy practices; and
functional, academic, and sacred views of liter­
acy. T h e course will draw on readings from ed­
ucation, anthropology, sociology, and linguis­
tics. Students will have opportunities to ex­
plore topics of individual interest. Typical
fieldwork will include a partnership with a col­
lege staff member in the Learning for Life pro­
gram. Highly recommended for students inter­
ested in secondary English/language arts teach­
ing and elementary teaching.
1 credit.
N ot offered 2003-2004.

EDUC 051. Language, Culture, and
Difference: Current Issues in Teaching
English as a Second or Other Language
(TES0L)
T his course examines current questions and
debates in the field o f language education. Top­
ics will include models for English Language
Learner (ELL) instruction, including English
as a Second Language (ESL), bilingual educa­
tion, content-based instruction, and immer­
sion programs; the role of culture in TESO L;
assessment of the ELL learner; focus on form or
fluency first as methods o f instruction in the
classroom; identities of the language learner;
literacy and language; and issues of status and
placement of the ESL professional within the
public school structure. Fieldwork is required.
1 credit.
N ot offered 2003-2004■

EDUC 054. Oral and Written Language
(See LING 054.)
Prerequisite: LIN G 001, 040, 045, or 050.
1 credit.
Fall 2003. Napoli.

EDUC 061. Gender and Educatinn
This course uses historical, psychological, and
social frameworks to explore the role o f gender
in the education process. It examines how gen­
der influences the experiences of teaching and
learning and how schools both contribute to
and challenge social constructions of gender.

education. Drawing on multiple disciplinary
frameworks, the course examines schools as
sites where racial/ethnic inequality is both pro­
duced and resisted. W e will examine the his­
tory o f exclusionary treatment of racially op­
pressed groups, and the political and legal bat­
tles for racial justice through desegregation, af­
firmative action and bilingual education poli­
cies. W e will look inside schools to explore the
institutional structures and everyday practices
of schooling that produce and sustain inequal­
ity. Finally, we consider various practices
through which educators have fostered more
just, democratic schools.

I credit.

1 credit

Not offered 2003-2004.

F all 2003. Abu El-Haj.

EDUC 063. School and Society

EDUC 068. Urban Education

(Cross-listed as SO A N 069)

(Cross-listed as SO A N 020B )

This course examines the multiple and contra­
dictory purposes and functions of schools, fo­
cusing on the ways in which schools claim to
be meritocratic while reproducing the class,
racial, gender, and sexual orders o f the U .S. so­
ciety. T he course explores topics including the
aims of schooling; parent/school/community
interaction; race, class and gender in secondary
schools; the school as a workplace; and critical
multicultural education. Students in this
course are also introduced to qualitative m eth­
ods in the study of school and society and be­
come critical readers in the field.

T his course examines issues of practice and
policy, including financing, integration, com­
pensatory education, curricular innovation,
parent involvement, bilingual education, highstakes testing, comprehensive school reform,
governance, and multiculturalism. T h e special
challenges faced by urban schools in meeting
the needs o f individuals and groups in a plural­
istic society will be examined using the ap­
proaches o f education, psychology, sociology,
anthropology, political science, and econom­
ics. Current issues will also be viewed in his­
torical perspective. Fieldwork is required.

1 credit.
N ot offered 2003-2004.

EDUC 065. Environmental Education
This course will explore the developments in
environmental education, earth education,
and watershed programs from practical, curric­
ular, and philosophical perspectives. W e will
assess the possibility of making environmental
education a central part of the curriculum. Stu­
dents will survey current programs, curricula,
and research and consider the role o f formal
education in generating environmental aware­
ness in light of global ecological crises. Field­
work is required.
1 credit.
N ot offered 2003-2004.

EDUC 066. Race, Ethnicity and Inequality
in Education
This course explores the complex relationship
between race, ethnicity and inequality in U .S.

1 credit.
Spring 2004. Travers.

EDUC 069. Savage Inaccuracies: The
Facts and Economics of Education in
America
(See ECO N 005)
Prerequisites: ECO N 001 and any statistics
course (or the consent of the instructor).
ED U C 014 is strongly recommended.
1 credit.
N ot offered 2003-2004-

EDUC 0 71. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as D A N C 091 and M U SI 091)
A n introduction to the fields of music and
dance education. T his course will involve fre­
quent visits to schools, studios, and other edu­
cational institutions in the Philadelphia area.
W e will observe a variety of teaching methods

161

Educational Studies

and discuss the guiding principles o f music and
dance education. W e will also address such
questions as the place o f music and dance in
higher education in general and at Swarthmore
in particular. In some cases, coursework may
include practice teaching, depending on stu­
dent experience and inclination. Open to any
student who has taken at least one course in
music, dance, or education.
0 .5 credits (C R /N C R ).
Spring 20 0 4 . Arrow and W hitm an.

EDUC 091 A . Special Topics
W ith the permission o f the instructor, qualified
students may choose to pursue a topic o f spe­
cial interest in education through a field proj­
ect involving classroom or school practice.
Available as a credit/no credit course only.
0 .5 or l credit.
E ach sem ester. Staff.

EDUC 091B. Special Topics
W ith the permission o f 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 litera­
ture review, laboratory work, and/or field-based
research.
0 .5 or 1 credit.
E ach sem ester. Staff.

EDUC 096-097. Thesis
1 o r 2 credits, norm ally in conjunction w ith a
special m ajor.
E ach sem ester. Staff.

SEMINARS
EDUC 12 1. Child Psychology and Practice
T his seminar focuses on (1) general develop­
mental principles revealed in and applicable to
contexts of practice as well as (2) practical ap­
plications o f research and theory in develop­
mental psychology. Members o f the seminar
work together to consider topics in education
(e.g., motivation, professional learning, and
instructional practice), topics in cognitive
science (e.g., strategy use, metacognition, and
individual variation) and topics in social poli­
cy (e.g., evaluation, community initiatives,
and educational reform) through field work, di­

162

rected readings, and a literature review on a
question o f their choice. T h e fieldwork for the
seminar focuses on the evaluation o f an issue or
problem identified by the local community.
Prerequisites: E D U C 014 and 021.
2

credits.

N ot offered 2003-2004.

EDUC 13 1. Social and Cultural
Perspectives on Education
In this seminar, students examine schools as in­
stitutions that both reflect and challenge exist­
ing social and cultural patterns o f thought, be­
havior, and knowledge production. Seminar
participants study and use qualitative methods
o f research and examine topics including the
aims o f schooling; parent/school/community
interaction; schooling and identity develop­
ment; and classroom and school restructuring.
Prerequisites: ED U C 014 and an additional
course in the 060s.
2 credits.
Spring 2004. Smulyan.

EDUC 14 1. Educatinnal Policy
This seminar will explore issues in the design,
implementation, and evaluation o f education­
al policy at the federal, state, and local levels,
in light of the ongoing historical and cultural
debates over educational policy. The course
will examine a range of current policy topics,
including school finance, issues of adequacy
and equity, the standards movement, systemic
reform, testing and accountability, varieties of
school choice, early childhood education, im­
migrant and bilingual education, and special
education from the perspectives of several so­
cial science disciplines and political perspec­
tives. Fieldwork in a policy-related educational
organization is required.
Prerequisites: E D U C 014 and an additional
course in the 060s; ED U C 068 is strongly rec­
ommended.
2 credits.
F all 2003. Travers.

EDUC 15 1. Literacy & Numeracy
Research, Policy, and Practice
This seminar will explore issues in the design,
implementation, outcomes, and evaluation of
literacy and/or numeracy programs at any of
the following levels: pre-school, elementary,
secondary, and adult learning. Policies emanat-

ing from local, state, and federal levels will be
examined in terms o f outcomes and impact on
local populations, programs and assessments.
Fieldwork possibilities include program evalua­
tion, investigation of a local problem or issue,
development of an approach to address a prob­
lem, or a collaborative research project. Mem­
bers of the seminar may work together or indi­
vidually on topics and questions o f their
choice, contributing through directed readings
and literature reviews and relevant fieldwork
and/or research.
Prerequisites: ED U C 0 14 and an additional
course in the 040-060s. Either ED U C 042 or
045 is highly recommended.
Not offered 2003-2004.

EDUC 180. Honors Thesis
A 2-credit thesis is required for students com­
pleting special honors majors including educa­
tion. The thesis may be counted for 2 credits in
education or for 1 credit in education and 1
credit in the other discipline in the student’s
Honors Program.
2 credits.
Each sem ester. Staff.

163

Engineering

ERIK CHEEVER, Professor and Chair
NELSON A . MACKEN, Professor
ARTHUR E . McGARITY, Professor
LYNNE A . MOLTER, Professor’
FREDERICK L . ORTHLIEB, Professor1
FARUQ M .A. SIDDIQUI, Professor
ERICH CARR EVERBACH, Associate Professor
MICHAEL J . PI0V0S0, Visiting Associate Professor (part time)
BRUCE A. MAXWELL, Assistant Professor
HOLLY A . CASTLE MAN, Administrative Assistant

1 A bsent on leave, fall 2003.

T h e professional practice o f engineering re­
quires creativity and confidence in applying
scientific knowledge and mathematical m eth­
ods to solve technical problems o f ever-grow­
ing complexity. T h e pervasiveness o f advanced
technology within our economic and social in­
frastructures demands that engineers more fully
recognize and take into account the potential
economic and social consequences that may
occur when significant and analytically welldefined technical issues are resolved. A respon­
sibly educated engineer must not only be in
confident command of current analytic and de­
sign techniques but also have a thorough un­
derstanding o f social and economic influences
and an abiding appreciation for cultural and
humanistic traditions. Our program supports
these needs by offering each engineering stu­
dent the opportunity to acquire a broad yet in­
dividualized technical and liberal education.

REQUIREMENTS AND RECOMMENDATIONS
Mission
As stated in the introduction of this catalog,
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential,
combined with a deep sense o f ethical and so­
cial concern. W ithin this context, the Engi­
neering Department seeks to graduate students
with a broad, rigorous education, emphasizing
strong analysis and synthesis skills. Our gradu­
ates will be well-rounded, responsible, able to

164

3

Absent on leave, 2003-2004.

adapt to new technical challenges, able to
communicate effectively, and able to collabo­
rate well with others.

Objectives
Graduates with the bachelor of science degree
in engineering will have the following:
1. Proficiency in the analysis of engineering
systems
2. Proficiency in engineering design
3. Broad background in the liberal arts
4. Effective oral and written communications
skills
5. A bility to adapt to changing situations and
new technical challenges
Our departmental major program is accredited
by the Engineering Accreditation Commission
o f the Accreditation Board for Engineering
and Technology.
T h e structure o f the department’s curriculum
permits engineering majors to devote as much
as three-eighths of their course work to the hu­
manities and social sciences. W ithin their fouryear course o f study, about half o f our majors
pursue either a minor or a double major, lead­
ing to two degrees: the bachelor o f science in
engineering and a bachelor o f arts in a second
academic discipline.
T h e department’s physical facilities include
laboratories for general instruction and indi­
vidual student projects in electronics, electro­
magnetism, optics, systems dynamics and con­
trol, communications, engineering materials,
solid and structural mechanics, fluid mechan­

ics, fossil and solar energy conversion,
acoustics, nonlinear dynamics, and environ­
mental water and air pollution control. T h e
laboratories contain a wide variety o f modem
measurement equipment configured for com­
puter-assisted data acquisition and process con­
trol. The department’s facilities also include a
workstation laboratory with high performance
color graphics and industry-standard engineer­
ing design, analysis, and graphics software.
Electronics, metal, and woodworking shops
that support our courses and laboratories are
also available for student use.

Courses Readily Available to Students
Not Majoring or Minoring in Engineering
High-Performance Composites (001), Explor­
ing Acoustics (002), Problems in Technology
(003), and A rt and Science of Structures (007)
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 biome­
chanics, are encouraged to enroll. Introduction
to Environmental Protection (004A ), Opera­
tions Research (057), Solar Energy Systems
(035), Water Quality and Pollution Control
(063), Swarthmore and the Biosphere (004B ),
Environmental Systems (0 6 6 ), and Environ­
mental Policy and Politics (004C ) appeal to
many students majoring in other departments,
particularly those pursuing an environmental
studies minor. Students interested in comput­
ers, including computer science majors or mi­
nors, may wish to consider Fundamentals of
Digital Systems (015), Principles of Computer
Architecture (0 2 5 ), Computer Graphics (026),
Computer Vision (0 2 7 ), and Robotics (028).
Students majoring in the physical sciences or
mathematics may enroll routinely in advanced
engineering courses. Department faculty mem­
bers also support minors in computer science
and environmental studies and a special major
with the Linguistics Program.
Note that Engineering Methodology, HighPerformance Composites, Exploring Acoustics,
Problems in Technology, A rt and Science of
Structures, Introduction to Environm ental
Protection, Swarthmore and the Biosphere,
and Environmental Policy and Politics are not
admissible as technical electives within an en­
gineering major or minor but may be taken as
free electives subject to the 20-Course Rule.

Course Major
T h e requirements for the course major de­
scribed subsequently apply to students whose
class enters in fall 2003. T h e curriculum is cur­
rently being reviewed and may be revised for
subsequent classes.
T h e department recommends that students
complete requirements from two categories:
(1) 12 engineering credits and (2) 8 credits in
science and mathematics. W ithin the second
category, students must receive 2 credits in
physics, 1 in chemistry, and 4 in mathematics.
T h e 2 physics credits must include either
PH YS 003 and 004 or 007 and 008 or the
equivalent. Students must also receive credit
for CH EM 010 or the equivalent. A minimum
of 4 credits in mathematics, including MATH
030 and normally including M ATH 005, 006,
and 018 or the equivalent are required. T h e
unspecified course in the second category
should complement the student’s overall pro­
gram of study and will normally be from one of
the following Swarthmore departments: Biolo­
gy, Chemistry, Computer Science, or Physics
and Astronomy. T h e unspecified course must
also be acceptable for credit toward a minimal
major in the offering department to count
toward an engineering major. N o courses in­
tended to satisfy these departmental require­
ments, except those taken fall semester in the
first year, may be taken credit/no credit.
Students majoring in engineering are required
to take at least six core courses within the first
category. Every major must take the following
four courses: Mechanics (EN G R 006), Electric
Circuit Analysis (EN G R O il), Thermofluid
Mechanics (EN G R 0 41), and Engineering De­
sign (EN G R 0 90), usually in that order. Each
student must also take two or three of the fol­
lowing courses: Linear Physical Systems
Analysis (EN G R 012), Experimentation for
Engineering Design (EN G R 014), or Funda­
mentals o f Digital Systems (EN G R 01 5 ). Engi­
neering Design is the culminating experience
for engineering majors and must be taken in
the spring of the senior year. Submission and
oral presentation o f the final project report in
Engineering Design constitutes the compre­
hensive examination for engineering majors.

Elective Program for Course Majors
Each student devises a program o f advanced
work in the department in consultation with

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Engineering

his or her adviser. These programs normally in­
clude five or six courses depending on the
number o f core courses taken. They are sub­
mitted for departmental approval as part o f the
formal application for a major in engineering
during the spring semester o f the sophomore
year.
A student’s elective program may not conform
to some traditional or conventional area of en­
gineering specialization (e.g., computer, elec­
trical, mechanical, or civil). Therefore, the de­
partment requires each plan of advanced work to
have a coherent, well-justified program that
meets the student’s stated educational objectives.
Typical elective program plans include the
following:
1. E lectrical engineering group. Electronic C ir­
cuit A pplications, Physical Electronics,
Electrom agnetism , C om m unication Sys­
tems, Digital Signal Processing, V L SI De­
sign, and Control Theory and Design. Stu­
dents having an interest in digital systems
might replace one or more o f these courses
with Principles o f Computer Architecture,
or Computer Graphics.
2. C om puter engineering group. Principles of
Computer Architecture, Computer Graph­
ics, Computer Vision, and Robotics. Stu­
dents with an interest in computer hardware
may include Electronic Circuit Applica­
tions, Physical Electronics, Digital Signal
Processing, V L SI Design, or Control Theory
and Design.
3. M echanical engineering group. Mechanics of
Solids, Engineering Materials, Fluid M e­
chanics, H eat Transfer, Therm al Energy
Conversion, Solar Energy Systems, or C on­
trol Theory and Design.
4- C ivil and environm ental engineering group.
Basic preparation includes Mechanics of
Solids, Structural Theory and Design I, Soil
and R ock M echanics, and W ater Quality
and Pollution Control. Additional courses
include Operations Research and Environ­
m ental Systems for those interested in the
environment or urban planning, or Struc­
tural Theory and Design II for those inter­
ested in architecture or construction. O ther
recommended courses include Solar Energy
Systems, Fluid Mechanics, and Engineering
Materials.

166

Course Minor
A cadem ic advising. Students interested in pur­
suing a minor must find a faculty member with­
in the Engineering Department to advise them.
If possible, this faculty member should have in­
terests that overlap the area of the minor. Stu­
dents who encounter difficulties in identifying
an adviser should seek the assistance of the
chair o f the Engineering Department. Students
who plan to minor in engineering should regu­
larly 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 engi­
neering is required, of which at least 2 but not
more than 3 must be core courses (EN G R 006,
O il, 0 1 2 ,0 1 4 ,0 1 5 , or 041 but not EN G R 090).
T h e remainder will be selected from elective
course offerings within the department. Only
those electives that count toward an engineer­
ing major can be counted toward a minor.
• Supporting work in mathematics, physics,
chemistry, and computer science is only
necessary when designated as a prerequisite
to an individual engineering course.
• No directed readings may be used as one of
the 5 credits for the minor.
• A maximum o f 1 transfer credit that is pre­
approved by thè Engineering Department
will be accepted as partial fulfillment o f the
minor requirements. Transfer credits will
no t count for one of the two courses used to
fulfill the core course requirement o f the
minor. Students should be aware that most
lecture courses at other institutions' carry
only 0.75 Swarthmore credits, unless they
include a full lab sequence. Students who
want to use foreign study or domestic ex­
change work in partial fulfillment of the re­
quirements for the minor should consult
their academic advisers and the chair of the
Engineering Department as early as possible
to ensure that all requirements are met.
• No culminating experience will be required.
Only students pursuing the major in engi­
neering may enroll in EN G R 090.
Areas o f study. Although packaged selections of
courses will be suggested as options for those
interested in an engineering minor, students
may tailor their programs to meet individual
needs and interests in consultation with their
adviser(s).

Honors Major or Minor
Students with a B+ average among courses in
the Division o f Natural Sciences and Engi­
neering may apply for an honors major in engi­
neering. 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 ap­
pended. Credits from approved attachments or
special topics courses may substitute for not
more than 1 credit within any preparation.
H onors M ajor
Honors majors must complete the same re­
quirements as course majors in engineering. In
addition:
• The honors major in engineering is a fourexamination program that includes three
preparations in engineering (the major) and
one minor preparation. Each area comprises
2 credits o f work. N one o f the core courses
(except EN G R 0 9 0 ) may be used in the
preparations.
• The minor preparation must comprise at
least 2 credits o f work approved by any de­
partment or program outside engineering.
• Each major candidate must accumulate 12
credits in engineering, including EN G R
090, and the same number of science and
math credits as required of course majors.
All engineering graduates will receive an
ABET-accredited bachelor of science degree.
• If one of the major preparations includes
ENGR 090, it must be paired with an ap­
propriately related upper-level engineering
elective or a 1-credit honors thesis to be
completed in the fall semester o f senior year.
Honors thesis credit may not substitute for
any of the 12 engineering credits required
for the bachelor of science. Candidates who
choose an honors thesis will complete at
least 13 credits in engineering and 33 from
across the College. T h e 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 of the 10th week o f the spring semester
for mailing to the relevant honors examiner.
The final EN G R 0 9 0 report will not be
mailed to any examiner but may be brought
to the oral examinations.

• Senior honors study by engineering majors
is no t required.
H onors M in o r

• Senior honors study is required for all engi­
neering honors minors, except those who
are also engineering course majors. For those
not majoring in engineering, the senior
honors study is the culminating experience.
Course majors will not take senior honors
study because E N G R 090 serves as the cul­
minating experience.
• Every engineering honors minor preparation
must include two related upper-level engi­
neering electives for which all prerequisites
must be satisfied. If the student is not also an
engineering course major, then senior hon­
ors study is also required. Credits from offi­
cial attachments or special topics courses in
engineering may substitute for not more
than one of the two upper-level courses
within an engineering minor preparation.
• Prerequisites to upper-level engineering
electives may be waived by the department,
depending on the student’s documentation
o f equivalent work in another department at
the time of application.
• Formats o f exam ination will follow those
appropriate for the engineering major.
Prospective engineering majors and minors re­
ceive more specific information about course
and honors programs from the department
each December. Additional information is also
available on the engineering W eb site at
http://www.engin.swarthmore.edu.

Poland Foreign Study Program
A program of study is available at the Techni­
cal University o f Krakow Poland for students
who desire an engineering foreign study expe­
rience in a non-English-speaking country.
Normally occurring in the spring of the junior
year, students take courses taught in English
consisting o f two engineering electives and the
survey course Environm ental S cien ce and
Policy in Central and Eastern Europe plus an
intensive orientation course on Polish lan­
guage and culture provided by the Jagiellonian
University. Coordinator: McGarity.

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Engineering

COURSES
ENGR 001. High-Performance Composites
Introduction to the structure, properties, and
performance of composite materials in sports,
automotive, energy and aeronautic applica­
tions. Simple models o f material behavior are
developed and used to examine products like
ski poles, tennis racquets, radial tires, humanpowered aircraft and superconductor wire.
Weekly labs include making, examining and/or
testing polymer and ceramic and m etal matrix
composites, with a project o f the student’s
choice. Primarily for students not contemplat­
ing an engineering major.
Prerequisite: high school physics.
Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004.

ENGR 002. Exploring Acoustics
(Cross-listed as LIN G 00 2 )
A course to provide students with exposure to
basic scientific and engineering principles
through an exploration o f the acoustics o f mu­
sical instruments, the human voice, structures,
and the environment. Emphasis on hands-on
analysis with a minimum use o f mathematics.
For students not majoring in engineering. In­
cludes laboratory.
I credit.
N ot offered 2003-2004.

ENGR 003. Problems in Technology
For students not majoring in science or engi­
neering. T h e course has most recently concen­
trated on the automobile and its impact on so­
ciety. Technical, political, and socioeconomic
aspects are discussed. Class members also work
on teams with engineering students in design­
ing, building, and testing a hybrid electric car.
Enrollment limited.
Prim ary distribution cou rse. 1 credit.
F all 20 0 3 . Macken.

004: ENVIRONMENTAL COURSES FOR
N0NMAJ0RS
Courses num bered E N G R 004A -004Z serve all
students interested in environm ental scien ce, tech­
nology, and policy. Indicated courses m ay be used

168

to satisfy the non-prim ary distribution course
(P D C ) requirem ent in the D ivision o f N atural Sci­
en ces and Engineering. Som e m ay also m eet re­
quirem ents fo r m inors in environm ental studies or
public policy and special m ajors in environm ental
scien ce or environm ental policy and technology.
Sim ilar courses are available through the C ollege’s
foreign study program s in Poland and G hana,
W est A frica. T hese courses m ay n ot be used to
satisfy requirem ents fo r the m ajor or m inor in
engineering.

ENGR 004A. Introduction to
Environmental Protection
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. Scien­
tific concepts necessary to understand local
and global pollution problems. Pollution con­
trol and renewable energy technologies. Public
policy developments related to regulation of
pollutants. Methods o f computer-based systems
analysis for developing economically effective
environm ental protection policies. Counts
toward distribution credit (non-PD C) in the
Division o f Natural Sciences and Engineering
and satisfies the environmental science/technology component o f the environmental stud­
ies minor. Offered in the spring semester.
1 credit.
N ot offered 2003-2004.

ENGR 004B. Swarthmore and the
Biosphere
A n interdisciplinary seminar-style investiga­
tion of the role o f Swarthmore College and its
community within the biosphere, including an
intensive field-based analysis of one major as­
pect o f Swarthmore’s interaction with its envi­
ronment such as food procurement, waste dis­
posal, or energy use. Student project groups ex­
plore the selected topic from various perspec­
tives, and the class proposes and attempts to
implement solutions. Faculty from various de­
partments provide background lectures, lead
discussions o f approaches outlined in the liter­
ature, and coordinate project groups. Crosslisted in the instructors’ departments. Does not
count toward distribution requirements.
1 credit.
O ffered w hen dem and and staffing perm it.

ENGR 004C. Environmental Policy and
Politics
(Cross-listed as PO LS 043)
Topics in environmental analysis, policy for­
mulation, and pollution regulation. Offered in
the fall semester.
1 credit.

and internal pressure. Laboratory work includes
a M A TLA B workshop, experiments on de­
formable bodies, and a truss-bridge team design
competition. Offered in the spring semester.
Prerequisite: PHYS 003 or equivalent.
Prim ary distribution course. 1 credit.
Spring 2004. Siddiqui/Orthlieb.

Not offered 2003-2004.

ENGR 007. Art and Science of Structures

ENGR 004E. Introduction to Sustainable
Systems Analysis

A n introduction to the basic principles of
structural analysis and design, including an em­
phasis on the historical development o f mod­
em structural engineering. Suitable for stu­
dents planning to study architecture, architec­
tural history, or with an interest in structures.
Includes laboratory. For students not majoring
in engineering. Offered in the fall semester.

Definitions of sustainability and sustainable
development. Quantitative indicators for eval­
uating sustainable policy, projects, technology,
products, and education. Interactions between
ecology, society, and economy. Alternatives to
economic valuation, including energy and en­
ergy analysis. Dematerialization and recycling,
life-cycle analysis, sustainable industrial pro­
duction, waste minimization, clean technolo­
gies, sustainable habitation and communities,
sustainable international, national, and local
policies. Includes laboratory, computer-based
simulation exercises, field trips, and interna­
tional Internet discussion groups. Counts
toward distribution credit (non-PD C) in the
Division of Natural Sciences and Engineering
and satisfies the environmental science/technology component of the environmental stud­
ies minor.
1 credit.
O ffered when dem and and staffing perm it.

ENGR 005. Engineering Methodology
A 0.5-credit course for those interested in en­
gineering, presenting techniques, and tools
that engineers use to define, analyze, solve, and
report on technical problems and an introduc­
tion to department facilities. Designed for stu­
dents who are potential majors as well as those
interested in an introduction to engineering
only. Although EN G R 005 is not required of
prospective engineering majors, it is strongly
recommended. This course is not to be used to
fulfill the requirements for the engineering
major or minor. Offered in the fall semester.
0.5 credit.
Fall 2003. Everbach.

ENGR 006. Mechanics
Fundamental areas of statics and dynamics.
Elementary concepts o f deformable bodies in­
cluding stress-strain relations, flexure, torsion,

1 credit.
O ffered w hen dem and and staffing perm it.

ENGR 0 11. Electrical Circuit Analysis
A n introduction to the analysis o f electrical
circuits that includes resistors, capacitors, in­
ductors, op-amps, and diodes. T h e student will
leam to develop equations describing electrical
networks. Techniques for the solution of differ­
ential equations resulting from linear circuits
are taught. Solutions will be formulated both
in the time domain and in the frequency do­
main. There is a brief introduction to digital
circuits. Includes laboratory. Offered in the fall
semester.
Prerequisites: MATE! 006B and PHYS 004 (or
equivalents) or permission of the instructor.
1 credit.
F all 2003. Cheever.

ENGR 012. Linear Physical Systems
Analysis
Involves the study o f engineering phenomena
that may be represented by linear, lumped-pa­
rameter models. It builds on the mathematical
techniques learned in EN G R O il and applies
them to a broad range o f linear systems includ­
ing those in the mechanical, thermal, fluid,
and electromechanical domains. Techniques
used include Laplace Transforms, Fourier
analysis, and Eigenvalue/Eigenvector methods.
Both transfer function and state-space repre­
sentations o f systems are studied. T h e course
includes a brief introduction to discrete time
systems. Includes laboratory. Offered in the
spring semester.

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Engineering

Prerequisites: E N G R O il (or equivalent) or
permission o f the instructor.
1 credit.
Spring 2004■ Cheever/Staff.

ENGR 014. Experimentation for
Engineering Design
Introduction to measurement systems, instru­
ments, probability, statistical analysis, measure­
ment errors, and their use in experimental de­
sign, planning, execution, data reduction, and
analysis. Techniques o f hypothesis testing, con­
fidence intervals, single and multivariable lin­
ear and nonlinear regression. Includes labora­
tory. Offered in the spring semester.
Prerequisites: EN G R O il.
1 credit.
Spring 2004- McGarity/Macken.

ENGR 015. Fundamentals of Digital
Systems
(Cross-listed as C P S C 024)
Digital systems are fundamentally different
from continuous systems. T his course will in­
troduce students to digital system theory and
design techniques, including Boolean logic,
digital representations of data, and techniques
for the design o f combinational and sequential
digital circuits. Because moving information
between systems is critical to real-world appli­
cations, the course will include interfaces be­
tween digital systems and between digital and
continuous systems. In addition, the course
will cover selected topics in numerical analysis
and applied mathematics that are relevant to
modem engineering and computer science.
Offered in the fall semester.
Prerequisites: C P S C 021 or EN G R O il (coreq­
uisite).
1 credit.
F all 2003. Maxwell.

ENGR 025. Principles of Computer
Architecture
(Cross-listed as C P S C 025)
T his course covers the physical and logical de­
sign o f a computer. Topics include current mi­
croprocessors, C P U design, R IS C and C IS C
concepts, pipelining, superscalar processing,
cache, paging, segmentation, virtual memory,
parallel architectures, bus protocols, and input/
output devices. Labs cover analysis o f current
systems and microprocessor design using C A D

170

tools, including VH DL. Offered in the spring
semester.
Prerequisites: C P S C 021, EN G R 024, or per­
mission o f the instructor. A course beyond
C P S C 021 is strongly recommended.
1 credit.
Spring 2004. Maxwell

ENGR 026. Computer Graphics
(Cross-listed as C P S C 040)
Computer graphics deals with the manipula­
tion and creation of digital imagery. W e cover
drawing algorithms for two-dimensional (2-D)
graphics primitives, 2-D and three-dimension­
al (3-D ) matrix transformations, projective
geometry, 2-D and 3-D model representations,
clipping, hidden surface removal, rendering,
hierarchical modeling, shading and lighting
models, shadow generation, special effects,
fractals and chaotic systems, and animation
techniques. Labs will focus on the implementa­
tion o f a 3-D hierarchical modeling system that
incorporates realistic lighting models and fast
hidden surface removal. Offered fall semester,
alternate years.
Prerequisites: C P S C 021 or permission of the
instructor. Linear algebra and some calculus are
strongly recommended.
1 credit.
N ot offered 2003-2004.

ENGR 027. Computer Vision
(Cross-listed as C P S C 027)
Computer vision studies how computers can
analyze and perceive the world using input
from imaging devices. Topics include line and
region extraction, stereo vision, motion analy­
sis, color and reflection models, and object rep­
resentation and recognition. T h e course will
focus on object recognition and detection, in­
troducing the tools of computer vision in sup­
port of building an automatic object recogni­
tion and classification system. Labs will in­
volve implementing both off-line and real­
time object recognition and classification sys­
tems. Offered in the fall semester, twice every
four years.
Prerequisites: EN G R 012, C P S C 021, or per­
mission o f the instructor. M ath background at
the level o f M A TH 016 or M ATH 018 is
strongly recommended.
1 credit.
F all 2003. Maxwell.

ENGR 028. Robotics
(Cross-listed as C P S C 081)
This course addresses the problems of control­
ling and motivating robots to act intelligently in
dynamic, unpredictable environments. Major
topics will include robot perception using vision
and sonar, kinematics and inverse kinematics,
navigation and control, optimization and learn­
ing, and robot simulation environments. To
demonstrate these concepts, we will be looking
at mobile robots, robot arms and positioning de­
vices, and virtual agents. Labs will focus on pro­
gramming robots to execute tasks, explore. and
interact with their environment.
Prerequisites: EN G R 027/CPSC 027, C P SC
063, CPSC 128, or permission of the instructor.
1 credit.
Offered when dem and and staffing perm it.

ENGR 035. Solar Energy Systems
Fundamental physical concepts and system de­
sign techniques of solar energy systems. Topics
include solar geometry, components o f solar ra­
diation, analysis o f thermal and photovoltaic
solar collectors, energy storage, computer sim­
ulation of system performance, computer-aided
design optimization, and economic feasibility
assessment. Includes laboratory. Offered in the
fall semester, alternate years.

multivariable problems such as those relating
to efficient business and government opera­
tions, environmental pollution control, urban
planning, and water and food resources. In­
cludes a case study project and introduction to
the A M PL modeling language. Offered in the
fall semester.
Prim ary distribution course (natural sciences only
and only if enrolled fo r E N G R 0 5 7 ).
I credit.
F all 2003. McGarity.

ENGR 058. Control Theory and Design
Introduction to the control of engineering sys­
tems. Analysis and design o f linear control sys­
tems using root locus, frequency response, and
state space techniques. Also provides an intro­
duction to digital control techniques, includ­
ing analysis o f A/D and D/A converters, digital
controllers, and numerical control algorithms.
Includes laboratory. Offered in the spring
semester.
Prerequisite: E N G R 012 or equivalent.
1 credit.
Spring 2004- Piovoso.

ENGR 059. Mechanics of Solids

Fall 2003. McGarity.

Internal stresses and changes o f form that
occur when forces act on solid bodies or when
internal temperature varies. State of stress and
strain, strength theories, stability, deflections,
and photoelasticity. Elastic and plastic theo­
ries. Includes laboratory. Offered in the fall
semester.

ENGR 041. Thermofluid Mechanics

Prerequisite: E N G R 00 6 or equivalent.

Prerequisites: PH YS 0 0 4 , M A T H 0 0 6 , or
equivalent or consent o f the instructor.
1 credit.

Introduction to macroscopic thermodynamics:
first and second laws, properties o f pure sub­
stances, applications using system and control
volume formulation. Introduction to fluid me­
chanics: development o f conservation theo­
rems, hydrostatics, dynamics of one-dimension­
al fluid motion with and without friction. In­
cludes laboratory. Offered in the fall semester.
Prerequisites: E N G R 0 06 and EN G R 011 or
equivalent.
1 credit.
Fall 2003. Macken/Everbach.

1 credit.
F all 2003. Siddiqui.

ENGR 060. Structural Theory and Design I
Fundamental principles o f structural mechan­
ics. Statically determinate analysis of frames
and trusses. Approximate analysis o f indeter­
minate structures. Virtual work principles. Ele­
ments of design of steel and concrete structur­
al members. Includes laboratory. Offered in the
spring semester.
Prerequisite: E N G R 059 or permission o f the
instructor.

ENGR 057. Operations Research

1 credit.

(Cross-lUted as ECO N 032)

Spring 2004- Siddiqui.

Introduces students to mathematical modeling
and optimization for the solution o f complex,

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Engineering

ENGR 061. Geotechnical Engineering:
Theory and Design
Soil and rock mechanics, including soil and
rock formation, soil mineralogy, soil types,
com paction, soil hydraulics, consolidation,
stresses in soil masses, slope stability, and bear­
ing capacity. Application to engineering design
problems. Includes laboratory. Offered in the
fall semester, alternate years.
Prerequisite: EN G R 0 0 6 or permission o f the
instructor. May be taken concurrently with
E N G R 059.
1 credit.
N ot offered 2003-2004.

ENGR 062. Structural Theory and
Design II
Advanced structural analysis. Classical and
matrix methods o f analysis. Digital computer
applications. Design o f steel and concrete
structures. Includes laboratory. Offered in the
fall semester.
Prerequisite: EN G R 060.
1 credit.
F all 20 0 3 . Siddiqui.

ENGR 063. Water Quality and Pollution
Control
Elements o f water quality management and
treatment o f wastewaters. Laboratory and field
measurements o f water quality indicators.
Analysis o f wastewater treatment processes.
Sewage treatm ent plant design. Computer
modeling o f the effects of waste discharge,
stormwater, and nonpoint pollution on natural
waters. Environm ental impact assessment.
Laboratory and field studies included. Offered
in the fall semester, alternate years.
Prerequisite: C H EM 0 1 0 , M A TH 0 0 6 , or
equivalent or consent of instructor.
1 credit.
N ot offered 2003-2004■

ENGR 066. Environmental Systems
M athematical modeling and systems analysis of
problems in the fields of water resources, water
quality, air pollution, urban planning, and pub­
lic health. Techniques of optimization includ­
ing linear and integer programming are used as
frameworks for modeling such problems. Dy­
namic systems simulation methods included.
Laboratory included. Offered in the spring
semester, alternate years.

172

Recommended: EN G R 057 or equivalent, or
consent of instructor.
1 credit.
N ot offered 2003-2004.

ENGR 0 71. Digital Signal Processing
Introduction to difference equations and dis­
crete-tim e transform theory; the Z-transform
and Fourier representation of sequences; fast
Fourier transform algorithms. Discrete-time
transfer functions and filter design techniques
are introduced. Provides an introduction to ar­
chitecture and programming of digital signal
processors. Laboratory included.
Prerequisite: EN G R 012.
1 credit.
Spring 2004. Cheever.

ENGR 072. Electronic Circuit Applications
This course is of interest to a broad range of stu­
dents in the sciences. T h e student will leam the
fundamentals of electronic circuit design starting
with a brief survey of semiconductor devices in­
cluding diodes and bipolar and field effect tran­
sistors. T h e course continues with op-amp appli­
cations, including instrumentation and filter de­
sign. T he use o f digital logic is also explored.
Throughout the course, practical considerations
of circuit design and construction are covered.
Includes laboratory. Offered in the fall semester.
Prerequisite: EN G R 011 or PH YS 008.
1 credit.
F all 2 0 0 3 . Cheever.

ENGR 072A. Electronic Circuit
Applications
EN G R 072A is a 0.5-credit course comprising
only the laboratory section of EN G R 072. It is
intended for physics or other nonengineering
majors only. T his course is taken in place of
EN G R 072, not in addition to it. T h e student
will leam the fundamentals o f electronic
circuit design starting with a brief survey of
semiconductor devices including diodes, and
bipolar and field effect transistors. T h e course
continues with op-amp applications, including
instrumentation and filter design. T he use of
digital logic is also explored. Throughout the
course, practical considerations of circuit de­
sign and construction are covered. Includes
laboratory. Offered in the fall semester.
Prerequisite: E N G R 011 or PHYS 008.
0 .5 credit.
F all 20 0 3 . Cheever.

ENGR 073. Physical Electronics
Physical properties of semiconductor materials
and semiconductor devices. T h e physics of
electron/hole dynamics; band and transport
theory; and electrical, mechanical, and optical
properties of semiconductor crystals. Devices
examined include diodes, transistors, FETs,
LEDs, lasers, and pin photo-detectors. Model­
ing and fabrication processes. Includes labora­
tory. Offered in the spring semester, alternate
years.
Prerequisites: EN G R 011 or PHYS 008.
I credit.
Spring 2004. Staff.

ENGR 075,076. Electromagnetic Theory I
and II
Static and dynamic treatment of engineering
applications o f Maxwell’s equations. Macro­
scopic field treatment of interactions with di­
electric, conducting, and magnetic materials.
Analysis of forces and energy storage as the
basis of circuit theory. Electromagnetic waves
in free space and guidance within media; plane
waves and modal propagation. Polarization, re­
flection, refraction, diffraction, and interfer­
ence. ENGR 076 will include advanced topics
in Optics and microwaves, such as laser opera­
tion, resonators, Gaussian beams, interferome­
try, anisotropy, nonlinear optics, modulation
and detection. Laboratories for both courses
will be oriented toward optical applications
using lasers, fiber and integrated optical de­
vices, modulators, nonlinear materials, and
solid-state detectors. EN G R 075 is offered in
the fall semester o f alternate yeárs.
Prerequisite: EN G R 012 or equivalent. EN G R
075 or Physics equivalent is a prerequisite for
ENGR 076.
I credit.
ENGR 075: N ot offered 2003-2004.
ENGR 076: O ffered w hen dem and and staffing
permit.

ENGR 077. VLSI Design
This course is an introduction to the design,
analysis, and modeling of integrated circuits,
both analog and digital. T h e course will focus
on CMOS technology. T h e course will intro­
duce sophisticated models o f M O S transistors
and discuss how they can be used to develop
analog and digital circuitry. T here will be a

heavy emphasis on computer modeling o f de­
vices and circuits. Includes laboratory. Offered
in the fall semester, alternate years.
Prerequisite: EN G R 011 or PH YS 008. EN G R
015 may be taken concurrently.
1 credit.
Foil 2003. Staff.

ENGR 078. Communication Systems
Theory and design principles o f analog and
digital communication systems. Topics include
frequency domain analysis o f signals; signal
transmission and filtering; random signals and
noise; A M , PM, and FM signals; sampling and
pulse modulation; digital signal transmission;
PCM ; coding; and information theory. Appli­
cations to practical systems such as television
and data communications. Includes laboratory.
Offered in the spring semester, alternate years.
Prerequisite: E N G R 012 or equivalent.
1 credit.
N ot offered 2003-2004.

ENGR 081. Thermal Energy Conversion
Development and application of the principles
of thermal energy analysis to energy conver­
sion systems, including cycles and solar energy
systems. T h e concepts of availability, ideal and
real mixtures, and chemical and nuclear reac­
tions. Includes laboratory. Offered in the spring
semester, alternate years.
Prerequisite: EN G R 041.
1 credit.
S[mng 2004. Macken.

ENGR 082. Engineering Materials
Introduction to material structure, properties,
and processing. Analysis o f microstructures,
physical properties, thermal and mechanical
transformation o f metals, polymers, concrete,
wood, and a variety of composites. Material se­
lection in design, laboratory testing for quality
assurance, and performance evaluation in ser­
vice are included through labs and a semester
project. Offered in the fall semester, alternate
years.
Prerequisite: E N G R 059 or permission o f the
instructor.
1 credit.
Sirring 2004 in lieu o f fa ll 20 0 3 . Macken.

173

Engineering

ENGR 083. Fluid Mechanics

ENGR 096. Honors Thesis

Fluid mechanics is treated as a special case of
continuum mechanics in the analysis o f fluid
flow systems. Conservation o f mass, momen­
tum, and energy. Applications to the study of
inviscid and viscous, incompressible, and com­
pressible fluids. Includes laboratory. Offered in
the spring semester, alternate years.

In addition to EN G R 090, an honors major
may undertaken honors thesis in the fell se­
mester o f the senior year with approval of the
department and a faculty adviser. A prospectus
of the thesis problem must be submitted and
approved not later than the end o f junior year.

Prerequisite: E N G R 041.

O ffered only with departm ent approval and faculty
supervision.

1 credit.

1 credit.

Not offered 2003-2004.

ENGR 126. Advanced Computer Graphics

ENGR 084. Heat Transfer

This course takes an in-depth look at a series of
current topics in computer graphics, partially
determined by student interests. Topics may in­
clude shading models, radiosity, ray tracing,
image-based rendering, modeling, texture, ani­
mation, physically based modeling, hybrid com­
puter vision and graphics techniques, nonphotorealistic rendering, and special effects. The
course is taught as a seminar, and meetings re­
volve around computer graphics papers from
technical proceedings, such as A C M SIGG RA PH and other computer graphics journals.
Students will be responsible for reading and
preparing presentation of papers. In addition,
there will be several significant projects where
students implement computer graphics pro­
grams based on the topics covered in the course.

Introduction to the physical phenomena in­
volved in heat transfer. A nalytical techniques
are presented together with empirical results to
develop tools for solving problems in heat
transfer by conduction, forced and free convec­
tion, and radiation. Numerical techniques are
discussed for the solution o f conduction prob­
lems. Includes laboratory. Offered in the fall se­
mester, alternate years.
Prerequisite: EN G R 041.
1 credit.
N ot offered 2003-2004.

ENGR 090. Engineering Design
Students work on a design project that is the
culminating exercise for all senior engineering
majors. Students investigate a problem o f their
choice in an area o f interest to them under the
guidance o f a faculty member. A comprehen­
sive written report and an oral presentation are
required. Offered in the spring semester.
1 credit.

Prerequisite: EN G R 026 and permission of
instructor.
1 credit.
O ffered w hen dem and and staffing perm it.

ENGR 199. Senior Honors Study

Subject matter dependent on a group need or in­
dividual interest. Normally restricted to seniors.

Senior honors study is only available for engi­
neering minors and must include at least 0.5
credit as an attachm ent to one o f the courses in
the engineering preparation. This course may
only be taken in the spring of the senior year.

1 credit.

0 .5 or 1 credit.

O ffered w hen dem and and staffin g perm it.

O ffered w hen dem and and staffing perm it.

Spring 2004- Staff.

ENGR 091. Special Topics

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 o f the department and a willing
faculty supervisor.
1 credit.
O ffered only with departm ent approval and facu lty
supervision.

174

PREPARATION FOR HONORS
EXAMINATIONS
T h e department will arrange honors examina­
tions in the following areas to be prepared for
by the com binations o f courses indicated.
O ther preparations are possible by mutual
agreement.

Communications and Electromagnetic
Fields

Water Quality and Fluid Mechanics

Communication Systems

Fluid Mechanics

Electromagnetic Theory

Water Quality and Supply Systems

Communications and Signal Processing

W ater Quality and Pollution Control

Communication Systems

Environmental Systems

W ater Quality and Pollution Control

Digital Signal Processing

Electromagnetic Theory
Electromagnetic Theory I and II

Electronics
Electronic Circuit Applications
Physical Electronics

Environmental Systems
Operations Research
Environmental Systems

Heat Transfer and Fluid Mechanics
Heat Transfer
Fluid Mechanics

Materials Engineering
Mechanics of Solids
Engineering Materials

Robotics and Machine Vision
Computer Vision
Robotics

Signals and Systems
Control Theory and Design
Digital Signal Processing

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

Structural Analysis and Design
Structural Theory and Design I and II

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

Thermal Energy Conversion and
Heat Transfer
Thermal Energy Conversion
Heat Transfer

Visual Information Systems
Computer Graphics
Computer Vision

175

English Literature

NATHALIE ANDERSON, Professor
CHARLES L . JAM ES, Professor9
PETER J . SCHMIDT, Professor and Chair9
PHILIP M . WEINSTEIN, Professor1
CRAIG WILLIAMSON, Professor
ELIZADETH DOLTON, Associate Professor9
NORA JOHNSON, Associate Professor and A cting Chair
CAROLYN LESJAK, Associate Professor
CARRARA RIEBLING, Visiting Associate Professor (part tim e)5
PATRICIA WHITE, Associate Professor
EDMUND CAMPOS, Assistant Professor
RAIMA EVAN, Visiting Assistant Professor (part time)
JILL GLADSTEIN, Assistant Professor and Director o f W riting Associates Program
KENDALL JOHNSON, Assistant Professor
BAKIRATHI MANI, Assistant Professor
WENDY DOWKINGS, Visiting Lecturer (part tim e)5
GREGORY FROST, Visiting Instructor (part tim e)6
CAROLYN ANDERSON, Administrative Coordinator
NANCY BECH, Administrative Assistant (part time)

1 A bsent on leave, fall 2003.
3 A bsent on leave, 2003-2004.

5 Fall 2003.
6 Spring 2004.

T his department offers courses in English liter­
ature, American literature, Native American
literature, A frican and Caribbean literatures,
Asian and Asian American literatures, gay and
lesbian literatures, drama, film, some foreign
literatures in translation, creative writing, crit­
ical theory, and journalism. T h e departmental
curriculum includes the intensive study of
works o f major writers, major periods of literary
history, and the development of literary types;
it also provides experience in several critical
approaches to literature and dramatic art and
explores certain theoretical considerations im­
plicit in literary study, such as the problematics
o f canon formation and the impact o f gender
on the creation and reception o f literary works.

riety o f ways to reflect the diversity of inter­
ests— with respect to subject matter, theoreti­
cal approach, literary genre, historical period,
and race and gender— characteristic of the de­
partmental offerings as a whole. Introductory
courses are characterized by syllabi with less
reading than in advanced courses, by frequent
short papers with some emphasis on rewriting,
by self-conscious examination of methodology,
and by considerable attention to class discus­
sion; they are viewed by the department as par­
ticularly appropriate for freshmen and are pri­
mary distribution courses. Enrollments are lim­
ited to 25 students per course; priority is given
to freshmen and sophomores. Students will not
normally take a second introductory course.
Only one such course may be counted toward
the major. T h e minimum requirement for ad­
mission as a major Or as a minor in English is
two semester-courses in the department— nor­
mally an introductory course and an advanced
literature course. (Students with Advanced
Placement [AP] scores o f 4-5 in English litera­
ture and/or English language receive credit
toward graduation. Only the credit for English

REQUIREMENTS AND RECOMMENDATIONS
Any introductory course— ENGL 005A through
005Z and 006A through 006Z— is the prereq­
uisite for all other courses in literature. (Ex­
empted from this prerequisite are juniors and
seniors.) Introductory courses attempt in a va­

176

literature may count toward the major require­
ments. A P credit does no t satisfy the prerequi­
site for upper-level courses. Scores o f 6 or 7 on
the International Baccalaureate are treated in
the same way.)
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult a
member of the English Department for infor­
mation about courses in other departments
complementary to their work in English; work
in foreign languages is especially recommended.
Students who plan to do graduate work, to fol­
low 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 cross-disciplinary major or in a
program with a concentration. W e offer Eng­
lish certification through a program approved
by the state o f Pennsylvania. Because o f a
change in teacher certification regulations that
occurred in November 2000, students complet­
ing certification during 2003 will need to fulfill
somewhat different course requirements from
those who complete certification in 2004 and
beyond. For further information about the rel­
evant set of requirements, please contact the
Department o f Educational Studies chair, the
English Department chair, or the Department
of Educational Studies W eb site: www.swarthmore.edu/SocSci/EduCation/.
Students who wish to study abroad should con­
sult with the department chair far enough in
advance of such study to effect proper planning
of a major or minor. In determining which
courses of study abroad will meet department
criteria for requirements or to receive credit to­
ward 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 o f course descriptions,
syllabi, and schedules. Students may undertake
preparations for papers in the Honors Program
while studying abroad but should consult care­
fully in advance with the appropriate depart­
ment faculty. For further details concerning de­
partment policies for study abroad, consult the
department statement filed with the Office of
Foreign Studies.

Course Major
T h e work o f a major in course consists o f a
minimum o f eight units o f credit in the depart­
ment, including at least three units in litera­
ture written before 1830 (such courses are
marked with a * ) and three in literature writ­
ten after 1830. Students should also read some
critical theory, but such theory is now an im­
portant elem ent in most o f our courses.
Courses marked with a * * * may be counted as
pre-1830 or post-1830 but not both. Introduc­
tory courses may not be counted as part o f the
pre-1830 or post-1830 requirement. Students
must also write a senior essay. Details about the
essay are available in the English Literature
Department Office.

Course Minor
T he work of a minor in course consists o f a
minimum of five units o f credit in the depart­
ment, including at least one unit in literature
written before 1830 (such courses are marked
with a * ) and one in literature written after
1830.

Honors Major
Majors in English who seek a degree with hon­
ors will in the spring o f their sophomore year
propose for external examination a program
consisting o f four fields: three in English and
one in a minor. T h e three preparations in the
major (constituting six units o f credit) will be
constituted as follows: A ll three preparations
will normally be done through seminars (if ap­
proved by the department, one preparation
may be a thesis or creative writing project); the
program must include at least one Group I and
one Group II seminar. Honors majors, as part
o f their overall work in the department, must
meet the general major requirement o f three
units of credit in literature written before 1830
and three units o f credit in literature written
after 1830. T h e departmental requirements for
honors, including instructions about senior
honors study, are spelled out in detail in a
departmental handout.
Students who wish either to write a thesis or
pursue a creative writing project under faculty
supervision as part o f their Honors Program
must submit proposals to the department; the
number o f these ventures the department can
sponsor each year is limited. Students who pro­
pose creative writing projects will normally be
expected to have completed at least one writ-

177

English Literature

ing workshop as part of, or as a prelude to, the
project; the field presented for examination
will thus normally consist o f a 1-credit work­
shop plus a 1-credit Directed Creative Writing
Project. For further information, including
deadlines for Directed Creative W riting pro­
posals, see rubric under EN G L 070K .

Honors Minor
Minors must do a single, 2-credit preparation
in the department by means o f a seminar (or,
under special circumstances, a creative writing
project). Minors are required to do a total of at
least five units o f work in English (including
their honors preparation).
Students interested in pursuing honors within
a faculty-approved interdisciplinary major, pro­
gram, or concentration that draws on advanced
English courses or seminars should see the
chair for early help in planning their programs.

Creative Writing Emphasis
Students who want to major in English with an
emphasis in creative writing— whether course
or honors majors— must complete three units
o f creative writing in addition to the usual de­
partmental requirements o f pre-1830 and post1830 units. T h e creative writing credits will
normally consist o f two workshops (EN G L
070A -E or G ) and EN G L 070K : Directed
Creative W riting Projects. Students may count
toward the program no more than one work­
shop offered by departments other than Eng­
lish Literature. Admission into the program
will depend on the quality o f the student’s writ­
ten work and the availability of faculty to su­
pervise the work. Students who are interested
in the program are urged to talk both with the
department chair and with one of the depart­
ment faculty who regularly teach the workshops.

CURRICULUM
T h e English Department courses are grouped
together by historical period, genre, or course
level as follows:
OOlA, B, C : Special Courses that do not
count toward the major
005A , B, C , and 006A , B, C , etc.:
Introductory Courses: all
primary distribution courses
(PDCs)

178

010-096:

Advanced courses

010, O il:

Survey Courses in British
Literature

014-019:

Medieval

020-029:

Renaissance and 17 th Century

030-039:

Restoration, 18th Century, and
Rom antic

040-049:

Victorian to Modem

050-069:

American (including African
American, Asian American, and
Native American)

070A , B , C , etc.:
Creative W riting and Journalism
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 o f the department
chair only)

001: SPECIAL COURSES
T hese courses are special writing-intensive courses
that count tow ard graduation credit but not toward
the English m ajor. T hey m ay n ot be substituted for
the English introductory course requirem ent, and
they are not PD C s.

ENGL 001 A . Insights Into Academic
Writing
T his course offers students an opportunity to
develop their skills as college writers. Through
frequent practice, class discussion, and in-class
activities, students will become familiar with
all aspects of the writing process and will de­
velop their ability to write for an academic au­
dience. A variety of writing assignments, given
throughout the course, will offer students an
opportunity to work with different purposes
and for different audiences. Readings have
been selected to serve as an impetus for critical
reading, writing, and thinking. Students will
also participate in conferences with the in­

structor to discuss writing related to the course
as well as other academic assignments.

005 and 006: INTRODUCTORY COURSES

After completing English 001A , students who
wish to continue to work on their academic
writing skills may take English 001A -A . T his is
a 0.5 credit (NC/CR) course in which each
individual student meets weekly w ith the
instructor o f 0 0 1 A to discuss independent
writing projects.

T hese courses are all introductory courses and
PD C s. Freshm en and sophom ores m ust take one
o f these courses before taking an advanced course.
N orm ally, a student is allow ed to take only one in­
troductory course.

Meets the distribution requirements but does
not count toward the major.

ENGL 005C. Cultural Practices and
Sucial Texts

Individual and group work on an advanced
level for students w ith non-English back­
grounds.

W hat constitutes “culture”? W ho is entitled to
it? W hat are the effects o f not having it? This
course will look at how different conceptual­
izations o f culture— in theory and in prac­
tice—-have at stake questions o f identity (indi­
vidual and collective), political practice and
agency, structures of power, and possibilities for
social transformation. Authors will include
Shakespeare, A rnold, Kipling, Raymond
Williams, Brecht, and Zora Neale Hurston.

Does not meet distribution requirements or
count toward the major.

F all 2003. Lesjak.

I credit.
Fall 2003. Staff.
Spring 2004- Gladstein.

ENGL 001B. English lor Foreign Students

1 credit.

Each sem ester. Evans.

ENGL 001C. The Writing Process
(Cross-listed as ED U G 001C )
This course trains students who have been se­
lected as writing associates. It combines com­
position theory, research and practice together
with class discussions and assignments to edu­
cate students on all aspects o f the writing
process and WAing. T h e course has WAITs
(Writing Associates in Training) reflecting on
their own writing process in order to help their
peers reflect upon and improve their writing
process. Topics such as conferencing, working
with diverse students, the writing/research
connection, and W Aing papers in different dis­
ciplines will be covered. T his class is a credit/no credit course. Students must successfully
complete all aspects o f the course to receive
credit and to be accepted as a full load WA.
Meets distribution requirements but does not
count toward the major.
1 credit.
Fall 2003. Gladstein.

Primary distribution cou rse. 1 credit.

ENGL 005E. The Subject in Question
How do we become who we are? W hat social
discourses and practices enable the shaping of
identity? How does reading affect this process?
This course will explore the ways in which sub­
jectivity and ideology interpenetrate within a
range o f texts and our commentary upon them.
Writers will include Shakespeare, Flaubert,
Kafka, Faulkner, R ich, Morrison, and DiLillo.
Theoretical essays may also be assigned.
Primary distribution cou rse. 1 credit.
N ot offered 2003-2004.

ENGL 005F. Fairy Tales and Magic
Fictions
This course will explore the encounter with
the fantastic. How does fantasy comment upon
our fears and desires? How does it challenge
our habits o f perception? W hat does it teach us
about the nature o f knowing? How do magic
fictions critique the social problems o f the real
world? W e will read fairy tales and contempo­
rary reworkings o f them, children’s literature,
science fiction, and magic realism. Selected au­
thors: Grimm, Carroll, Shakespeare, Butler,
Kafka, and Pullman.
Prim ary distribution cou rse. 1 credit.
E ach sem ester. Evan.

179

English Literature

ENGL 005G. Rites of Passage

ENGL 005L. Reading Nature

T h e course will focus on various rites o f pas­
sage, symbolic actions th at ch art crucial
changes in the human psyche, as they are con­
sciously depicted or unconsciously reflected in
different literary modes and will examine the
shared literary experience itself as ritual
process. Authors will include Shakespeare,
Blake, Conrad, Lawrence, and Walker.

T his course explores the broad and often para­
doxical field o f nature writing, ranging from
Shakespeare’s “green world” through English
and A m erican Rom anticism (Wordsworth,
Thoreau, etc.) to the environmental legisla­
tion these writers helped produce and includ­
ing the work o f contemporary writers such as
Terry Tempest Williams. W e’ll explore the
aims and strategies informing attempts to
translate the natural world into marks on a
page, and students will be asked to produce
some nature writing o f their own over the
course o f the semester.

Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004.

ENGL 005H. Portraits of the Artist
W e will study a variety of works portraying
artists in different cultures and contexts and
media. In some cases (as with Hom er’s
O dyssey), we will focus on qualities o f artful­
ness (in bards, in Odysseus and Penelope, etc.)
particularly valued by the culture that pro­
duced the work. Works studied include por­
tions o f Homer’s O dyssey as translated by
Robert Fagles, selected “Arabian Nights” tales,
Oscar W ilde’s novel D orian G ray, Virginia
W oolf’s novel To the Lighthouse, and various
other works o f literature and film.
Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004.

ENGL 005J. The ironic Spirit
T his course is interested in the risky business of
irony as discursive practice or strategy— why
and how ironies are used and understood and
the consequences o f attributing interpreta­
tions. “Ironists” include Shakespeare (O thello)
Toni Morrison (Sula), Emily Dickinson (poet­
ry), Mark Twain (Pudd’nhead W ilson), Ralph
Ellison (Invisible M an), Stephen Crane (sto­
ries), and Claude McKay (poetry). Required
viewing: A pocalypse N ow .

Prim ary distribution course. 1 credit.
N ot offered 2003-2004-

ENGL 005N. Illicit Desires in Literature
T his course will examine literary expressions of
a range o f sexual desires from the 17th century
to the present day. Among other questions, we
will ask what differences race and gender have
made, noting, for instance, that works by
canonical writers can depict and even cele­
brate forms of sexuality that are much more
problematic for those who speak from positions
of less privilege.
Prim ary distribution course. 1 credit.
N ot offered 2003-2004.

ENGL 005Q. Subverting Verses

N ot offered 2003-2004.

O n ce history, biography, fiction, philosophy,
and even science could be written in verse
without seeming peculiar or affected, but today
the line between poetry and prose is sharply
drawn. O r is it? This course will examine un­
conventional forms and uses of poetry— from
Chaucer’s Tales to Cocteau’s O rpheus, from
Barrett Browning’s A u rora Leigh to Dove’s
D arker F ace o f the E arth, from Darwin’s Loves of
the Plants to S e th ’s G olden G ate— to explore
our assumptions about the nature o f genre.

ENGL 005K. Literature and the Grotesque

Prim ary distribution cou rse. 1 credit.

Exploring ways the grotesque may be used to
redefine the human or dramatize the limits of
human understanding, this course tracks the
comic, uncanny, and generative elements of
the grotesque through works by G arcfaMarquez, Shakespeare, Baudelaire, Browning,
Kafka, W right, and O ’Connor.

F all 2003. Anderson.

Primary distribution cou rse. 1 credit.

Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004■

180

ENGL 005R. Fictions of identity
W hat are the assumptions behind and limits to
the modem W estern understanding of the
individual? How can we reconcile psychoana­
lytic and postmodern conceptions o f the frag­
mented subject with the urgency of identity
politics for people of color, women, lesbians,
and gay men? W e will examine how identity

and difference are constructed, communicated,
and contested through language and literature
and through structures o f seeing and being seen
in film and video. Texts by Shakespeare, Mary
Shelly, Freud, Woolf, Baldwin, Orson Welles,
and others.
Primary distribution cou rse. 1 credit.
Not offered 2003-2004.

ENGL 006A-006Z
Reserved fo r subsequent introductory courses.

ENGL 006A. Legal Fictions in America
In 1776, Thomas Jefferson declared indepen­
dence by asserting the “self-evident” truth that
“all men are created equal.” This course con­
siders writers who found their personhood de­
nied by imperial or federal law. W e will exam­
ine how authors responded, using words to
challenge the truth and to fight for legal, so­
cial, and economic recognition. Authors in­
clude Franklin, Jefferson, Poe, Apess, Douglass,
Jacobs, Zitkala Sa, Sone, Petty, A lexie, Tapahonso, Williams, Hughes, and Wilson.
Primary distribution course. I credit.
Each sem ester. K. Johnson.

ENGL006B. Utopias
This course explores utopia on uncharted is­
lands, in dark futures and in the virtual
nowhere of cyberspace. W hat is the place of
desire, technology, and the individual in utopi­
an fictions? T h e textual range embraces philo­
sophical treatises, political satires, travel narra­
tives, and science fiction. Authors may include
Plato, Thomas M ore, D aniel Defoe, Jules
Veme, Aldous Huxley, George Orwell, Mar­
garet Atwood, Samuel Delany, Toni Morrison,
and William Gibson.
Primary distribution course. 1 credit.
Each semester. Campos.

ENGL 006D. Nation and Migration
Drawing on novels, short stories, film and po­
etry produced by immigrant writers from South
Asia, Africa, and the Caribbean, this course
explores nationalism and migration as two pri­
mary modalities through which identities and
communities are formed in the modem world.
How does the migrant/diasporic writer rewrite
the English language to reflect questions of
race and power, nationhood and citizenship,
and histories o f the past and present? Authors
include Gordimer, Kureishi, Mootoo, Ondaatje,

Said, and Rushdie.
Primary distribution course. 1 credit.
E ach sem ester. Mani.

ENGL 006E. The Poetics of Power
T his course explores ideas about the problems
power raises in texts ranging from ancient
Greece to the modem era and from the con­
text o f those who are traditionally empowered
and those who learn power “from the bottom
up.” Through voices of those who feel power’s
effects and inequities most acutely, we will
consider such questions as: W hat is power?
W here does it originate? How does it differ
from “authority,” “right,” and “sovereignty”?
W hat are its effects on race, gender, and class?
O n love and sex? As we tackle such questions,
we will be seeking both perennial and careful­
ly historicized answers to the problems power
raises, looking for “universals” while differenti­
ating between our contemporary experiences
and lives far removed from our own in circum­
stance, distance, and time. Among others,
writers include Sophocles, Shakespeare, Fred­
erick Douglass, and Virginia W oolf as well as
selected poetry.
Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004.

010-096: ADVANCED COURSES
T hese courses are open to freshm en and sopho­
m ores w ho have successfully com pleted an intro­
ductory course and to juniors and seniors without
the introductory prerequisite.

010-011. SURVEY COURSES IN BRITISH
LITERATURE
ENGL 010. Survey I: Beow ulf to Milton*
A historical and critical survey of poetry, prose,
and drama from B eow u lf to M ilton. This will
include British literature from the following
periods: Anglo-Saxon, Middle English, Renais­
sance, and 17th century.
1 credit.
F all 2003. Williamson.

ENGL 0 11. Survey II: Neo-Classical to
Post-Colonial
A historical and critical survey o f poetry, prose,
and drama from Pope to Rushdie, focusing on

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progress, modernity, and the subject as central
concepts which British literature o f this period
confronts whether in form or content.

1 credit.
Not offered 2003-2004■

014-019: MEDIEVAL
ENGL 014. Old English/History of the
Language*
(Cross-listed as LIN G 014)
A study of the origins and development of Eng­
lish— sound, syntax, and meaning— with an
initial emphasis on learning Old English. Top­
ics may include writing and speech, a history of
morphology, the changing phonology from Old
to Middle English, Shakespeare’s puns and
wordplay, a history of sounds and spellings, mod­
em coinages, and creoles. W e range from B e­
ow u lf to Cummings, from Chaucer to Chomsky.
T his course may be taken without the usual
prerequisite course in English; however, it may
not serve in the place of a prerequisite for other
advanced courses.
Counts as humanities distribution credit under
this listing.
1 credit.
S[ning 2004. Williamson.

ENGL 016. Chaucer*
Readings in Middle English o f m ost of
Chaucer’s poetry with emphasis on T he C anter­
bury Tales and Troilus and C riseyde. W e place
the poems in a variety o f critical and cultural
contexts— both medieval and modem— which
help to illuminate Chaucer’s art. In the manner
of Chaucer’s Oxford Clerk, we hope “to gladly
lem e and gladly teche.”

1 credit.
Not offered 2003-2004-

020-029: RENAISSANCE AND 17TH
CENTURY
ENGL 020. Shakespeare*
W e ll cover many topics in this survey of
Shakespeare’s plays, including kingship, come­
dy and tragedy, father-daughter relationships,
sexuality, race, performance, the roles o f
women, language, and the rewriting o f history.
W e will frequently return to the question of
theater’s place in 16th- and 17th-century Eng­
land as represented on stage and in other writ­
ings o f the period. W e will also examine

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Shakespeare’s place in the cultures we inhabit.
1 credit.
F all 2003. Riebling.

ENGL 021. Race in Early Modern England*
Renaissance conceptions o f race were very dif­
ferent from our own. In fact, the term “race”
used to denote phenotypic, ethnic, or cultural
specificity did not even exist in the age of
Shakespeare. Nevertheless, international war,
colonization, and the increase in global trade
and exploration brought Elizabethans and Jacobeans into contact with a host o f cultural
others such as Jews, Turks, Moors, Amerindi­
ans, and Spaniards. T his course will explore
the ways in which the Renaissance stage ex­
plored the categories of religion, nationality,
and skin color in order to continually redefine
English identity over and against constructed
fantasies o f cultural others. Works include
O thello, T he M erchant o f V enice, H enry V
(Shakespeare), Tam burlaine, T he Jew o f M alta
(Marlowe), T he Fair M aid o f the W est (Heywood), and T he R enegade (Massinger).
1

cr e d it.

N ot offered 2003-2004.

ENGL 022. Literature of the English
Renaissance*
This course will begin with More’s U topia and
end with selections from Paradise L ost, paying
particular attention to literature’s political
contexts, gender, genre, and the relation of
women’s writing to the male canon. Among
the other writers included will be Wyatt, Sur­
rey, Philip Sidney, Mary Herbert, Mary Wroth,
Spenser, Elizabeth Cary, Jonson, Bacon,
Donne, Herrick, George Herbert, and Marvell.
I credit.
N ot offered 2003-2004.

ENGL 023. Renaissance Sexualities*
T h e study o f sexuality allows us to pose some of
the richest historical questions we can ask
about subjectivity, the natural, the public, and
the private. This course will explore such ques­
tions in relation to Renaissance sexuality,
examining several sexual categories— the ho­
moerotic, chastity and friendship, marriage,
adultery, and incest— in a range o f literary and
secondary texts.
1 credit.
N ot offered 2003-2004-

ENGL 024. Witchcraft and Magic*
Renaissance magic had two faces: witchcraft, a
crime associated with women, and hermetic
philosophy, a pseudoscience derived from oc­
cult forms o f knowledge and practiced by men.
In this course we will explore both sides of
magic with special attention to the gender di­
vide distinguishing these two forms. W itch­
craft: How were plays like Shakepeare’s Mac­
beth influenced by contemporary beliefs in
witches? How did the European witch hunts
determine the theatrical representation of
witches and women in general? Hermetic Phi­
losophy: How do plays like Marlowe’s D octor
Faustus elide conjuration and perfomance?
Why do forms o f ritual magic make for such
good theater? W hat separates the thaumaturge
from the dramaturge?
1 credit.
Spring 2004. Campos.

ENGL 026. English Drama Before 1642*
English drama began as a communal religious
event, but the theaters were shut down in 1642
because of their reputation for impiety and so­
cial disorder. This course will trace the drama
from its medieval forms up through its com­
mercial success in the Renaissance and its ulti­
mate dissolution in the Civil War.
1 credit.
N ot offered 2003-2004.

ENGL 027. Tudor-Stuart Drama*
A survey of plays and masques written by
Christopher Marlowe, Ben Jonson, Thomas
Middleton, Thomas Dekker, John Webster,
Elizabeth Cary, John Ford, and others. T he
course will consider historical, sociopolitical,
and literary contexts; just as important, we will
look at how the plays have been and continue
to be performed.
1 credit.
N ot offered 2003-2004-

ENGL 028. Milton*
Study of M ilton’s poetry and prose with partic­
ular emphasis on Paradise L ost.
1 credit.
Spring 2004. N. Johnson.

ENGL 029. Renaissance Travel and
Discovery*
High seas adventure, first contact, conquest,
colonization, and imperial expansion. This
course examines transatlantic literature in the
Age of Discovery by charting the influence of
the newly discovered Americas over the literary
production of Renaissance England. Readings
explore the interplay between travel narratives
(Columbus, Raleigh, and Drake) and a wide
range of literary forms, including drama (Shake­
speare, Marlowe, and Heywood); romance
(Spenser and Lodge); and poetry (Donne).
1 credit.
F all 2003. Campos.

030-039: RESTORATION, 18TH CENTURY,
AND ROMANTIC
ENGL 031. Topics in the “ New”
18th Century*
T h e 18th century has been seen as the age of
reason and the age o f exaggerated emotion; an
era of imperialism and expanding political par­
ticipation; a time of progress and melancholy,
technical advances, and spiritual necrophilia.
W e’ll exam ine the 18th century’s schizo­
phrenic “spirit of the age" and its implications
for our own time.
1 credit.
N ot offered 2003-2004.

ENGL 033. The Romantic Sublime*
“T h e essential claim of the sublime is that man
[sic] can, in speech and feeling, transcend the
human” (W eiskel). W hat does this transcen­
dence look like? How is it achieved? W hat
resources does it offer us, and at what cost?
A uthors: Burke, Blake, the Wordsworths,
Coleridge, Byron, the Shelleys, and Keats.
1 credit.
N ot offered 2003-2004.

ENGL 034. Restaging Romanticism*
During the Rom antic period, the number of
women writing in all genres increased dramat­
ically: Many of these women writers were con­
nected with the stage as actresses, dramatists,
or critical spectators. This course explores
some of the connections between theatre and
politics, between genre and gender in the work
o f both male and female writers of the period.
1 credit.
N ot offered 2003-2004.

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English Literature

ENGL 035. Rise of the Novel*
This course will look at classic 18th-century
novels considered to constitute the origins of
the novel in relation to less canonical texts—
mainly by women— in order to examine the
debate over the cultural legitimacy o f the
novel and questions regarding high/low art
(and concom itant distinctions o f gender)
raised by it. Novelists include Behn, Burney,
Defoe, Richardson, Fielding, Haywood, and
Austen.

ENGL 044. Modern Bodies in the Making:
The 19th-Century Novel
Covering a wide range of Victorian novels, this
course will examine how these narratives un­
derstand and represent class and gender forma­
tion, national and racial definition, productive
and reproductive labors and sexualities, and is­
sues o f representation as they are redefined
through these narratives. Authors will include
Austen, the Brontes, Dickens, Eliot, Hardy,
W ilkie Collins, W illiam Morris, and Wilde.

1 credit.

1 credit.

N ot offered 2003-2004.

N ot offered 2003-2004-

ENGL 036. The Age of Austen*

ENGL 045. Modern British Poetry

First we’ll read Austen’s novels and other rele­
vant texts in order to sketch the general con­
tours o f “T h e Age o f Austen.” T h en we’ll turn
to recent film and television remakes of
Austen novels to explore what’s gained and
lost in the translation to film— and the reasons
behind Austen’s resurgent appeal to late 20thcentury audiences.

Steven Spender called them “recognizers,” cre­
ating a complex, fractured art out of circum­
stances they experienced as extraordinary, un­
precedented. This course examines the re­
sponses of British male and female poets— and
some American expatriates— to the wars, shift­
ing beliefs, complicated gender roles, and other
dislocations o f early 20th-century life.

1 credit.

1 credit.

N ot offered 2003-2004.

N ot offered 2003-2004.

040-049: VICTORIAN TO MODERN
ENGL 040. Victorian Studies
A n interdisciplinary study o f British cultural
formation during the Victorian period. This
course will focus on how and why certain cul­
tural boundaries were drawn between civilized
and savage, man and machine, normal and de­
viant, paying particular attention to some of
the more unsuspecting forms (gothic horror,
“sensational” mysteries, the detective story,
and children’s literature)— in and through
which ideas o f gender, sexuality, domination,
and violence are approached.

ENGL 048. Contemporary Women’s Poetry
“Merely the private lives of one-half of hu­
manity.” Thus, Carolyn Kizer defines the 20thcentury revolution through which women
poets give voice to the previously unspeakable
and explore the political implications of the
supposedly personal. T his course considers a
variety of poetic styles and stances employed
by women writing in English today— feminist
or womanist, intellectu al or experiential,
lesbian or straight, and mindful o f ethnic
heritage or embracing the new through artistic
experimentation.
1 credit.

1 credit.

Spring 2004. Anderson.

N ot offered 2003-2004.

ENGL 049. Contemporary Irish Poetry

ENGL 041. The Victorian Poets: Eminence
and Decadence
From Tennyson’s mythic moralizing to Robert
Browning’s vivid ventriloquism, from Elizabeth
Barrett Browning’s sharp-eyed social commen­
tary to Oscar W ilde’s tragic outrageousness,
this course examines the responses of the V ic­
torian poets to the stresses peculiar to their era.
1 credit.
N ot offered 2003-2004.

184

Ireland’s complicated historical divisions have
provided fertile ground for extraordinary poet­
ry, both in the Republic and in the North. This
course will consider poetry by Heaney, Boland,
Carson, M cGuckian, Muldoon, and n i Dhomnaill (among others) within the sociopolitical
contexts o f contemporary Ireland.
1 credit.
N ot offered 2003-2004.

050-069: AMERICAN (INCLUDING AFRICAN
AMERICAN, ASIAN AMERICAN, AND
NATIVE AMERICAN)
ENGL 050. Borders Within*
Through historical analysis of literary form
(autobiography, novels, poetry, storytelling,
images, film, as well as the law), we will exam­
ine the competing definitions o f writing, self­
hood, and nation with which “Indians” and
“pioneers” tried to shape their world. W e will
read both white writers who sympathized with
or vilified “Indians” as well as native authors
who resisted or reinforced the assumptions em­
boldening European conquest and American
manifest destiny. Authors include Columbus,
John Sm ith , Bradford, Freneau, Jefferson,
Irving, Apess, Black Hawk, Eastman, Ortiz,
Tapahonso, Silko, and King.
1 credit.
Not offered 2003-2004.

Republic (1867); the “local color” short stories
of Mary W ilkins Freeman; Edith W harton, T he
A ge o f Innocence (1920); Zora Neale Hurston,
T heir Eyes W ere W atching G od (1 9 3 7 ); plus se­
lected contemporary work by Toni Morrison,
Dorothy Allison, R ebecca Wells, and others.
I credit.
Not offered 2003-2004-

ENGL 053. American Poetry
A study o f the poetry and prose o f selected U .S.
writers, including W hitm an, Dickinson, and a
few other 19th-century poets to be determined,
plus 20th-century poets such as Williams,
Stevens, H.D., and Hayden.
I credit.
N ot offered 2003-2004.

ENGL 054. Faulkner, Morrison, and the
Representation of Race

Not offered 2003-2004.

T his course has two abiding aims. O ne is to ex­
plore in depth— and back to back(the fiction
o f (arguably) the two major 20th-century nov­
elists concerned with race in America. T he
other is to work toward evaluative criteria that
might be genuinely attentive to both the intri­
cacies of race and the achievements o f form. A
particular challenge will be the following: how
to focus on race (and secondarily gender) yet
keep the two writers’ distinctive voices from
disappearing into “white/male” and “black/
female.” Faulkner readings will include some
short stories as well as T he Sound and the Fury,
Light in August, and Absalom, A bsalom ! Morri­
son readings will include Playing in the D ark as
well as Sula, Song o f Solom on, B eloved, and
P aradise.

ENGL 052B. American Fiction: Melville
and Pynchon

N ot offered 2003-2004.

ENGL 052A. Studies in American Prose
A study of 19th- and 20th-century American
narratives exploring the consequences o f for­
bidden border crossings— cultural, racial, and
sexual. Nineteenth-century texts: a feminist
look at the Puritans and Indians (H obom ok),
Douglass’ T he H eroic Slave, Hawthorne’s Scarlet
Letter, Melville’s “Benito Cereno,” and James’
Portrait o f a Lady. More modem works: Cather’s
The Professor’s H ouse, Hemingway’s T he G ar­
den o f E den, Charles Johnson’s tribute to
Douglass and M elville (M iddle P assage), and
Leslie Marmon Silko’s G ardens in the D unes.
I credit.

The big books course, from M -D to M & D . A
study of two writers with many shared ambi­
tions, interests, and compulsions, with empha­
sis on their epics M oby-D ick, G ravity’s Rainbow ,
and Mason & D ixon, along with selected sec­
ondary sources, concordances, and reader’s
guides. :
I credit.
Not offered 2003-2004.

ENGL 052C. American Women’s Fiction
A look at romance and realism and race in
women’s fiction over two centuries. Tentative
syllabus: Lydia Maria Child’s A Romance o f the

1 credit.

ENGL 055. Captive Audiences*
T h e origin and history o f national identity in
the United States has been deeply impressed
by captivity narratives in which an individual
is removed from his or her home and struggles
to return. W e will define and trace the ideas !of
home, captivity, and restoration in literature
from the 17th century to the years immediate­
ly after the Am erican C ivil War. W e will con­
sider how authors in various historical contexts
reworked these ideas to promote or confound
the romance o f A m erican self-realization.
Authors may include Rowlandson, Behn, T he

185

English Literature

D eclaration o f In depen den ce, Cr&vecoeur,
Franklin, Rowson, Child, Cooper, Douglass,
Jacobs, Melville, and James.
1 credit.
Spring 2004. K. Johnson.

ENGL 056. Power o! Sympathy in
America*
Characters in 18th- and 19th-century litera­
ture often find themselves at the edge o f emo­
tional precipices, weeping in misery, blushing
with guilt, and wracked with fear o f impending
doom. W h a t is all the fuss? T h is course
explores the role o f sentiment in formulating
national American identity from the colonial
period to the m id-19th century. W ith an em­
phasis on the social contexts of the American
Revolution, C ivil War, and manifest destiny,
we will consider the dynamic logic o f sympathy
in various political and literary texts. Authors
include W inthrop, Bradstreet, Crfevecoeur,
Franklin, Paine, C .B . Brown, Rowson, Emer­
son, Douglass, Stowe, W hitm an and James.

ENGL 059. The Harlem Renaissance
Through the lens o f the Harlem Renaissance
era, this course considers African American
modernism and cultural nationality in the
decade following World W ar I. W e will focus
largely on writings, but lectures on art and
music are included, and views concerning the
meaning o f Harlem as locale are pertinent. A
day trip to Harlem will be arranged.
1 credit.
N ot offered 2003-2004.

ENGL 060. Sites of Memory:
Contemporary African American Writing
Imaginative texts that remap the terrain of
African American cultural and social history
since the 1970s are central to this study of con­
temporary writing that focuses on “memories”
o f slavery as a way o f understanding the pres­
ent. Writers may include, among others, Ernest
Gaines, Paule Marshall, Charles Johnson, Toni
Morrison, A lice W alker, David Bradley,
Ishmael Reed, or Octavia Butler,

1 credit.

i credit.

Not offered 2003-2004-

N ot offered 2003-2004.

ENGL 057. The African American Writer

ENGL 065. Introduction to Asian American
Literature

This century-long overview considers the way
African American writers frame their doublefaced culture, foreground their history and her­
itage, and portray their community’s way of
knowing itself. Writers range from Chesnutt to
M orrison and may include J.W . Johnson,
W .E.B. DuBois, Jean Toomer, Richard Wright,
Langston Hughes, or A lice Walker.
I credit.
N ot offered 2003-2004.

ENGL 058. The American Sublime*
T his course explores the intersection of visual
art and literature in the late 18th and early
19th century U nited States. W e will consider
authors who appeal to sight, to art, and to
aesthetic ideals o f the beautiful, sublime, and
picturesque. W e will examine how writers
blended science and art in order to illustrate
the world and its democratic potential. Au­
thors may include: Burke, Paine, Jefferson,
Crfevecoeur, Barlow, Irving, Sedgwick, Catlin,
Emerson, Fuller, Melville, Hawthorne, Louis
Agassiz, W hitm an, James, and Jacob Riis.
1 credit.
Spring 2004- K. Johnson.

18 6

How does “Asian American” operate as a high­
ly contested category o f ethnic and national
identify? This course examines literature and
critical essays by writers such as Theresa Hak
Kyung Cha, M axine Hong Kingston, Jhumpa
Lahiri, and Lisa Lowe, as well as films by Helen
Lee, in order to explore topics such as Asian
American racial formation, gendered narra­
tives of immigration, and the changing face
(and space) o f A sian America.
I credit.
Spring 2004. Mani.

ENGL 069. Blues, J a a , and American
Culture
C an words help us understand musicians and
the power o f music? Is W ynton Marsalis
right— jazz is the musical form that best teaches
democratic values? T his course will study how
blues and jazz have shaped key modes and ideas
in American culture, including American literature. T h e syllabus may include Ralph Elli­
son, James Baldwin, George Lipsitz, and Tricia
Rose; an anthology of poetry and prose celebrating jazz; excerpts from Ken Bums’ docu­

I
I
I
I
I

mentary Jazz; novels about musicians by Albert
Murray, Paule Marshall, and Rafi Zabor; and
cultural histories such as Angela Davis’ Blues
Legacies and B lack Fem inism , Daniel Belgrade’s
The C ulture o f Spontaneity, Jon Panish’s T he
Color o f Jazz: R ace and Representation in Postw ar
American C u ltu re, and N athaniel Mackey’s
Discrepant Engagem ent: D issonance, C ross-C u lturolism, and Experim ental W riting.
1 credit.
Not offered 2003-2004.

070: CREATIVE WRITING AND JOURNALISM
WORKSHOPS
Regular creative writing w orkshops are lim ited to
12 and require the subm ission o f writing sam ples in
order for students to apply fo r them . W orkshops
marked with a # com bine a balance o f substantial
literary analysis o f m odels along with creative writ­
ing exercises geared to the m odels; these w orkshops
are limited to 15, do not require the subm ission o f
manuscripts, an d have as their prerequisite (for
freshmen and sophom ores but not fo r juniors or se­
niors) an introductory English course. Students
may norm ally take only on e w orkshop at a tim e.

ENGL 070A. Poetry Workshop
A class, limited to 12, in which students write,
read, translate, and talk about poetry. W e will
emphasize the discovery and development of
each individual’s distinctive poetic voice,
imagistic motifs, and them atic concerns, with­
in the context of contemporary poetics. Stu­
dents should submit three to five pages o f po­
etry for admission, at a time announced during
fall semester. T h e workshop will meet once a
week for four hours. Admission and credit are
granted at the discretion of the instructor.
I credit.
Spring semester each year.
Spring 2004- Anderson.

ENGL 0700. Fiction Writers’ Workshop
We’ll approach the challenge o f constructing
compelling narratives through a series o f for­
mal exercises and experiments. Students will
read and comment on each other’s writing as
they work to hone their own style and clarify
their central them atic concerns. Twelve stu­
dents are admitted to the class on the basis of a
writing sample submitted during fall semester.
I credit.
Spring sem ester each year.
Spring 2004. Frost.

ENGL 070C. Advanced Poetry Workshop
Intensive volumes o f poetry often represent
their authors’ conscious statem ents, made
through selection, organization, and graphic
presentation. This course— in which students
design and complete volumes of their own
work— is normally intended as an advanced
workshop for students who have taken the
Poetry Workshop (EN G L 070A ), or— with the
instructor’s permission— students who have
taken EN G L 070D , 070E , or 070G . Limited to
12. Admission and credit are granted at the
discretion of the instructor.
1 credit.
N ot offered 2003-2004.

ENGL 0700. Grendel’s Workshop (New
Texts From Old)#
John Gardner rewrote the ancient epic B eow u lf
in modem idiom from the monster’s point of
view. Shapers like C&aire and Auden have
brought Shakespeare’s Tem pest into the 20th
century. Angela Carter’s Beauty liked the Beast
better than the Prince. Students will study old
texts and their modem revisions and then,
using these models as starting points, reshape
their own beautiful or beastly visions.
1 credit.
F all 20 0 3 . Williamson

ENGL 070E. Lyric Encounters#
Matthew Arnold called it “a criticism o f life”
and Dylan Thomas “a naked vision.” Emily
Dickinson defined it as a blow: “If I feel physi­
cally as if the top o f my head were taken off, I
know that it is poetry.” Students will examine
varieties of the lyric and then shape their own
criticism s, visions, cerebral explosions in
response.
1 credit.
F all 2003. Anderson.

ENGL 070F. Journalism Workshop
Matthew Arnold said journalism is “literature
in a hurry.” This workshop will teach journal­
ism with that idea in mind, from mastering the
basics to writing with literary flourish. It will
cover everything from reporting and writing to
ethics and objectivity. Students will report and
write news stories on a regular basis, honing
their skills at gathering and reporting news.
They will stay on top of the day’s news, in ad­
dition to acquainting themselves with recent

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thought concerning the state o f journalism.
T h e story assignments will challenge students
to employ the skills learned in class in “real'
world” settings. This course will focus on hard
news and newspapers. Several prominent jour­
nalists from the Philadelphia Inquirer will visit
the class as guest teachers. Students of all
grades and experience levels are welcome. En­
rollment limited to 15.
1 credit.
F all 2003. Dowkings.

ENGL 070G. Writing Nature#
W riting about nature forces us to attend to
both. W e’ll work in four different modes of
writing: journals, nonfiction prose, poetry, and
experimental fiction. Most weeks, we’ll spend
the first class analyzing famous models o f na­
ture writing and the second discussing student
writing. Three times during the semester, we’ll
go on field walks to help ground our writing in
specific observation.
1 credit.
N ot offered 2003-2004.

ENGL 070K. Directed Creative Writing
Projects
Students— whether course or honors majors—
who plan a directed writing project in fiction
or poetry must consult with the department
chair and with a member o f the department’s
writing faculty who might supervise the project
and must submit a prospectus to the depart­
m ent by way o f application for such work be­
fore the beginning of the semester during
which the project is actually done. T h e num­
ber of these ventures the department can spon­
sor each year is limited. Deadlines for the writ­
ten applications for the Directed Creative
W riting Projects are the Mondays immediately
following the fall and spring breaks. Normally
limited to juniors and seniors who have taken
an earlier workshop in the department.
For creative writing projects in the Honors
Program, the 2-credit field will normally be de­
fined as a 1-credit workshop (EN G L 070A ,
0 ?0 B , or 070C ) paired with a 1-credit Directed
Creative W riting Project (EN G L 070K ). T he
approximate range o f pages to be sent forward
to the examiners will be 20 to 30 pages o f po­
etry or 3 0 to 5 0 pages of fiction. There will be
no written exam for the creative writing pro­
ject; the student’s portfolio will be sent direct­
ly to the examiner, who will then give the stu­

18 8

dent an oral exam during honors week. For
purposes o f the transcript, the creative writing
project will be assigned a grade corresponding
to the degree of honors awarded it by the ex­
ternal examiner. Students are advised that such
independent writing projects must normally be
substantially completed by the end of the fell
semester of the senior year as the spring semes­
ter is usually the time when the senior honors
study essay must be written.
1 credit.
Staff.

071: GENRE STUDIES
S ee also E N G L 0 8 1 . T heory o f the N ovel.

ENGL 071D. The Lyric in English***
A survey of the history o f the lyric poem in
English from its origins in Old and Middle
English to contemporary poetry, using an an­
thology. T here will also be special emphasis on
the essentials of prosody, the study of meter
and rhythm. Each version of the course will
also feature the in-depth study o f one poet. For
2003: Joh n Donne.
N ote: By arrangement with the professor, this
course may be counted as either pre-1830 or
post-1830 but not both.
1 credit.
N ot offered 2003-2004-

ENGL 071C. The Short Story
As we read widely in the 19th- and 20th-cen­
tury short story, we’ll focus on technical devel­
opments as well as certain recurring preoccu­
pations o f the genre: fragmentation and recon­
struction, the staging o f an encounter between
the ordinary and the extraordinary, and the
refutation o f time and mortality.
1 credit.
N ot offered 2003-2004-

ENGL 071F. Gothic Possibilities
“High G othic” flourished in England in the
1790s; “Southern G othic” adapted the con­
ventions o f the form to the demands of mod­
ernist fiction and the culture of the American
South. Among the G othic possibilities we will
consider: sensationalism (Lewis), domestica­
tion (Radcliffe), parody (Austen), autobiogra­
phy (Porter), fragmentation (Faulkner), and
cultural critique (Toomer).
1 credit.
N ot offered 2003-2004.

ENGL 0716. Satire: Spirit and Art
In satire, folly lives undisturbed with wit, blas­
phemy with adoration, dullness with ingenuity,
and whimsy with gravity. T his course specu­
lates about the odd nature o f this formless and
ambiguous genre— its problematical standing,
its claims to moral purpose, its power or impo­
tence. Texts, from verse to narratives in fiction
and film, include futuristic works o f Aldous
Huxley and Margaret Atwood; anachronistic
views of Ishmael Reed and G ore Vidal; extend­
ed ironies of Shirley Jackson and Jonathan
Swiff; dark and comic views o f urban culture by
Nathanael W est, Langston Hughes, Jo h n
Kennedy Toole, and Homer Simpson.
1 credit.
N ot offered 2003-2004.

ENGL 0 71J. Cherchez la femme: The
“ Mystery” of Woman in the Mystery
Genre
From Eden on, our cultural narratives o f de­
ception and discovery have often centered on
Woman, vulnerable, culpable, and duplicitous.
The concept of woman as potential victim and
perpetrator powered many detective novels
popular in the 19th and 20th centuries and has
paradoxically enabled startling revisions o f the
genre by contemporary women writers. Our in­
vestigation of this “mystery” will involve male
authorities— Conan Doyle, Chandler, Ham­
mett— and female private “I”s— Sara Paretsky,
Sue Grafton, and Barbara Wilson.
1 credit.
N ot offered 2003-2004.

ENGL 071K. Lesbian Novels Since
World War II
This course will examine a wide range o f nov­
els by and about lesbians since World W ar II.
O f particular concern will be the representa­
tion of recent lesbian history; how, for in­
stance, do current developments in cultural
studies influence our understanding of the les­
bian cultures of the ’50s, ’60s, and 70s? W hat
is at stake in the description o f the recent les­
bian past?
1 credit.
N ot offered 2003-2004.

ENGL 071M . James Merrill and the
Epic Poem
A n introduction to what may be the most im­
portant epic poem published in our lifetime,
James Merrill’s T he Changing Light at Sandover
(1984). It is a moving mixture of tragedy and
comedy featuring conversations with the dead
via an O uija board and the heroic exploits of
God Biology recycling souls and cloning ge­
nius. W e will begin the course with a brief look
at Dante’s Infern o, one earlier epic poem im­
portant to Sandover.
Enrollment limited to 15.
1 credit.
N ot offered 2003-2004.

072-079: COMPARATIVE LITERATURE/
LITERATURE IN TRANSLATION
ENGL 072. Proust, Joyce, and Faulkner
Selections from Proust’s R em em brance o f Things
Past, Joyce’s D ubliners and U lysses entire, and
Faulkner’s T he Sound and the Fury and A bsa­
lom , A bsalom ! Emphasis on the ideological and
formal tenets o f modernism.
I credit.
N ot offered 2003-2004.

ENGL 073. Modernism: Theory and
Practice
Drawing on a range of theorists and novelists,
this course will explore some of the most com­
pelling energies and problems that drive W est­
ern modernism (from the 1840s through the
1940s). Focus will be on modernism’s concern
with shock rather than resolution, with the un­
canny rather than the familiar. More broadly,
the course will attend to modernism as a body
of thought and expression committed less to
knowledge than to “unknowing.” Theoretical
readings begin with Kierkegaard’s F ear and
Trem bling, to be followed by Nietzsche’s Gen­
ealogy o f M orals and some o f Freud’s major es­
says. Fiction readings begin with Dostoevsky’s
N otes from U nderground as a prelude to more
sustained inquiry into Kafka (stories,’; The
Trial), Proust (selections from R em em brance o f
Things P ast), and W oolf (To the Lighthouse,
B etw een the A cts). T h e course will conclude by
attending to a number o f pertinent essays in
Benjam in’s Illuminations.
I credit.
Spring 2004. Weinstein.

189

English Literature

ENGL 073A. Mapping the Modern
(Cross-listed as SO A N 052)
T h e course seeks to explore some of the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid- 19th century,
we then concentrate upon “urban fables” of
early 20th-century high modernism, conclud­
ing briefly with late-20th-century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire, Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce,
and Woolf; Weber, Simmel, Adorno, Ben­
jam in, and Lukács; Bakhtin, Arendt, Canetti,
and de Certeau; Calvino and Borges; Berman
and Harvey. T h e central topics under study are
the phenomena of the modem subject and the
m odem city, as expressed in literature,
analyzed in sociology and critical theory, and
represented in a range o f cultural practices.
1 credit.
Not offered 2003-2004.

ENGL 074. Modern Epic: Tolstoy, Joyce,
and Garcia-Marquez
This course will examine three “encyclopedic”
texts (War and P eace, U lysses, O ne H undred
Years o f Solitude) that rehearse and transform
inherited paradigms of cultural identity, pur­
pose, and destiny. Through sustained attention
to formal and ideological tenets of these specif­
ic texts, we will also seek to interrogate some of
the salient procedures o f realism, modernism,
and postmodernism.
1 credit.
Not offered 2003-2004.

ENGL 075. South Asian Diasporas:
Culture, Politics, and Place
T his interdisciplinary course surveys a century
o f migration from the Indian subcontinent
overseas, and examines the impact of South
Asian immigration on the racial and cultural
economies o f the U nited States, the United
Kingdom, and Canada. Literary, historical,
ethnographic and cinem atic texts explore the
following topics: the history o f Indian immi­
gration to the Caribbean and N orth America
in the 19th century; queer South Asian diaspo­
ras, gendered narratives o f immigration; and
the politics of popular culture among secondgeneration South Asian youth. T h e course em­
phasizes how South Asians in diaspora negoti­

190

ate new forms of national identity and cultural
citizenship, with specific attention to axes of
gender, generation, sexuality, and class.
1 credit.
Not offered 2003-2004.

ENGL 078. The Black African Writer
T h e texts in this course reflect the shared need
o f women and m en to come to terms with a
past usurped by colonial regimes and traditions
tested by modernist visions. Writers of narra­
tives and poetry meditate on the national pre­
sent as well as on the shape of things to come
even as they search the past. Authors include
Chinua A chebe, Buchi Emecheta, Ama Ata
Aidoo, Amos Tutuola, Sembene Ousmane,
Ngugi wa Thiong’o, and Nuruddin Farah1 credit.
N ot offered 2003-2004.

080-096: CRITICAL THEORY, FILM , AND
MEDIA STUDIES
ENGL 080. Critical and Cultural Theory
A n introduction to texts and contexts in con­
temporary critical theory and cultural studies.
W e will read narrative, psychoanalytic, Marx­
ist, poststructuralist, feminist, queer and post­
colonial theory, raising questions of subjectivi­
ty, difference, ideology, representation, method­
ology, and cultural politics.
1 credit.
Not offered 2003-2004.

ENGL 081. Theory of the Novel
A study o f novels representative of the novel’s
development as a form in conjunction with dif­
ferent theories o f the novel. W e will consider
the origins of the novel, the relationship be­
tween the history o f the novel and the history
of sexuality, and debates regarding the novel
and the politics o f realism, modernism, and
contemporary postmodernism. Authors in­
clude: W att, Lukács, Brecht, Armstrong, Jame­
son, Richardson, Eliot, and Woolf.
1 credit.
Spring 2004- Lesjak.

ENGL 082. Transnational Feminist Theory
T his class introduces perspectives in feminist
theory from domestic United States and global
contexts in order to ask: How do the contribu­
tions o f women of color in the United States

and of feminist movements in the “Third
World” radically reshape the form and content
of feminist politics? Through critical inquiry
into major texts in transnational feminist stud'
ies, the course dynamically reconceptualizes
the relationship between women and nation;
between gender and globalization; and be­
tween feminist theory and practice. Readings
include selections from Grewal and Kaplan,
Spivak, Lorde, and Hooks.
1 credit.
Spring 2004- Mani.

ENGL 083. Feminist Theory
Close readings o f a range o f feminist theory,
from early feminist texts which attempt to es­
tablish the fact of sex-based oppression to later
works addressing psychoanalysis and the prob­
lem of “master discourse”; the issue of what is
“woman”; and questions o f how class, sex, gen­
der, imperialism, and race intersect.
1 credit.
N ot offered 2003-2004.

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

nance o f classical Hollywood as a national cin­
ema, with some attention to independent nar­
rative traditions such as “race movies.” Genres
such as the western, the melodrama, and film
noir express aspirations and anxieties about
race, gender, class and ethnicity in the United
States. Auteurist, formalist, Marxist, feminist,
and psychoanalytic methods will be explored.
1 credit.
F all 2003. W hite.

ENGL 087A. Topics in American Cinema
Explores different periods, themes, genres, or
authors each time it is offered.
1 credit.
N ot offered 2003-2004-

ENGL 088. American Attractions: Leisure,
Technology, and National Identity
Visual spectacles such as Bamum’s museum,
minstrelsy, and Wild West shows and vaude­
ville shaped American “identity” from ethnic,
racial, religious, geographical, and gender dif­
ferences and hierarchies, anticipating the na­
tional audiences of the Hollywood studio sys­
tem and television networks. T his team-taught
Tri-College interdisciplinary class focuses on
the history and analysis o f U .S. popular culture
from the C ivil War to the present. Weekly film
screenings.
1 credit.

1 credit.

N ot offered 2003-2004-

N ot offered 2003-2004.

ENGL 089. Women and Popular Culture:
Fiction, Film, and Television

ENGL 086. Postcolonial Literature and
Theory
A comparative study of postcolonial literature
and theory within a global framework, empha­
sizing the political, historical, and cultural di­
mensions of these texts. O f central concern
will be how the “empire writes back”: its repre­
sentations of political and literary histories, na­
tionalism, race, and gender. Readings by Said,
Aijaz Ahmad, Amin, Rushdie, Emecheta, Ousmane, Dangarembga, A chebe, Nwapa, and
Mariamma Ba.

T his course looks at Hollywood “women’s
films” and television soap operas, their sources
in 19th- and 20th-century popular fiction and
melodrama, and the cultural practices sur­
rounding their promotion and reception. How
do race, class, and sexual orientation intersect
with gendered genre conventions, discourses of
authorship and critical evaluation, and the
paradoxes of popular cultural pleasures? U ncle
Tom ’s C abin , G on e W ith the W ind, R eb ecca,T h e
Joy L u ck C lu b.

1 credit.

1 credit.

Spring 2004. Lesjak.

N ot offered 2003-2004■

ENGL 087. American Narrative Cinema
Considers film as narrative form, audiovisual
medium, industrial product, and social prac­
tice, emphasizing the emergence and domi­

191

English Literature

ENGL 090. Queer Media
How are sexual identities mediated by popular
culture? How do lesbian and gay film and video
makers “queer” sexual norms and standard
media forms? Challenging classic Hollywood’s
heterosexual presumption and mass media ap­
propriations o f lesbian and gay culture, we will
examine lesbian and gay aesthetic strategies
and modes of address in contexts such as the
Am erican and European avant-gardes, A ID S
activism, and diasporan film and video move­
ments.
1 credit.
Not offered 2003-2004■

ENGL 091. Feminist Film and Media
Studies
T his course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production con­
texts, and styles: mainstream and independent,
narrative, documentary, video art, and experi­
mental. Readings will address questions of
authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
1 credit.
N ot offered 2003-2004-

ENGL 093. Studies in Film and Literature
A study of the complex ways in which film and
literature interact. H eart o f D arkness as the
source and inspiration for A pocalypse N ow . T h e
collaboration o f Handke and Wenders on
Wings o f D esire. T h e self-reflexive meta-forms
of Pirandello and Resnais. Dramatic and cine­
matic treatments of Kaspar Hauser and the Ele­
phant Man. Versions of Beauty and the B east by
Cocteau and Disney.

work before the beginning of the semester dur­
ing which the study is actually done. Deadlines
for the receipt o f written applications are the
second Monday in November and the first
Monday in April. Normally limited to juniors
and seniors.
0.5-1 credit.
Staff.

ENGL 098,098A. Senior Thesis
Course majors in the department may pursue a
thesis of their own choosing under the supervi­
sion o f a member o f the department. T h e the­
sis may be for 1 (40-50 pages) or 2 (80-100
pages) credits. A brief prospectus for the pro­
je c t must be submitted for approval by the de­
partment in April of the junior year. Before
submitting this prospectus, course majors should
consult with the department chair and with the
department member who might supervise the
project. T his work must be separate from that
o f the senior culminating essay, required of
every course major for graduation.
1 or 2 credits.
Staff.

ENGL 099. Senior Culminating Essay
During the fall and spring terms of the senior
year, each course major is required to write a
senior essay. Proposals are due in the fall, and
completed essays are due in the spring. Details
about the essay are available in the English Lit­
erature Department Office. O ne-half credit
will be awarded for the essay, normally in the
spring term; the essay will receive a regular let­
ter grade.
0 .5 credit.
Spring sem ester. Staff.

1 credit.
N ot offered 2003-2004-

SEMINARS

097-099: INDEPENDENT STUDY AND
CULMINATING EXERCISES

H onors sem inars are open to juniors and seniors
only and require approval o f the departm ent chair.
Priority is given to honors m ajors and m inors.

ENGL 097. Independent Study and
Directed Reading
Students who plan an independent study or a
directed reading must consult with the appro­
priate instructor and submit a prospectus to the
department by way o f application for such

19 2

GROUP I: (Pre-1830)
ENGL 10 1. Shakespeare*
Study of Shakespeare as dramatist and poet.
T h e emphasis is on the major plays, with a
more rapid reading o f much o f the remainder of
the canon. Students are advised to read through

all the plays before entering the seminar.
2 credits.
Fall 2003. N. Johnson. Spring 2004. Campos.

ENGL 102. Chaucer and Medieval
Literature*
A survey o f English literature, primarily poetry,
from the eighth through the 15th centuries
with an emphasis on Chaucer. Texts will in­
clude B eow u lf, Sir G aw ain and the G reen
Knight, T he C anterbu ry T ales, Troilus and
Criseyde, P earl, Piers Plowm an, selected me­
dieval plays, Arthurian materials, and Margery
Kempe’s autobiography. Chaucer will be read
in Middle English; other works will be read in
translation or modernized versions.
2 credits.
Not offered 2003-2004.

ENGL 106. Renaissance Epic*
The two major English epics of the period,
Spenser’s Farie Q ueene and M ilton’s Paradise
Lost, considered in contexts of social and liter­
ary history, including two epic antecedents,
Virgil’s Aeneid and Tasso’s Jerusalem D elivered.
2 credits.
Not offered 2003-2004.

ENGL 107. Renaissance Literature*
Covers a range of Renaissance writing, empha­
sizing relations between texts and their social
realms. We’ll study the private exchange of
elite poetic texts, the relation between fame
and stigma for published authors, the profes­
sion of the playwright, the roles of women who
wrote, and the uses of writing in the Civil War.
Our readings will include significant amounts
of Shakespeare, non-Shakespearean drama,
criticism, and theory.
2 credits.
N ot offered 2003-2004.

ENGL 110. Romantic Poetry*
We’ll read the women poets of the period
(Smith, Robinson, Baillie, Wordsworth, Hemans, and L.E.L.) alongside their more famous
male contemporaries (Blake, Wordsworth,
Coleridge, Byron, Shelley and Keats) in order
to explore issues of concern to both: formal in­
novation, colonial expansion, (counter) revo­
lutionary politics.
2 credits.
N ot offered 2003-2004.

GROUP II (Post-1830)
ENGL 1 1 1 . Victorian Literature and
Culture
This seminar will treat novels, nonfictional
works, and visual art from the Victorian period
in the context of Britain’s age o f empire. We
will consider the major issues of the day— the
“Condition of England” question, the “woman
question,” theories of evolution and revolu­
tion, the role of aesthetics— and how they are
engaged and represented by different media
and disciplines. Works by Carlyle, M ill, Marx,
Darwin, Gaskell, Eliot, Gissing, Schreiner,
Wilde, among others.
2 credits.
F all 2003. Lesjak.

ENGL 112 . Women and Literature
Women’s poetry o f the 20th century: “Tell it
slant,” Emily Dickinson advises, and women
poets— whether or not they have read her
work— have typically taken her subversive ad­
vice to heart. How women “slant” their truth,
and how their poetic methods differ— if at
all— from those of their male counterparts will
form the center o f this inquiry into modernist
and postmodernist feminist aesthetics.
2 credits.
N ot offered 2003-2004.

English 113 . “ American Studies” *
This seminar considers methods o f analyzing
and interpreting “American Literature” that
reach to engage the social and historical con­
texts in which the nation was formed. W e will
read authors (Mary Rowlandson, Benjam in
Franklin, Jam es Fenim ore Cooper, R alph
Waldo Emerson, Frederick Douglass, Harriet
Beecher Stowe, N athaniel Hawthorne) who
have been central to the development of na­
tional American identity. W e will also consid­
er the different ways contemporary literary
critics have interpreted these texts to define
and understand the American experience.
2 credits.
F all 2003. K. Johnson.

ENGL 115 . Modern Comparative Literature
T h e fall semester will focus on fiction respon­
sive to colonial and postcolonial conditions as­
sociated with British and American empire
and hegemony. Writers will include Conrad,
Forster, A chebe, Emecheta, Faulkner, GarciaMarquez, Morrison, Silko, Erdrich, and Rushdie.

193

English Literature

ENGL 118 . Modern Poetry

Considerable attention will also be paid to anciliary theoretical and critical materials.
T h e spring semester will focus on Modernism:
theory and practice. Drawing on a range o f au­
thors writing between the 1840s and the 1940s,
this seminar will attend to the conceptual un­
derpinnings o f European modernism and will
seek to come to terms with several o f its most
salient texts. Primary readings will be drawn
from among the following writers: Kierkegaard,
Marx, Freud, Dostoevsky, Weber, Nietzsche,
Rilke, Kafka, Proust, Joyce, W oolf, Adorno,
and Benjamin. Secondary readings will include
essays by Lukács, B akhtin, C an etti, De
Certeau, and others. Students should have read
Joyce’s P ortrait o f the A rtist as a Young Man prior
to taking this seminar.
2 credits.
B oth sections will be offered in spring 2004.
Weinstein.

2 credits.

ENGL 116 . American Literature

N ot offered 2003-2004.

Advanced work in U .S. literary history. Stu­
dents who enroll in this course should nomi­
nate one or two works o f literature to be con­
sidered for the syllabus. These will be supple­
mented by other primary and secondary works
o f American literature and history chosen by
the instructor. Prior work in U .S. literature
and/or history is recommended.
2 credits.
N ot offered 2003-2004-

ENGL 12 1. The Harlem Renaissance in
The Jazz Age

1 1 7 . Ethnicities in the Modern World
This seminar course surveys critical theories of
race and ethnicity in relation to histories of
modernity and colonialism, and theories of
globalization and postcolonialism. Through
detailed readings of literary and social theory,
the course examines the multifaceted forma­
tion o f ethnic identity across axes o f race, class,
gender, and sexuality. Topics include: geogra­
phies o f race and space, performances o f ethnic
identity, civil rights and the politics o f resis­
tance, and the formation o f “post-national”
ethnic solidarities. W hile the readings draw on
a range o f geographical and historical contexts,
the class will m aintain a primary focus on the
ways in which race and ethnic identity are
formed in the contemporary United States, ex­
ploring the impact of new ethnicities on narra­
tives o f U .S. multiculturalism.
2 credits.
F all 2003. Mani.

194

A study o f 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.
F all 2003. Anderson.

ENGL 120. Critical and Cultural Theory
“Culture is one o f the two or three most
complicated words in the English language”
concedes Raymond Williams in Keyw ords. The
influence o f linguistics on philosophy and
anthropology will lead us to the subject of
culture— and the subject in culture. Marx,
Freud, Saussure, B enjam in, Lévi-Strauss,
Fanon, Irigaray, Foucault, Sedgwick, and de
Lauretis.

T his study extends and challenges received
conceptions o f the Harlem Renaissance by
reading the era in relation to T h e Jazz Age—
A frican American modernism side by side with
Am erican cultural nationalism. It weighs the
effects o f focusing on intersections between
American/African Am erican (and African)
cultural positions and their impact on each fol­
lowing World War I. Texts may range from
Hughes and Hurston to Stein and O ’Neill.
2 credits.
N ot offered 2003-2004.

ENGL 180. Thesis
A major in the Honors Program may, with de­
partment permission, elect to write a thesis as a
substitute for one seminar. T h e student must
select a topic and submit a plan for department
approval no later than the end of the junior
year. Normally, the student writes the thesis of
80 to 100 pages, under the direction o f a mem­
ber o f the Department, during the fall of the
senior year.
2 credits.
Staff.

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

195

Environmental Studies

Coordinator:

ARTHUR McGARITY (Engineering)
Holly A . Castleman (Administrative Assistant)

Committee:

Elizabeth Bolton (English)3
Erich Carr Everbach (Engineering)
Raymond Hopkins (Political Science)
Jose-Luis Machado (Biology)
Rachel Merz (Biology)
Carol Nackenoff (Political Scien ce)3
Hans Oberdiek (Philosophy)
Frederick Olthlieb (Engineering)'
Colin Purrington (Biology)
Richard Valelly (Political Science)
Mark Wallace (Religion)3
Larry Westphal (Economics)

1 A bsent on leave, fall 2003.

3

Profound anthropogenic changes are occurring
in the land, water, and air around us, and edu­
cation needs to respond to these changes.
Swarthmore’s heritage o f social concern com­
pels us to educate students so that they are well
informed about vital, current issues and capa­
ble o f full political participation. T h e College
has a responsibility to provide means for the
study o f environmental problems and to en­
courage students to develop their own perspec­
tives on these problems. T h e environmental
studies concentration is one way the College
meets these responsibilities.

REQUIREMENTS AND RECOMMENDATIONS

Environmental studies is truly interdisciplinary
and offers numerous opportunities for rigorous
interdisciplinary work because environmental
issues have scientific, engineering, social, po­
litical, economic, literary, and philosophical
dimensions that must be addressed. Therefore,
our program is structured as an interdisciplinary
minor. This program helps guide students to the
many academic fields that afford a perspective
on environmental problems and enables them
to explore questions most compelling to them
from the vantage point of various disciplines in
the natural and social sciences, engineering,
and the humanities.

196

A bsent on leave, 2003-2004.

A n interdisciplinary minor in environmental
studies consists of an integrated program of five
courses plus a capstone seminar, taken in addi­
tion to a regular major. A n honors minor is also
available with similar requirements plus an ex­
ternal exam ination on an approved topic that
links together two o f the courses.
Students must take five courses from the list
that follows, including at least one course in
environmental science/technology, at least one
course in environmental social science/humanities, and at least one more from either of these
two groups for a minimum o f three courses in
these two categories. Up to two courses may be
chosen from the list o f adjunct courses. Stu­
dents should regularly check the program’s
W eb site (http://www.swarthmore.edu/es) for
additions and changes to course lists. Students
may petition the Faculty Committee on Envi­
ronmental Studies to have courses taken at
other institutions fulfill some o f these require­
ments. A t least four of the five coursés must be
outside the major. One o f the courses may be
independent work or a field study (in the Unit­
ed States or abroad) supervised by a member of
the committee (EN V S 090). In addition to the
five courses, each concentrator will participate
in the capstone seminar in environmental

studies (EN V S 09 1 ) during the spring semester
of the senior year. T h e capstone seminar will
involve advanced interdisciplinary work on
one or more issues or problems in environmen­
tal studies. Leadership o f the capstone seminar
rotates among the members of the Faculty
Committee on Environmental Studies.
Students may request credit in environmental
studies for interdisciplinary environm ental
courses taken at other institutions (domestic
and foreign). Application forms for credit eval­
uations are available on the program’s Web
site. Swarthmore College sponsors environ­
mental foreign study programs in G hana (West
Africa) and in Poland (details later).

COURSES IN ENVIRONMENTAL SCIENCE/
TECHNOLOGY
The environmental science/technology cate­
gory includes courses that emphasize tech­
niques and methodologies of the sciences and
engineering and whose subject is central to en­
vironmental studies. Therefore, all concentra­
tors will be familiar with a body o f scientific
knowledge and scientific approaches to envi­
ronmental problems.
CHEM 001. Chemistry in the Human
Environment
BIOL 036. Ecology
BIOL 037. Systematic Botany
BIOL 039. Marine Biology
BIOL 116. Microbial Processes and
Biotechnology
BIOL 130. Behavioral Ecology
ENGR 004A . Introduction to Environmental
Protection
ENGR 004E. Introduction to Sustainable
Systems Analysis
ENGR 063. W ater Quality and Pollution
Control
ENGR 066. Environmental Systems
GEOL 103 (Bryn Mawr College).
Environmental Geology.

COURSES IN ENVIRONMENTAL SOCIAL
SCIENCES/HUMANITIES
T h e environmental social science/humanities
category includes courses that are central to
environmental studies and focus on values,
their social contexts, and their implementa­
tion in policies. Thus, all concentrators will
have studied the social context in which envi­
ronmental problems are created and can be
solved.
ECO N 076. Environmental Economics
ED U C 065. Environmental Education
PO LS 043. Environmental Policy and Politics
POLS 047. G lobal Policy and International
Institutions: Hunger and Environmental
Threats
EN G L 005L. Reading Nature
EN G L 070G . W riting Nature
PO LS 222 (Bryn Mawr College). Introduction
to Environmental Issues
P SY C 057. Psychology of Environmental
Problems
RELG 022. Religion, the Environment, and
Contemplative Practices

ADJUNCT COURSES
T h e following are courses that are relevant to
environmental studies that can be included in
the five courses required for the concentration
but are not central enough to justify their in­
clusion in the preceding groups:
BIO L 016. Microbiology
BIO L 017. M icrobial Pathogenesis and
Immune Response
B IO L 026. Invertebrate Zoology
B IO L 027. Crop Plants
EN G R 003. Problems in Technology
EN G R 004B . Swarthmore and the Biosphere
EN G R 035. Solar Energy Systems
EN G R 057. Operations Research
E N V S 002. Human Nature, Technology, and
the Environment (description later)
E N V S 090. Directed Reading in
Environmental Studies (Advanced
permission of instructor is required.)
EN V S 092. Research Project
M A TH 061. Modeling
PH YS 020. Principles of the Earth Sciences

197

Environmental Studies

ENVS 002. Human Nature, Technology,
and the Environment
T his course examines the relationships among
the environment, human cultures, and the
technologies they produce. T h e continually
accelerating pace of technological change has
had effects on both the local and global envi­
ronment. Although technology may be respon­
sible for environmental degradation, it may
also serve as an important societal mechanism
that can help us evolve toward a sustainable
society. T his course investigates how humans
evolved, what tools they employed and what
the consequences o f new technologies were for
human kind and the surrounding environ­
ment. Special attention is given to how the
problems of the 21st century relate to circum­
stances of the past.
1 credit.
N ot offered 2003-2004. Everbach.

FOREIGN STUDY PROGRAMS
Poland Environmental Studies Foreign
Study Program
A program o f study is available at universities
in Krakow, Poland, for students who desire a
foreign study experience in environmental
studies. Students usually take three courses
taught in English consisting o f the survey
course Environmental Science and Policy in
Central and Eastern Europe, plus two other
courses that depend on student interests. In ad­
dition, students are required to take an inten­
sive orientation course on Polish language and
culture. For more information, see the Web
site: http://www.swarthmore.edu/es/Poland.html.

Environmental Studies in Ghana,
West Africa
A n integrated program in environmental stud­
ies built around a research project with a
G hanian mentor is available in spring 2004.
See the W eb site at http://esig.swarthmore.edu
for more information.

198

Film and Media Studies

Coordinators:

PATRICIA WHITE, Coordinator (English Literature)

Committee:

Miguel Diaz-Banriga (Sociology and Anthropology)
Marion Faber (German)
BrUCe Grant (Anthropology)
Hail! Kong (Chinese)
Sunka Simon (Germ an)1
Craig Williamson (English Literature)
Carina Yervasi (French)1
Nandini Sikand, Visiting Assistant Professor (part tim e)6

1 Absent on leave, fall 2003.

Moving images have been one of the most dis­
tinctive innovations and experiences o f the
past century. In today’s media-dependent cul­
ture, developing a critical understanding and a
historical knowledge of media forms is vital.
Film and media studies provides an interdisci­
plinary understanding o f the history, theory,
language, and social and cultural aspects of
film, with some emphasis on other movingimage genres such as video, television, and
computer-based media; introduces research
and analytical methods; and encourages crosscultural comparison o f media forms, histories,
institutional contexts, and audiences. Film and
media studies incorporates courses from visual
ethnography, psychology, and literary and cul­
tural studies and offers core courses in the field,
providing some opportunity for training in pro­
duction to enhance critical studies.
Students may add a minor in film and media
studies to any major, and students in the Hon­
ors Program may pursue an honors minor in
film and media studies, by meeting the require­
ments set forth subsequently. Students inter­
ested in pursuing a special major in film and
media studies should review the following
guidelines and consult with the coordinator.
All students interested in incorporating film
and media studies into their programs must
submit a proposal as part of their sophomore
paper or apply by submitting a modified plan of
study in the junior year or early in the senior
year. This proposal should be developed in
consultation with advisers from the Film and
Media Studies Committee and is subject to
approval.

6 Spring 2004.

REQUIREMENTS AND RECOMMENDATIONS
Minor
A ll students must take a minimum of 5 credits,
which may be selected from the courses and
seminars listed later or from those taken abroad
or at Bryn Mawr, Haverford, or University of
Pennsylvania, when the work is approved by
the committee. T h e 5 credits should include
F M ST 001: Introduction to Film and Media
Studies, normally taken in the first or second
year; and F M ST 092: Film Theory and Culture,
normally taken in the senior year. Additional
courses in national cinemas, production, visual
ethnography, and media and cultural studies
should be selected with a broad program in
mind.

Honors Minor
Students in the Honors Program may minor in
film and media studies by meeting the require­
ments set forth earlier and by preparing for and
taking one external exam. T h e preparation
may consist of F M ST 092: Film Theory and
Culture, plus the 1-credit honors attachment
092A , an approved seminar, a 2-credit thesis,
or a course combination with the approval of
the film and media studies coordinator. A t
least 2 credits o f the work in the honors minor
must be in a department or field outside the
student’s honors major. Senior honors study
(S H S ) may consist o f a revised essay submitted
for a course or seminar in the preparation or
may follow the SH S procedures for the seminar
in question.

199

Film and Media Studies

Special Major
Special course or honors majors in film and
media studies must be approved by the Film
and Media Studies Comm ittee and by the de­
partments from which the applicant intends to
draw 2 or more credits for the program. Stu­
dents must take a minimum o f 9 credits. F M ST
001 and F M ST 092 are required, and students
must also take at least 1 course in a national
cinema. Special majors will take an exam, or
write a thesis or do a thesis project (FM ST 098
or 180) to fulfill the senior comprehensive re­
quirement. Students are encouraged to take
F M S T 002. Remaining courses and seminars
may be drawn from a range o f departments
(work in at least two departments in addition
to film and media studies is required for each
program). Such courses do not have to be
selected from the list below if they are approved
by the film and media studies coordinator (e.g.,
Directing or Lighting Design in Theater, Pho­
tography in Art, or Aesthetics in Philosophy.)

COURSES

Limited to 12 students. Students may be re­
sponsible for some production expenses.
1 credit.
Spring 20 0 4 . Sikand.

FMST 092. Film Theory and Culture
Capstone course covering major paradigms and
debates in classical and contemporary film the­
ory and historiography: realism, montage,
semiotics, apparatus theory, theories of the
avant-garde, Third Cinema, spectatorship, and
cultural studies. This course is for senior minors
and special majors, and other seniors and
juniors with background in film studies with
instructor’s permission. Authors: Bazin, Ben­
jam in, de Lauretis, Deleuze, Eisenstein, Han­
sen, Kracauer, and W ollen. Directors: Akerman, Eisenstein, Frampton, Haynes, Godard,
Lanzman, Ophuls, Powell, Vertov, and Welles.
1 credit.
Spring 2004- W hite.

FMST 092A. Honors Attachment to Film
Theory and Culture
1 credit.
Spring 20 0 4 . W hite.

FMST 001. Introduction to Film and
Media Studies
Provides groundwork for further study in the
discipline. Introduces students to concepts,
theories, and methods o f film, video, and tele­
vision studies such as formal analysis o f image
and sound, aesthetics, historiography, genres,
authorship, issues o f gender, race, ethnicity,
and nation, economics, and reception and au­
dience studies. Emphasis on developing writ­
ing, analytical, and research skills. Films and
videos by Benning, H itchcock, Godard, Murnau, Sembene, Scorsese, Trinh, Welles, and
others, as well as selected television genres.
I credit.

FMST 097. Independent Study
0 .5 to 1 credit.

FMST 098. Thesis
For students completing a special major in
course.
1 credit.

FMST 180. Thesis
For students completing a special major in
honors.
2 credits.

ADDITIONAL COURSES

F all 2003. W hite.

FMST 002. Video Production Workshop
Provides instruction in basic technical aspects
o f digital video production and background in
formal properties o f video- and filmmaking.
Exercises are designed to ensure a sound tech­
nical foundation as well as to familiarize stu­
dents with the aesthetic principles underlying
a variety o f film styles and traditions. Prerequi­
site: A prior Swarthmore film studies course
and permission o f instructor or coordinator.

200

For descriptions of the following courses, please
consult the appropriate section of the course
catalog:

Courses Offered 2003-2004
EN G L 087. American Narrative Cinema
(W hite)
G ER M 091. Special Topics: Popularliteratur
(Sim on)

JPNS 024. Japanese Film and Animation
(Gardner)
PSYC 048. Technology, Self, and Society
(Gergen)
SOAN 23D. Soviet Cinem a I (Grant)
SOAN 23E. Soviet Cinema II (Grant)
SOAN 032B. Visualizing Latino Culture
(Diaz-Barriga)
SOAN 091. Practicum in Visual Ethnography
(Diaz-Barriga)
SOAN 111. Visual Ethnography
(Diaz-Barriga)

Courses Not Offered 2003-2004
CHIN 055. Contemporary Chinese Cinema
(Kong)
CHIN 056. History of Chinese Cinema
(Kong)
ENGL 087. American Narrative Cinema
(W hite)
ENGL 088. American Attractions
(White/Ullman)
ENGL 089. W omen and Popular Culture:
Fiction, Film, and Television (W hite)
ENGL 090. Queer Media (W hite)
ENGL 091. Feminist Film and Media Studies
(W hite)
ENGL 093. Studies in Film and Literature
(Williamson)
FREN 073. Roman et cinéma:
Revolutionizing Everyday Life (Yervasi)
GERM 088. Frauen und Film (Faber)
LITR 028F. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema (Yervasi)
LITR 051G . Race and Gender in European
Cinema (Simon)
LITR 055G . Film and Literature in Weimar
Germany (Faber)
LITR 058. Cyberculture (Sim on)
PSYC 048. Technology, Self, and Society
(Gergen)
R U SS 024. East European and Soviet Cinema
(Komaromi)

201

Francophone Studies

Coordinator:

BERNOUSSI SALTANI (French)
Eleonore Baginski (Administrative Coordinator)

Committee:

Jean-Vincent Blanchard (French)910
Robert BuPIOSSiS (History)
Bruce Grant (Sociology and Anthropology)
Cynthia Perwin Halpern (Political Science)
Sally Hess (Dance)
Tamsin Lorraine (Philosophy)
George Moskos (French)112
Micheline Rice-Maximin (French)1
Mark Wallace (Religion)
Philip Weinstein (English)
Carina Yervasi (French)11

1 A bsent on leave, fall 2003.
9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2003.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2004.

11 Program director, Swarthmore Program in
Grenoble, fall 2003.
12 Program director, Swarthmore Program in
Grenoble, spring 2004.

T h e minor in Francophone studies explores
areas and peoples significantly influenced by
and participant in Francophone cultures
throughout the world: Africa, the Americas,
Europe, and Southeast Asia. It takes a broad
view of cultural achievements and thus will ex­
amine cultural diversity and identity at all
community levels. Through the use o f analyti­
cal methods drawn from both the humanities
and the social sciences, the minor encourages
interdisciplinarity in courses, seminars, and
student programs o f study. W ithin a cultural
studies approach, various perspectives will be
used to establish new critical and theoretical
paradigms to understand better the complex
relations and reciprocal influences between
“centers” and “peripheries.”

REQUIREMENTS AND RECOMMENDATIONS

Through the study of an important transna­
tional culture, the minor will prepare students
for graduate education and careers in interna­
tional relations, business, law, and academic
disciplines and enable them to participate bet­
ter in our increasingly globalized world. Besides
the study of Francophone language, literature,
and culture courses offered in the Department
of M odem Languages, students will have the
opportunity of using French-language materials
in many o f the courses and seminars offered by
other departments.

202

►

A minor in Francophone studies consists of 5
credits from courses designated subsequently.
Students should note that m ost courses have pre­
requisites, which m ust be satisfied before courses
m ay be taken . N o more than 2 credits may be
from the student’s major department, and at
least 2 credits must come from courses marked
#. Only 1 credit taken abroad may count to­
ward the minor. A t least 3 credits must come
from core courses and seminars, whereas only 2
credits may come from cognate courses or semi­
nars. Students are expected to work in at least
two departments.
To ensure a strong groundwork for all minors, 1
o f the credits must be a core course; we partic­
ularly recommend FREN 025 and H IST 022,
but any o f the core courses or seminars can
function as an introductory course. In addition
to the 5 credits, each minor will complete a 15to 20-page independent, interdisciplinary se­
nior paper. T h e initial proposal and bibliogra­
phy, which are due immediately after the
Thanksgiving break, must be approved by two
professors in two different departments. The
completed paper is due at the end of spring
break. T h e defense will occur in May.

1

Students are required to be proficient in the
French language: to complete FREN 004 or the
equivalent. They are strongly encouraged to
study abroad in a French-speaking country. In
addition, they must either take an advanced
literature or culture course in French or use
French-language sources in the senior paper. In
any case, students are encouraged to read
French-language materials in the original lan­
guage whenever possible.

FREN 033. Le Monde francophone: fictions
d’enfance#

Couise Minor

FREN 040. Théâtre français: Pouvoir et
résistance*,+

Courses and seminars that may be offered for a
Francophone studies minor are the followings
(# indicates courses that cover Francophone
material outside of France and/or multicultural
material):
The * means courses offered 2003-2004.

CORE COURSES AND SEMINARS
Seventy-five to 100 percent Francophone con­
tent: A t least 3 credits required.

Courses in Disciplines Other Than French
ARTH 017. Nineteenth-Century European
Art*

Seminars in Disciplines Other Than
French
ARTH 168. Dada and Surrealism
THEA 106. Theater History Seminar

French Courses Numbered 012 and Above
FREN 012C. Literature and Culture of
Quebec#, *

FREN 030. Topics in Seventeenth- and
Eighteenth-Century Literature: L’invention
de la modernité féminine en France
(16e-18e)*

FREN 036. Poésies d’écritures françaises#
FREN 037. La Ville occidentale dans la
literature francophone#

FREN 060. Le Rom an du 19ème siècle
FREN 061. Odd Couplings: W riting and
Reading Across Gender Lines*
FREN 062. Le Romantisme
FREN 065. Poésie de la modernité: de
Baudelaire aux Surréalistes
FREN 067. Twentieth-Century French
Theater: Reading and Performance
FREN 070F. Caribbean and French
Civilizations and Cultures*
FREN 0 7 IF. French Critical Theory: From
Foucault to Baudrillard*
FREN 072. Le Rom an du 20ème siècle:
W om en in the Literary Field
FREN 073. Rom an et cinéma:
Revolutionizing Everyday Life
FREN 075F. Haïti and the French Antilles
and Guyane in Translation#
FREN 076. Ecritures au féminin#
FREN 077. Prose fiancophone: Littérature
et société#
FREN 078. Théâtre et société#

FREN 012C. Cultures ftançaise et
maghrébine#

FREN 079F. Scandal in the Ink: Queer
Traditions in French Literature

FREN 012L. Introduction à l’analyse
littéraire*

FREN 080. Social Issues in Caribbean Texts
(Cross-listed as L IT R 080F, cross-listed
with black studies)

FREN 022. Le Cinéma fiançaise: Le Cinéma
de la ville
FREN 023. Topics in French Civilization#
FREN 024. Mysticisme et littérature
maghrébine#
FREN 025. Introduction to the Francophone
World#, *
FREN 028. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema #,+

FREN 091. Special Topics (Counting as #
depending on the topic o f the year)
Histoire/s et fiction#, *

French Seminars
FREN 102. Baroque Culture and Literature
FREN 104. Stendhal et Flaubert
FREN 105. Proust
FREN 106. Poésie symboliste: autour de
Mallarmé

203

Francophone Studies

FREN 108. Le Roman du 20ème siècle:
romans modernes et contemporain*

RELG 01 IB . Religious Symbols and Islamic
Experience*

FREN 109. Le Romantisme

RELG 053. Islam in the M odem World*

FREN 110. Histoires d’îles+

SO A N 003B . Nations and Nationalisms*

FREN 111. Espaces Francophones#

SO A N 023B . History of Culture Concept

FREN 112. Ecritures Francophones: fiction et
histoire dans le monde francophone#,+
FREN 114: Théâtre d’écritures françaises#

Cognate Seminars (30 percent Francophone
content minimum)
H IS T 117. State and Society in Early Modem
Europe*

FREN 115: Paroles de Femmes#

H IS T 122. Revolutionary Europe 1750-1870

FREN 113. Voyage et littérature#, *

FREN 116: La Critique littéraire: Racine,
Rousseau, Baudelaire, Proust

COGNATE COURSES AND SEMINARS

H IS T 124- Europeans and Others Since 1750
H IS T 140. T h e Colonial Encounter in
Africa#, *
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism*
PO LS 101. Political Theory: Modem

Thirty percent Francophone content mini­
mum: N o m ore than 2 credits m ay count tow ard
the concentration,

Cognate Courses
A R T H 056. Print Culture in Early Modem
Europe*
D A N C 022. History of Dance: Europe’s
Renaissance Through 1900
D A N C 036. Dance and Gender
ECO N 082. Political Economy o f Africa#
ENGL 072. Proust, Joyce, and Faulkner
H IS T 001U . First-Year Seminar: T h e A tlantic
World
H IS T 003. M odem Europe*
H IS T 008B . Modem Africa, 1880 to Present#
H IS T 020. Official and Popular Cultures in
Early M odem Europe
H IS T 031. Revolutionary Iconoclasm: Tearing
Down the Old, Building the New
LIN G 027. Sociolinguistics of African
Languages*
L IT R 014. M odem European Literature
M U SI 004. Opera
M U SI 009. Music o f the Caribbean
M U SI 022. Nineteenth-Century Music
M U SI 023. Twentieth-Century Music
M U SI 038. Color and Spirit
PHIL 039. Existentialism
PO LS 003. Introduction to European Politics
PO LS 012. M odem Political Thought

204

RELG 112. Postmodern Religious Thought
SO A N 102. History and Myth
SO A N 103. G ift and Fetish
SO A N 123. Culture, Power, Islam
N ote: A m ong all the courses listed above, those
satisfying the requirem ent o f at least 2 credits cov­
ering Francophone m aterial ou tsid e o f F ran ce
and/or m u lticu ltu ral m a teria ls are m arked #.
These can be courses in French or in other dis­
ciplines. FREN 091 (Special Topics) may
count among this category, depending on the
topic o f the year.

MINOR IN FRANCOPHONE STUDIES
To be eligible to m inor in Francophone studies
for the Honors Program, students must com­
plete all the requirements for the Francophone
studies minor. This entails the completion of 5
credits and the writing of the senior paper. The
senior paper deadlines are as follows: Initial
proposal and bibliography are due immediately
after the fall break. T h e first draft is due to the
director immediately after Thanksgiving break.
T h e last draft is due to all French faculty by the
end of spring break. T h e completed paper is due
mid-April. T h e defense will take place in May.
Candidates for an honors minor will offer a
single 2-credit preparation outside the designated
honors m ajor. T h e student will follow the re­
quirements for senior honors study for the
minor in the department in which the seminar
is offered and take that exam.

German Studies

Coordinator:

MARION FABER (German)
Eleonore Baginski (Administrative Coordinator)

Committee:

Henry Erik Butler (German)
Richard Eldridge (Philosophy)
Pieter Judson (History)
Janies Kurtll (Political Science)
Tamsin Lorraine (Philosophy)
Michael Marissen (Music)
Braulio Munoz (Sociology and Anthropology)
Sunka Simon (German)
Hansjakob Werlen (Germ an)3
Thomas Whitman (Music)

3 Absent on leave, 2003-2004.

The concentration in Germ an studies grows
out of the co n n ectio n betw een Germ an
thought and art of the 19th and 20th centuries.
Figures such as Goethe, Wagner, Nietzsche,
Marx, and Freud, for example, go beyond the
boundaries of particular disciplines. In addi­
tion, the study of Germ an history and politics
enriches and is enriched by the study of G er­
man literature and art. A combination of ap­
proaches to German culture introduces the stu­
dent to a field of knowledge crucial to contem ­
porary society and prepares the student for
graduate work in a good number o f academic
disciplines as well as for various international
careers. The concentration may be undertaken
in the course program or in the Honors Pro­
gram. Concentrators should consult the pro­
gram coordinator during the sophomore year to
plan their work toward the concentration.

the junior year and written in the fall semester
of the senior year. A n interdisciplinary thesis
for the student’s major department may fulfill
this requirement.
It is required that students do substantial work
in the German language (G ER M 004 or the
equivalent). It is also strongly recommended
that students study in Germany (for a summer
or, preferably, for a semester) if at all possible.
A fter studying abroad, concentrators must take
at least one additional class in Germ an studies.
Students who do not take an advanced litera­
ture course must either use original German
sources in the thesis or add an attachm ent in
Germ an to one course in the concentration.
N ote: A student can accomplish a special
major in German studies by taking 5 addition­
al credits from the courses listed subsequently.

Course Minor
REQUIREMENTS AND RECOMMENDATIONS
Students are required to take 5 credits from
designated courses in Germ an studies, 3 of
which must be outside the student’s major de­
partment. To ensure a common groundwork for
all concentrators, students must take the core
course, GERM 014: Introduction to German
Studies. To ensure work in depth, , at least 1
credit must be a thesis on an interdisciplinary
topic, normally to be proposed at the end of

R equirem ents. T h e requirements for the G er­
man studies course minor are identical to the
general requirements (5 credits, including the
core course G ER M 014) except that students
need not write an interdisciplinary thesis.

Honors Minor
R equirem ents. T h e German studies concentra­
tion offers only a minor in the Honors Pro­
gram. Students in the Honors Program are ex­
pected to be sufficiently proficient in spoken
and written German to complete all their work
in German and are strongly advised to spend at

205

German Studies

least one semester of study in a German-speak­
ing country. Candidates are expected to have a
B average in course work both in the depart­
ment and at the College.
Prerequisites. G ER M 0 1 4 and an advanced
course in German studies.
P reparations. A seminar in Germ an studies (or,
in lieu o f the seminar, two advanced courses in
German studies).

Senior Honors Study and Examination
Honors preparation will include a revised ver­
sion o f a seminar paper (approximately 3,000
words) from the seminar for which the student
is being examined. Otherwise, preparation for
the examination will be discussed with the di­
rector o f Germ an studies on a case-by-case
basis to ensure adequate preparation for the
honors examination. No credit will be given
for the revised paper.
T h e honors examination will take the form of
a three-hour written examination based on a
German studies seminar or, in lieu o f the sem­
inar, two advanced courses in German studies
and a 30- to 45-m inute oral exam ination based
on all previous work in the field.
T h e following courses and seminars may be
offered for a German studies concentration:

COURSES

(1 credit)

Qerm an courses num bered 0 0 4 and above.
L IT R (Q) courses taught in English.
H IS T 028. Nations and Nationalism in
Eastern Europe
H IS T 035. T h e Jew as O ther
H IS T 036. M odem Germany
H IS T 037. History and Memory: Perspectives
on the Holocaust/LITR 037G
M U SI 006. Beethoven and the Rom antic
Spirit
M U SI 022. Nineteenth-Century Music
M U SI 033. Lieder
M U SI 034. Bach
M U SI 035. Late Romanticism
PHIL 029. Philosophy o f M odem Music*
PHIL 039. Existentialism*
PHIL 049. Marx, Nietzsche, and Freud
S O A N 083. Senior Colloquium on A rt and
Society*

206

SEMINARS

(2 credits)
H IS T 122. Revolutionary Europe+
H IS T 125. Fascist Europe
M U SI 101. Bach
PHIL 114. Nineteenth-Century Philosophy
(fall 2002)
PHIL 137. German Romanticism and
Idealism
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism

RELG 106. Contemporary Religious Thought
SO A N 101. Critical M odem Social Theory
SO A N 105. M odem Social Theory
SO A N 115. Freud and M odem Social Theory
G ER M 104. G oethe und seine Zeit
G ER M 105. Die deutsche Rom antik
G ER M 108. German Studies Seminar:
W ien und Berlin
G ER M 110. Germ an Literature A fter World
W a rll
G ER M 111. Genres
* Cognate cou rse: No more than two may be
counted toward the German studies concentra­
tion.
+ C ognate sem inar: N o more than one may be
counted toward the German studies concentra­
tion.

History

STEPHEN P. BENSCH, Professor
STEPHEN DALE, Visiting Professor'
ROBERT S. DuPLESSIS, Professor
LILLIAN M. LI, Professor
MARJORIE MURPHY, Professor
ROBERT E . WEINBERG, Professor
TIMOTHY J . BURKE, Associate Professor
ALLISON DORSEY, Associate Professor'
BRUCE A. DORSEY, Associate Professor
PIETER M. JUDSON, Associate Professor and Chair
DIEGO ARMUS, Assistant Professor2
ANNE CHOI, Visiting Assistant Professor and M ellon Postdoctoral Fellow
THERESA BROWN, Administrative Assistant1

1 Absent on leave, fall 2003.

2 A bsent on leave, spring 2004.

COURSE OFFERINGS AND PREREQUISITES

preparation for law school and enabled them to
succeed as attorneys.

The courses and seminars offered by the His­
tory Department attempt to give students a
sense of the past; an acquaintance with the so­
cial, cultural, and institutional developments
that have produced the world o f today; and an
understanding of the nature o f history as a dis­
cipline. The discipline o f history is a method o f
analysis that focuses on the contexts in which
people have lived and worked. Our courses and
seminars emphasize less the accumulation of
data than the investigation, from various view­
points, of those ideas and institutions— politi­
cal, religious, social, economic, and cultural—
by which people have endeavored to order
their world. T he History Department’s curricu­
lum introduces students to historical method­
ology and the fundamentals o f historical re­
search and writing.

Courses and seminars offered by the History
Department are integral to most interdiscipli­
nary programs, such as Black Studies, Franco­
phone Studies, German Studies, Latin Ameri­
can Studies, Peace Studies, and Women’s Stud­
ies as well as to the majors in Asian studies and
Medieval Studies. Students interested in these
programs should consult the appropriate state­
ments o f requirements and course offerings. In
addition, we encourage students who wish to
obtain teaching certification to major in histo­
ry (see section on Teaching Certification for
more information).

The study of history prepares students for a
wide range of occupations and professions be­
cause it develops their analytical, writing, and
research skills. Former Swarthmore history ma­
jors can be found in all sectors o f the economy,
ranging from Wall Street to the world o f med­
icine, from elementary and high schools to
trade unions and public interest foundations
and institutes, from journalism and publishing
to consulting, and from the private to the pub­
lic sector. In particular, many of our former ma­
jors find that studying history was excellent

Survey Courses
Survey courses (002-011) are open to all stu­
dents without prerequisites and are designed to
serve the needs of students who seek a general
education in the field as well as to provide
preparation for a range of upper-level courses.
Survey courses provide broad chronological
coverage o f a particular field o f history. A l­
though these entry-level courses vary some­
what in approach, they normally focus on
major issues o f interpretation, the analysis of
primary sources, and historical methodology.

First-Year Seminars
First-year seminars (H IS T 001A -001Z; 1 cred­
it) explore specific historical issues or periods

207

History

in depth in a seminar setting; they are open to
first-year students only and are limited to 12
students. Students who are not admitted to
first-year seminars in the fall will receive prior­
ity for seminars in the spring.

Upper-Division Courses
Upper-division courses (H IS T 012-099; 1 cred­
it) are specifically them atic and topical in na­
ture 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) taken one o f the courses num­
bered 001-011; (2 ) received an Advanced
Placement score of 4 or 5 in any area; (3) re­
ceived the permission o f the instructor; or (4)
taken Classics courses 031, 032, 042, 044, or
056. Exceptions are courses designated “not
open to first-year students” or where specific
prerequisites are stated.

Double-Credit Seminars
Admission to these seminars is selective and
based on an evaluation o f the student’s poten­
tial to do independent work and to contribute
to seminar discussions. A minimum grade of
“B+” in at least two history courses and a
record of active and informed participation in
class discussions are required o f all students en­
tering seminars. In addition, recommendations
from department faculty members who have
taught the student are solicited.
Sophomores hoping to take history seminars in
their junior and senior years should give special
thought to the seminars that they list in their
sophomore papers. T h e department will weigh
the merit of each request on the basis o f the
importance o f the seminar to the student’s pro­
posed program as well as the student’s qualifi­
cations. Sem inar enrollments are normally
limited to 10. If you are placed in a seminar at
the end of your sophomore year, you will be
one o f 10 students guaranteed a space and you
are, in effect, taking the space o f another stu­
dent who might also like to be in the seminar.
Consequently, you should not list any seminar
in your sophomore paper without being quite
certain that you intend to take it if you are
admitted.

208

REQUIREMENTS
Major and Minor
Admission to the department as a major or
minor normally requires at least two history
courses taken at Swarthmore with a “B” aver­
age and a satisfactory standard of work in all
courses. In addition, admission to double cred­
it seminars and the Honors Program as either
major or minor requires a “B + ” average in at
least two Swarthmore history courses, a record
of active and informed participation in class
discussions, and recommendations from Histo­
ry Department faculty members. Courses in
Greek and Roman history offered by the Clas­
sics Department count toward this prerequi­
site. Students who intend to continue the
study of history after graduation should bear in
mind that a reading knowledge of one or two
foreign languages is generally assumed for ad­
mission to graduate school.
A ll majors (course and honors programs) in
history must take at least 9 credits in history
that fulfill the following requirements:
1. A t least 6 of the 9 credits are normally done
at Swarthmore.
2. A t least one course or seminar at Swarth­
more from each of the following categories:
(a) all courses and seminars before 1750 (in­
cluding C L A S 031, 032, 0 4 2 ,0 4 4 , and 056)
and (b) all courses and seminars in areas
outside Europe and the U nited States,
specifically Africa, Asia, Latin America, and
the Near East. T his distribution requirement
is designed to have students explore various
fields o f history and engage in comparative
historical analysis. A list o f these distri­
bution courses is on file in the department
office.
C ou rse M ajor
Complete the Senior Research Seminar (HIST
091) in which students write a research paper
based on primary sources. This course satisfies
the College’s requirement that all majors and
concentrations have a culminating exercise for
their majors. T he departm ent encourages students
to suggest possible research topics in their sopho­
m ore papers and to select topics by the end o f their
junior year.

Course Minor
Complete 5 history credits at Swarthmore C ol­
lege (AP, transfer credit, and foreign study
courses do not count). Two o f the 5 credits
must be from courses above the introductory
level.
T hesis
A student who wishes to write a thesis should
state her or his intention by submitting a pro­
posal at the beginning of the senior year. T h e
department must approve the topic before the
student can enroll in H IS T 092 (Thesis). T he
thesis should be a work o f about 10,000 to
15,000 words (50-75 pages), and a brief oral
examination will be conducted on completion
of the thesis.
Major an d M inor in th e H on ors P rogram
(E xternal Exam ination P rogram )
Seminars are the normal mode of preparation
for students majoring in history in the Honors
Program. Majors in the Honors Program will
complete three double-credit seminars and re­
vise one paper per seminar for their portfolio
submitted to external examiners. Revised pa­
pers will not be graded but will be included in
the portfolio to provide examiners a context
for the evaluation of the written examination
taken in the spring o f the senior year. Students
may substitute Honors Thesis (H IS T 180) for
one of their seminars. T h e thesis and revised
seminar papers are due by April 30.
Minors in the Honors Program will complete
one double-credit seminar in addition to 3
credits taken at Swarthmore (AP, transfer cred­
it, and foreign study courses do not count) and
include one revised paper from that seminar in
their portfolio.
Students in seminars take a three-hour written
examination at the end of each seminar and
will receive a grade from the seminar instructor
for their overall performance in the seminar,
including the written examination. Seminar
instructors will not normally assign grades dur­
ing the course o f the seminar, but they will
meet periodically with students on an individ­
ual basis during the course of the semester and
discuss their progress.
Seminars are a collective, collaborative, and
cooperative venture among students and facul­
ty members designed to promote self-directed
learning. Active participation in seminar is,
therefore, required of all students. Evaluation

of performance in seminar will be based on the
quality of seminar papers and comments during
seminar discussions, in addition to the written
examination. 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, submis­
sion o f seminar papers according to the dead­
line set by the instructor, reading o f seminar
papers before coming to seminar, completion of
all reading assignments before seminar, respect
of the needs of other students who share the re­
serve binders and readings, and eagerness to
engage in a scholarly discussion o f the issues
raised by the readings and seminar papers. T he
department reminds students that the responsi­
bility for earning honors rests squarely on the
students’ shoulders and will review on a regular
basis their performance in the program. Failure
to live up to the standards outlined previously
may disqualify students from continuing in the
Honors Program. Students earn double-credit
for seminars and should be prepared to work at
least twice as hard as they do for single-credit
courses.
T h e revised seminar papers are written in two
stages. During the first stage, students must
confer with their seminar instructor as to what
papers they are preparing for honors and what
revisions they plan for these papers. Seminar
instructors will offer advice on how to improve
the papers with additional readings, structural
changes, and further development o f argu­
ments. T h e second stage occurs when the stu­
dent 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. Stu­
dents will submit them to the department of­
fice by April 30. Students who fail to submit
their revised papers by the deadline will not
complete the Honors Program.
T h e department encourages students to form
their own study groups to prepare for the ex­
ternal examinations. Although faculty mem­
bers may, at their convenience, attend an oc­
casional study session, students are generally
expected to form and lead the study groups, in
keeping with the department’s belief that hon­
ors is a collaborative, self-learning exercise that
relies on the commitment of students.

209

History

Students enrolled as minors in history will sub­
mit one revised paper as part of their portfolio.
It is due by April 30.

ate credit may be counted toward the number of
courses required for graduation and may be used to
help fulfill the College’s distribution requirements.

FOREIGN STUDY

LANGUAGE ATTACHMENT

T h e History Department encourages students
to pursue the study o f history abroad and grants
credit for such study as appropriate. W e believe
that history majors should master a foreign lan­
guage as well as immerse themselves in a for­
eign culture and society. To receive Swarthmore credit for history courses taken during
study abroad, or at other colleges and universi­
ties in the U nited States, a student must have
departmental preapproval and have taken at
least one history course at Swarthmore (nor­
mally before going abroad). T h e department is
unable to offer credit for courses taken abroad
or elsewhere in the United States in which no
department member has expertise. Students
who want to receive credit for a second course
taken abroad or elsewhere in the United States
must take a second history course at Swarth­
more. Students must receive a grade o f C or
higher to receive history credit at Swarthmore.

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

ADVANCED PLACEMENT/INTERNATIONAL
BACCALAUREATE
T h e History Department will automatically
grant 1 credit to students who have achieved a
score o f 4 or 5 in either the U .S. or European
History Advanced Placement examinations if
they take any course numbered 001 through
O il and earn a grade o f “C ” or higher. Students
who want credit for two Advanced Placement
history examinations for which they scored a 4
or 5 must take a second history course at
Swarthmore and earn a grade o f C or higher.
This second course need not be a course num­
bered 001-0011. A grade of 4 or 5 allows stu­
dents to take some upper-division courses in
the History Department.
T h e History Department will also grant 1 cred­
it to students who have achieved a score of 6 or
7 in the International Baccalaureate examina­
tions if they take any course numbered 001
through 011 and earn a grade o f C or higher.
Advanced Placement/lntemational Baccalaure-

210

TEACHER CERTIFICATION
History majors can complete the requirements
for teacher certification through a program ap­
proved by the state of Pennsylvania. Because of
a change in teacher certification regulations
that occurred in November 2000, students
completing certification in 2004 and beyond
will complete the requirements for Citizenship
Education, For further information about the
relevant set o f requirements, please contact the
Department of Educational Studies director or
see the Department of Educational Studies Web
site: www.swarthmore.edu/SocSci/Education/.

COURSES
HIST 001 A . First-Year Seminar: The
Barbarian North
T h e seminar will explore how Germanic and
C eltic societies emerged and solidified their
identities as they came into contact with
Rom an institutions and Latin Christendom
from ca. 100 to 1050 A .D . Writings concern­
ing saints, scholars, kings, and warlords of the
period will be stressed.
T his course may count toward a major or
minor in Medieval Studies,
1 credit.
Spring 2004. Bensch.

HIST 001B. First-Year Seminar: Radicals
and Reformers in America
Visions o f social change from the American
Revolution to the 20th century.
I credit.
N ot offered 2003-2004- Bruce Dorsey.

HIST 001C. First-Year Seminar: Sex and
Gender in Western Traditions

HIST 001K. First-Year Seminar:
Engendering Culture

How have perceived natural differences between
the sexes contributed historically to social and
legal inequalities among men and women?

A seminar focused on the way in which Amer­
ican culture is infused with gender; how culture
is constructed and reconstructed to replicate
gender roles; the iconography o f the industrial
worker, gender in W PA art in public spaces,
New York night life, Joh n Wayne movies and
the masculine W est; suffrage in consumer
culture, militarism and pacificism, jobs and
gender.

This course may count toward a minor in
women’s studies.
1 credit.

Not offered 2003-2004. Judson.

HIST 001E . First-Year Seminar: The SelfImage of Latin America: Past, Present,
and Future
The course explores the views on Latin Amer­
ica developed by L atin A m ericans who,
through their writings and frequently also
through their political militancy, helped to de­
fine the successive agendas for change in their
own countries and in the region at large.
This course may count toward a minor in Latin
American Studies.
Fall 2003. Armus.

HIST 0016. First-Year Seminar: Women,
Family, and the State in China
This seminar will consider the roles o f Chinese
women and family both in traditional times
and in the 20th century, including elite and
peasant society. Drawing from diverse sources
(literary, philosophical, anthropological, etc.),
the seminar will examine the ways in which
culture and the state have defined these roles.
This course may count toward a major or
minor in Asian Studies. It may also count
toward a minor in W om en’s Studies.
Primary distribution cou rse. 1 credit.
Not offered 2003-2004. Li.

HIST 001J. First-Year Seminar: The
1950s: A New History of the Cold War Era
The opening o f the former Soviet U nion
archives created a firestorm of historical debate
concerning the politics o f the Cold War. This
seminar focuses on that debate and the schol­
arship introduced into the hotly contested is­
sues of McCarthyism, Isolationism and Con1tainment, the Korean War, Truman’s issuance
of the Loyalty Oath, Eisenhower’s leadership,
the Central Intelligence Agency’s role in
Guatemala, Iran, Cuba, and Nicaragua.
1 credit.
Not offered 2003-2004. Murphy.

1 credit.
F all 20 0 3 . Murphy.

HIST 001M . First-Year Seminar History of
Food in North America
W hat did people eat? How did they produce or
acquire their food? W hat cultural meanings did
people attach to particular food items? A study
o f the agricultural production, trade and con­
sumption o f foodstuffs in America from the
colonial era to modem times, this seminar will
investigate the economic, political and socio­
logical impact o f food choices on the popula­
tion o f the United States from the colonial era
to modem times.
1 credit.
F all 2004. Allison Dorsey.

HIST 001N. First-Year Seminar: The
Production of History
In this course, we will examine public produc­
tions of history and historical knowledge and
the complex dialogue between these visions of
history and the professional work of academic
historians.
1 credit.
N ot offered 2003-2004- Burke.

HIST 001P. First-Year Seminar: History of
the Left
This seminar focuses on the people and events
that shaped the history of the Left in the United
States.
1 credit.
N ot offered 2003-2004. Murphy.

HIST 001Q: First-Year Seminar: Angels of
Death: Russia Under Lenin and Stalin
T his seminar focuses on the history o f Russia
from the Revolution of 1917 through the death
o f Stalin. Particular attention is paid to assess­
ing the impact o f Lenin and Stalin on devel-

211

History

opments in the Soviet U nion and the interplay
among socioeconomic, cultural, and ideologi­
cal currents. Course materials include docu­
ments, novels and short stories, monographs,
and films.
1 credit.
F all 2003. Weinberg.

HIST 001S. First-Year Seminar: The
American West, 1830-1950
A n introduction to the history o f the Ameri­
can W est, beginning with the forced removal
o f the Cherokee and tracing the development
o f an “American” culture in the region be­
tween the Mississippi and the Pacific O cean.
Focuses on the diversity of traditions in the
W est, including the experiences and contribu­
tions o f first nation peoples, African Ameri­
cans, Latinos, and Asian Americans.
1 credit.
N ot offered 2003-2004. A llison Dorsey.

HIST 001T: First-Year Seminar: Cross and
Crescent: Muslim-Christian Relations in
Historical Perspective
T h e course will selectively explore the interac­
tion o f Muslim and Christian communities from
the emergence of Islam to contemporary Bosnia.
This course may count toward a major or
minor in Medieval Studies.
1 credit.
N ot offered 2003-2004- Bensch.

HIST 00111: First-Year Seminar: The
Atlantic World
Study o f the creation o f a m ultiethnic and
polyglot new world in the A tlantic basin be­
tween the 15th and 19th centuries. Original
sources and recent scholarship illuminate the
social identities, political orders, and econom­
ic bonds that developed as a result o f intense
and often conflictual intercultural exchange.
1 credit.
F all 2 0 0 3 . DuPlessis.

HIST 001V. First-Year Seminar: Witches,
Witchcraft, and Witchhunts
W hy has belief in witches and witchcraft been
found so widely throughout history? W hat
were central doctrines about witchcraft and
how did beliefs vary over time and space? W hy
were witches usually imagined as female? How
was witchcraft linked to religion, magic, and

212

demonic possession? W hat were the relations
between elite and popular witch beliefs? Why
did belief in witchcraft die out in some places
and survive in others? How do earlier witch
crazes help explain modem “witch hunts”?
These and other questions will be studied
through original documents, visual and literary
representations, films, and historical studies.
Spring 2004. DuPlessis.

HIST 001Y. First-Year Seminar: The
History of the Future
T h e future has arrived, but it is not what it
used to be. In this seminar, we will trace the
cultural and intellectual history of the future.
1 credit.
N ot offered 2003-2004. Burke.

HIST 001Z . The History of Reading
W e will examine the intertwined histories of
reading, writing and printing, with particular
attention to the global dissemination and evo­
lution o f practices and institutions o f literacy
since the invention o f the printing press.
I credit.
N ot offered 2003-2004. Burke.

HIST 002A. Medieval Europe
T h e course will explore the emergence of Eu­
rope from the slow decline of the Roman world
and the intrusion o f new Germ anic and Celtic
peoples (3rd to the 15th centuries). Topics will
include the rise o f Christianity, the invention
of Western government, the rise of vernacular
culture, and the creation o f romance.
This course may count toward a major or
minor in Medieval Studies.
Prim ary distribution course. 1 credit.
F all 2003. Bensch.

HIST 002B. Early Modern Europe
T h e modem world began to be bom in Europe
and its colonies between the 15th and 18th
centuries— replete with all the contradictions
that have marked modernity ever since. Using
primary sources, recent scholarship, and film,
this course explores the manifestations of that
paradoxical civilization: Renaissance and Ref­
ormation, secular state building and religious
war, Scientific Revolution and witch hunts,
emergence o f capitalism and renewed serfdom,
Enlightenment and enslavement.
Prim ary distribution cou rse. 1 credit.
Spring 20 0 4 . DuPlessis.

HIST 003A. Modern Europe, 1789-1918:
The Age of Revolution and
Counterrevolution
A survey that covers the impact of the revolu­
tion on European politics, society and culture
during the 19th and early 20th centuries. Top­
ics include: the revolutionary tradition; indus­
trialization and its social consequences; the
emergence of liberalism, feminism, socialism,
and conservatism as social and political move­
ments; nationalism and state building; imperi­
alism, the rise o f mass society and co n ­
sumerism; and world war.
Spring 2004. Weinberg.

HIST 003B. Modern Europe, 1890 to the
Present: The Age of Democracy and
Dictatorship
A survey that covers the major social, political
and cultural developments o f Europe since the
late 19th century. Special attention is paid to
the consequences of World War I, the failure of
liberal politics and the rise o f fascism arid com­
munism, Stalin and Hitler, the Holocaust, the
rebuilding of Europe after 1945, the Cold War,
the collapse of communism, and ethnic cleans­
ing and nationalism.
Not offered 2003-2004. Weinberg.

HIST D04A. Colonial Latin America
A survey of Latin America, from the preColumbian civilizations to the 1820s. T h e
course explores the encounter of Amerindian
and European peoples and cultures and the
process of conquest, resistance, and mutual
transformation that ensued over the next three
centuries. Topics may include economic and
social aspects of the major indigenous civiliza­
tions, the impact of the Iberian conquest, the
emergence o f a colonial society, slavery, the
imperial efforts to reform and adjust the
colonies to a changing international order, and
the process that culminated in the wars of in­
dependence.
This course may count toward a minor in Latin
American Studies.
Primary distribution course. 1 credit.
Fall 2003. Armus.

HIST 004B. Modern Latin America
A thematic course on the independence period
of Latin American history emphasizing the
neo-colonial context in which regional experi­

ences, particular issues, and national histories
occurred. Topics include changes and continu­
ities in the formation of nation-states, paths of
economic development, racial and ethnic is­
sues, revolutionary and reformist agendas, gen­
der and religious changes, international and
rural-urban migrations, popular and elite cul­
tures, and the peripheral position of the region
vis-à-vis hegem onic European and U .S .
powers.
This course may count toward a minor in Latin
American studies.
Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004■ Armus.

HIST 005A. The United States to 1877
A them atic survey of Am erican culture and so­
ciety from the colonial era through the Amer­
ican C ivil W ar and Reconstruction. Student
interpretation o f primary-source documents
will be emphasized.
Recommended for teacher certification.
Prim ary distribution cou rse. 1 credit.
F all 2 0 0 3 . Bruce Dorsey.

HIST 005B. The United States from 1877
to 1945
A survey o f American society, culture, and pol­
itics from the Compromise o f 1877 tó the
Japanese internment. Primary sources, litera­
ture, song, and historical monographs will help
students explore and deepen their understand­
ing o f the history o f the decades following the
“second American revolution.”
Recommended for teacher certification.
Prim ary distribution course. 1 credit.
N ot offered 2003-2004. A llison Dorsey.

HIST 005C. The United States Since 1945
World W ar II, recovery, the Cold War, M cCarthyism, domestic politics from Truman to
Bush, suburbanization, Elvis Presley, the New
Left, and the counterculture, civil rights, black
power, women’s liberation, Watergate, and the
imperial presidency, Vietnam, the rise of the
right, the G ulf War, C linton and the Iraqi War.
Recommended for teacher certification.
Prim ary distribution cou rse. 1 credit.
Spring 20 0 4 . Murphy.

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History

HIST 006. The Formation of the Islamic
Near East
A n introduction to the history o f the Near East
from the 7th to the 15th centuries. T h e course
will examine the life o f Muhammad, the polit­
ical dimensions of Islam, and the diversifica­
tion o f Islamic culture through the law, mysti­
cism, philosophy, and the religious sciences.
T his course may count toward a major or
minor in Medieval Studies.

HIST 008B. Mfecane, Mines, and
Mandela: Southern Africa from 1650 to
the Present
A survey of 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.
This course may count toward a minor in Black
Studies.
1 credit.

Prim ary distribution cou rse. 1 credit.

N ot offered 2003-2004- Burke.

F all 2 0 0 3 . Bensch.

HIST 008C. From Leopold to Kabila:
Central Africa’s Bad 20th Century

HIST 007A. History of the African
American People, 1619-1865
A survey o f the social, political, and economic
history o f African Americans from the 1600s
to the C ivil War. Focus on slavery and resis­
tance, the development of racism, the slave
family (with special emphasis on women), and
the cultural contributions o f people o f A frican
descent.
T his course may count toward a minor in Black
Studies.
1 credit.
N ot offered 2003-2004. A llison Dorsey.

HIST 007B. History of the African
American People, 1865-Present
A study o f the history of A frican Americans
from R econstruction through the present.
Emancipation, industrialization, cultural iden­
tity, and political activism are studied through
monographs, autobiography, and literature.
This course may count toward a minor in Black
Studies.
1 credit.
Spring 20 0 4 . A llison Dorsey.

HIST 008A. West Africa in the Era of the
Slave Trade, 1500-1850
T his survey course focuses on the development
o f the slave trade and its impact on Africa.
This course may count toward a minor in Black
Studies.
1 credit.
N ot offered 2 0 0 3 -2004. Burke.

A survey of central A frican history from the
coming o f Belgian colonial rule to recent con­
flicts in the Congo and Rwanda. Students will
study the causes of the “Scramble for Africa”
and its enormous human cost in central Africa
under the rule o f the Belgian monarch Leopold
II. T h e course will also examine the standard­
ization of colonial authority from the 1920s to
the 1950s, the difficult process o f de-coloniza­
tion in Congo, Rwanda and Burundi, and im­
pact of the Cold W ar on the evolution of post­
colonial rule under Mobutu Sese Seko. Finally,
the course will look at the historical roots of
genocide in Rwanda and the current civil con­
flict in the Congo, thinking both about the
causes and possible resolution o f both crises.
I credit.
F all 2 0 0 3 . Burke.

HIST 009A. Chinese Civilization
T h e history of Chinese civilization and culture
from prehistoric times until the early 19th cen­
tury, emphasizing religious and philosophical
traditions, the development o f the Chinese
state and empire, dynastic rule, Confucian
literati and bureaucracy, social and economic
change, rebellion, and disorder. Readings in­
clude literature, philosophy, anthropology, and
other historical materials.
T his course may count toward a major or
minor in Asian Studies.
Prim ary distribution cou rse. 1 credit.
Spring 2004. Li.

HIST 009B. Modern China
T h e course examines the tumultuous changes
in C hina from the early 19th century until the
present. Topics include the Opium War, the
treaty ports and imperialism, the Taiping and

214

Boxer rebellions, the reform movement, the
communist revolution, and the post-Maoist
era. Emperors, scholar-officials, rebels, peas­
ants, Maoists, and entrepreneurs are the figures
in this tale.
This course may count toward a major or
minor in Asian Studies.

Primary distribution course. 1 credit.

HIST 012. Chivalric Society: Knights,
Ladies, and Peasants
T h e 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.
T his course may count toward a major or
minor in Medieval Studies.

Fall 2003. Li.

1 credit.

HIST 010: Traditional Japan

Spring 2004- Bensch.

(Cross-listed as A R T H 031)

HIST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the Middle
Ages

An interdisciplinary introduction to Japan,
from prehistoric times to the early 19th centu­
ry, exploring relationships between visual and
material culture and social and political insti­
tutions. Topics include archaeology and myth,
the imperial system, samurai values, Buddhist
and castle architecture, the popular culture of
the urban merchant class, and Japan’s changing
relations to China and the West.
This course may count toward a major or
minor in Asian Studies.
1 credit.
Not offered 2003-2004. Li.

HIST 011 A: Asian American History
This course will examine the historical experi­
ence of Asian immigrants in the U .S. from the
late 19th century through the end of the 20th
century. Topics include general historiography
of the Asian American experience, American
Orientalism, the Japanese Internment, cultural
nationalism of the late 1960s and 1970s, and
the 1992 Los Angeles Uprisings. Adopting an
interdisciplinary approach, this course will
draw on a wide variety o f “texts” including
newspapers, autobiographies, cartoons, music,
films, art, photographs, magazines, and fiction
to examine issues of national, ethnic, immi­
grant identities, transnationalism, meanings of
citizenship, and the actual lived experiences of
Asian Americans. Simultaneously, this course
will pay close attention to the ways in which
globalization, gender, class, and race have
shaped the experiences of Asian Americans.
I

credit.

Foil 2003. Choi.

A n exploration of radical movements o f Chris­
tian perfection, poverty, heresy, and female
mystics that emerged in Europe from the 11th
to the 15th centuries.
T his course may count toward a major or
minor in Medieval Studies.
1 credit.
N ot offered 2003-2004. Bensch.

HIST 015. Medieval Towns
W ere medieval towns the “seedbeds o f moder­
nity”? T h e course will explore the historical
and ideological debates surrounding the
question.
T his course may count toward a major or
minor in Medieval Studies.
1 credit.
N ot offered 2003-2004. Bensch.

HIST 016. Sex, Sin, and Kin in Early
Europe
Western kinship and sexual mores will be ex­
amined as they crystallized from Roman, Chris­
tian, Germanic, and C eltic traditions.
T his course may count toward a major or
minor in Medieval Studies or a minor in
Women’s Studies.
1 credit.
N ot offered 2003-2004- Bensch.

HIST 0 17. Islamic Empires
A comparative study o f the three great earlymodern Islamic empires: the Ottomans (14541918) w ith their capital at Istanbul; the
Safavids (1501-1722), with their capital at Is­
fahan, Iran; and the Mughals (1516-1739)
(1857) with their capital at Agra (or Delhi),
India. T h e course will examine the motives

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History

and mechanisms for conquest, the ideology/
legitimation o f rule, the nature o f imperial ad­
ministrations, the role o f official religious insti­
tutions and the influence of sufism, the inter­
action with European powers and the reasons
for decline.
1 credit.
Sirring 2 004. Dale.

HIST 019. The Italian Renaissance
T h e emergence of a new culture in the citystates o f Italy between the 14th and 16th cen­
turies, studied in relation to political, econom­
ic and social contexts. Emphasis on intellectu­
al and artistic developments, historiographical
debates over the modernity and secularism of
Renaissance civilization, and readings in pri­
mary sources.
1 credit.

consciousness, labor protest, mercantilism and
economic ideology, proto-industries and early
factories, and theories of capitalism.
1 credit.
N ot offered 2003-2004■ DuPlessis.

HIST 028. Nations and Nationalism in
Eastern Europe, 1848-1998
T his course traces the historical construction
o f nationalist identities, social movements, and
self-proclaimed nation-states out o f multieth­
nic communities and multicultural empires in
Eastern Europe, from the revolutions of 1848
to the fall o f Yugoslavia.
First-year students admitted with permission of
professor only.
Optional language attachm ent: German.
This course may count toward a minor in peace
studies.

Spring 2004. DuPlessis.

1 credit.

HIST 020. Official and Popular Cultures in
Early Modern Europe

N ot offered 2003-2004■ Judson.

Explorations o f thought and practice in W est­
ern Europe between the later 15th and 18th
centuries.
1 credit.
N ot offered 2003-2004- DuPlessis.

HIST 023. The Sacred and the Social in
Early Modern Europe
Examination of changes in European religious
beliefs and practices between the 15th and
18th centuries. Topics include theological and
ecclesiological Reformations, women in reli­
gious movements, religious roots of rebellion,
inquisition and witch hunts, toleration and
skepticism , Protestantism and capitalism,
Christian confessionalism, and trends within
Judaism.
1 credit.
N ot offered 2 0 0 3 -2 0 0 4 . DuPlessis.

HIST 024. Transitions to Capitalism
Capitalism, now the globally dominant form of
economic organization, was bom in early mod­
em Europe. T his course analyzes the complex,
protracted, uneven, and contested emergence
of the new economic and social order. Among
the topics considered are the end o f feudalism,
the agricultural and consumer “revolutions,”
capitalism and slavery, gender divisions of
labor, proletarianization, work cultures and

216

HIST 029. Sexuality and Society in
Modern Europe
T h e course examines the historical construc­
tions o f sex and sexual identities in Western
societies since 1700. Topics include a survey of
ancient Greek and medieval European tradi­
tions, race and sexuality in colonized societies,
urbanization and the creation o f sexual com­
munities, the medicalization o f sex, the 19th
century invention of normal and deviant sexu­
alities, and eugenics and the 20th-century
state.
T his course may count toward a minor in
W om en’s Studies.
1 credit.
F all 2003. Judson.

HIST 030. France Since 1789: Revolution
and Empire
T h e political, social, cultural, and economic
history of France and its global empire since
the great revolution.
This course may count toward a minor in Fran­
cophone Studies.
Optional language attachm ent: French.
1 credit.
N ot offered 2003-2004. Judson.

HIST 031. Revolutionary Iconoclasm:
Tearing Down the Old, Building the New
A comparative study of efforts by revolutionar­
ies since 1789 to transform their societies and
cultures. Case studies include France in the
1790s, Russia in the 1920s, China in the 1960s,
Iran in the 1980s, and Afghanistan in the 1990s.
1 credit.
Fall 2003. Weinberg.

HIST 032. Jewish Nationalisms and
Identities
This course focuses on the political expression
of Jewish identity since the emergence of Zion­
ism in the late 19th century. W e will explore
the central texts o f Zionist thought in an effort
to understand the nature o f Jewish identity in
the 20th century.
1 credit.
Not offered 2003-2004- Weinberg and Deutsch.

HIST 035. From Emancipation to
Extermination: European Jewry’s
Encounter With Modernity
This course focuses on the fate o f European
Jewry from the beginning o f emancipation in
the late 18th century to the Holocaust. Major
themes include the process o f emancipation,
Jewish and non-Jewish responses to emancipa­
tion, religious reform, the transformation of
Jewish identity, and Jewish reactions to mod­
em anti-Semitism. Readings include primary
documents, memoirs, and literature.
This course may count toward a minor in G er­
man Studies.
1 credit.
Spring 2004- Weinberg.

HIST 036. Modern Germany
German politics, society, and culture in the
19th and 20th centuries. Topics include the
revolutions of 1848, industrial society and the
Imperial state, German political culture and its
critics, World War I and revolution, politics,
culture and society under the Weimar and Nazi
regimes, the social costs of postwar reconstruc­
tion in East and W est Germany, recent reunifi­
cation, and the legacy o f the Holocaust.
This course may count toward a minor in G er­
man Studies.

HIST 037. History and Memory:
Perspectives on the Holocaust
(Cross-listed as L IT R 037G )
T his course explores the roots o f Nazism, the
implementation o f the Final Solution and the
legacy o f the Holocaust through an interdisci­
plinary approach relying on primary sources,
historical scholarship, memoirs, music, paint­
ing, and film. Authors include Primo Levi, A rt
Spiegelman, and Nietzsche. Films include Tri­
um ph o f the W ill, S hoah, T he W atm see C on fer­
en ce, and Ju d Suss.
This course may count toward a minor in
Germ an Studies or Peace Studies and toward
the social science or humanities distribution
requirements.
1 credit.
N ot offered 2003-2004. Faber and Weinberg.

HIST 038. Russia in the 20th Century
This course focuses on the Bolshevik seizure of
power, consolidation o f communist rule, rise of
Stalin, de-Stalinization, and the collapse of the
Soviet Union.
1 credit.
N ot offered 2003-2004. Weinberg.

HIST 040. Asian American Popular
Culture
Taking an interdisciplinary approach, this
course will examine popular depictions and un­
derstandings o f Asian Americans in American
popular culture from the mid-19th century to
the present. In situating Asian Americans in
U .S. popular culture, special emphasis will be
placed on the historical context o f this cultur­
al production. Consequently, this course will
pay close attention to how U .S . empire, race,
processes of immigration, gender, and class
have informed both the representations and
the real lived experiences o f Asian Americans.
1 credit.
Spring 20 0 4 . Choi.

HIST 041. The American Colunies
A history o f European colonies in N orth
America from 1600 to 1760.
1 credit.
N ot offered 2003-2004. Bruce Dorsey.

Optional language attachment: German.
1 credit.
Fall 2003. Judson.

2 17

History

HIST 042. The American Revolution
Explores revolutionary developments in British
North America between 1760 and 1800, as
well as the cultural meanings of the American
Revolution in contemporary America. Topics
include: How revolutionary was the American
Revolution?, slavery and the founding o f the
nation, church and state, the evolution of
Am erican politics and nationalism, and the
impact of the Revolution on ordinary people’s
lives.
1 credit.
Spring 2004- Bruce Dorsey.

HIST 045. Themes in U.S. History: The
1950s
Postwar America, suburbanization, rock ‘n roll,
baby boom, the revival of Hollywood, televi­
sion, the Red Scare, Cold War politics, and do­
mestic bliss.
1 credit.
N ot offered 2003-2004. Murphy.

HIST 046. The Coming of the Civil War
Social change on the eve of the Civil War; the
conflict over free and slave labor; slavery and
an African-American culture; and causes of
the Civil War.
1 credit.

HIST 050. The Making of the American
Working Class
A history of work, community, race and gender
in the context o f class relations in the United
States from early America to the present.
This course may count toward a minor in pub­
lic policy.
1 credit.
Spring 2004. Murphy.

HIST 052. History of Manhood in America
Meanings of manhood and the various con­
structions of masculine identity in America be­
tween the 18th and 20th centuries.
T his course may count toward a minor in
Women’s Studies.
1 credit.
N ot offered 2003-2004. Bruce Dorsey.

HIST 053. Topics in African American
Women’s History
Black women in the modem civil rights move­
ment (1945-1 975). Study of black women’s ex­
periences in the struggle for equal rights in
m id-20th-century A m erica. Examines gen­
dered notions o f political activism, leadership
styles, and the rise o f black feminism.
T his course may count toward a minor in Black
Studies and W om en’s Studies.

N ot offered 2003'2004. Bruce Dorsey.

I credit.

HIST 048. Murder in a Mill Town: A
Window on Social Change During the
Early Republic

Spring 2004- A llison Dorsey.

Topics in the social and cultural history of
America between the American Revolution
and the C ivil War, utilizing primary sources
from an 1833 murder trial.
1 credit.
N ot offered 2003-2004■ Bruce Dorsey.

HIST 054. Women, Society, and Politics
This course will examine the historic roots of
contemporary gender relations in Capitol Hill
from the A nita H ill testimony in the Clarence
Thomas hearings to the sad tale o f Monica
Lewinsky and Linda Tripp.
This course may count toward a minor in
Women’s Studies.

HIST 049. Race and Foreign Affairs

1 credit.

A history of U .S . foreign affairs with attention
paid to the origins o f racialism and the impact
o f expansionism on various ethnic and racial
groups.

N ot offered 2003-2004- Murphy.

This course may count toward a minor in pub­
lic policy or Peace Studies.
1 credit.
Fall 2003. Murphy.

HIST 055. Social Movements in the 20th
Century
From the Populist Party to the Battle in Seat­
tle, this course focuses on social movements in
the United States, their origins and orienta­
tion, and the people who form them.
1 credit.
N ot offered 2003 -2 0 0 4 . Murphy.

218

HIST 063. The Whole Enchilada: Debates
in World History
In the first part of the course, we will read a
number of the major attempts at writing com­
prehensive world history, including works by
Braudel, M cNeill, and Wolf. For the balance of
the semester, we will discuss various debates in
the field o f world history, ranging from the tim­
ing and location o f the Industrial Revolution
to the nature o f contemporary globalization.
1 credit.

HIST 068. Primary Text Workshop
This is a course in applied history. Working
with materials in M cCabe Library and in close
cooperation with the M cCabe staff, students
will create a jo in t project intended to be of
some practical use to a wider community. This
project will be based on historical documents
and archival materials.
Enrollment in this class is restricted to 12 stu­
dents, juniors and seniors only. History majors
will be given preference.

Fall 2003. Burke.

1 credit.

HIST 064. Migrants and Migrations:
Europeans in Latin America and Latinos
in the United States

N ot offered 2003-2004. Burke.

The course will explore the interaction be­
tween global forces and local and individual
circumstances in the migration experience. We
will focus on two movements of people: those
who emigrated from Europe to certain areas in
Latin Am erica and Latin Americans who
moved to the United States and are becoming
Latinos. Topics may include problems o f urban
ecology; ethnic segregation; class formation;
the reproduction o f social inequalities; the use
of social networks; patterns o f socializing;
work, cultural, social, and political citizenship;
nationalism; assim ilationism and cultural
pluralism; and the construction o f ethnicity.
This course may count toward a minor in Latin
American Studies.
1 credit.
Not offered 2003-2004. Armus.

HIST 067. The Urban Experience in
Modern Latin America
This course will focus on the transformation of
the Latin American urban world from the
1870s to the 1980s. Topics include social con­
ditions o f urban life and labor, international
and rural-urban migration, modernity in the
periphery, urban econom ies, and popular
protests and responses to new forms of social
control, state repression, and professional ex­
pertise. Readings include books and articles
written by historians, sociologists, urban plan­
ners, and anthropologists.
This course may count toward a minor in Latin
American Studies.
I credit.
Not offered 2 0 0 3 -2004. Armus.

HIST 075. Modern Japan
T h e amazing transformation of Japan from a
feudal society to a modem nation-state from
the early 19th century to the late 20th, includ­
ing both its successful and its tragic elements.
Topics include Tokugawa feudalism, the M eiji
restoration, the Japanese empire, economic
and social development, Japanese militarism
and the Pacific War, Japan’s postwar growth,
and its contemporary society.
T his course may count toward a major or a
minor in Asian Studies.
1 credit.
Spring 2004- Li.

HIST 0 77. Orientalism East and West
From Marco Polo to Madame Butterfly, from
Pearl Buck to Fu Manchu, Westerners have
constructed images of the “Orient” that have
ranged from fantastic to demonic. Using texts
and images mainly concerning C hina and
Japan, and occasionally India and the Islamic
world, this course will consider their contexts;
their authors; and the political, ideological,
and other purposes that they served. Materials
will include literature, memoirs, wartime and
Cold War propaganda, art, opera, and film.
This course will also consider the “Oriental’s
Orientalism ”— A sian self-images that have
been influenced by the West.
Prerequisite: A n introductory history course or
permission of the instructor. N ot open to firstyear students.
T his course may count toward a major or
minor in Asian Studies.
1 credit.
F all 2003. Li.

2 19

History

HIST 078. Beijing and Shanghai: Tale of
Two Cities
Study o f China’s two major cities since the
early 19th century: Beijing— the imperial cap­
ital, twice marauded by foreign troops, contest­
ed by warlords, and later the capital of the Peo­
ple’s Republic o f C hina— and Shanghai—
treaty port governed by W estern powers, center
o f business and labor, radical politics, crime
and corruption, and modem culture. In the
second half of the course, students will develop
research projects using English-language
sources.
H istory m ajors anticipating H IS T 091 or 092 and
A sian Studies m ajors developing thesis topics m ay
fin d this useful preparation, although the course is
open to other students as w ell.
T his course may count toward a m ajor or
minor in Asian Studies.

world, focusing largely but not exclusively on
the history o f European and North American
societies.
I credit.
N ot offered 2003-2004■ Burke.

HIST 091. Senior Research Seminar
Students write a 25-page paper based on pri­
mary sources.
Required o f all course majors.
1 credit.
F all 2003. Bruce Dorsey and Weinberg.

HIST 092. Thesis
A single-credit thesis, available to all majors in
their senior year, on a topic approved by the
department. Students may no t register for
H IS T 092 credit/no credit.
1 credit.

1 credit.

F all 2003 and spring 2004- Staff.

N ot offered 2003-2004■ Li.

HIST 093. Directed Reading

HIST 087. Development and Modern
Africa: Historical Perspectives

Individual or group study in fields o f special
interest to the student not dealt with in the
regular course offerings. T h e consent of the
department chair and o f the instructor is
required.

T his course examines the idea and practice of
“development” in the last century of African
life thtough its intellectual, institutional, and
ecoriomic history. T h e course begins by tracing
18th-‘ and 19th-century theories o f historical
change and progress and relates them to both
the philosophical and practical underpinnings
of European colonial m le in Africa. Following
from there, the course will look at the postwar
transition from empire to development and the
carrying forward o f past themes and ideas about
progress, tracing the evolution o f various
schools and trends in development work in
Africa. Finally, the course will consider con­
temporary debates about development institu­
tions in light of the intellectual history exam­
ined during the semester.
Prerequisite: A prior course in the social
sciences.
This course may count toward a minor in Black
Studies.
1 credit.
Spring 2 0 0 4 . Burke.

HIST 088. The Social History of
Consumption
This course examines the role of consumption
and commodities in the making of the modem

220

H IS T 093 may be taken for 0.5 credit as HIST
093A .

SEMINARS
HIST 1 1 1 : The Medieval Mediterranean
T h e course will examine the interchange and
friction among Byzantium, Islam, and Latin
Christendom cultures as the sea passed from
Islamic to Christian control from the 7 th to
the 14th centuries.
This course may count toward a major or
minor in Medieval Studies.
2

credits.

F all 20 0 3 . Bensch.

HIST 116 . The Italian Renaissance
Topics in the development of the Renaissance
state, society, and culture in Italian communes
between the 14th and 16th centuries.
2 credits.
F all 2003. DuPlessis.

HIST 1 1 7 . State and Society in Early
Modern Europe

HIST 133. U.S. Political and Diplomatic
History I: The Age of Nationalism

Comparative analysis of state formation, eco­
nomic development, and social change in con­
tinental Europe and England from the 16th to
the 18 th centuries.

T h e history o f nation building, national iden­
tity, political ideologies and movements, from
the Am erican Revolution through the U .S.Philippines War.

2 credits.

2 credits.

N ot offered 2003-2004. DuPlessis.

N ot offered 2003-2004. B. Dorsey.

HIST 122. Revolutionary Europe, 1750
to 1871

HIST 134. U.S. Political and Diplomatic
History II: The Rise of Globalism

Selected topics in the social, economic, and
political history of Europe from the French
Revolution to the Paris Commune.

T h e emergence o f the United States as a world
power, with emphasis on expansionism, na­
tional interest, and global mission.

This course may count toward a minor in G er­
man Studies and Francophone Studies.

T his course may count toward a minor in
Peace Studies.

2 credits.

2 credits.

Not offered 2003-2004. Weinberg.

N ot offered 2003-2004- Murphy.

HIST 125. Fascist Europe

HIST 135. Struggles for Social Justice

This seminar studies European fascism in the
context o f societies tom by world war, class
conflict, and economic depression. T h e prima­
ry focus will be on fascist movements, regimes,
and cultural politics in Italy and Germany,
with a secondary comparative focus on French,
Romanian, and Spanish varieties of fascism.

A seminar that focuses on history from the bottomup, on working-class people as they build
America and struggle to obtain political, social
and economic justice. Topics include urbaniza­
tion and suburbanization, republicanism and
democracy, racism and the wages o f Whiteness,
gender and work, class and community, popu­
lar culture, the politics of consumption, indus­
trialism and the managerial revolution, jobs
and gender.

This course may count toward a minor in G er­
man Studies.
Spring 2004. Judson.

HIST 128. Russia in the 19th and 20th
Centuries
Focus on the social, economic, political, and
intellectual forces leading to the collapse of the
autocracy and the rise of Stalin. Particular at­
tention is devoted to the dilemmas o f change
and reform, and the problematic relationship
between state and society.
2 credits.
Not offered 2003-2004. Weinberg.

HIST 130. Early America in the Atlantic
World
The “new world” of European contact and con­
quest in the Americas, along with the African
slave trade. Primary attention to the British
North American colonies and the American
Revolution.
2 credits.
Fall 2003. B. Dorsey.

2 credits.
Spring 2004. Murphy.

HIST 13 7. Slavery, 1550-1865.
A seminar focused on the study of slavery in
the United States between 1550 and the end of
the C ivil W ar that emphasizes the link be­
tween black enslavement and the development
o f democracy, law, and economics. Topics ad­
dressed include the A tlantic Slave Trade, de­
velopment o f the southern colonies, black cul­
tural traditions, and slave community.
This course may count toward a minor in Black
.Studies.
2 credits.
N ot offered 2003-2004■ Allison Dorsey.

HIST 138. Rlack Urban Communities,
1800-2000
T his seminar is focused on the study of the
black community in the U nited States from
the end of the Am erican Revolution to the
end o f the 20th century. This course investi-

221

History

gates the link between racial identification and
community formation, the strengths and weak­
nesses o f the concept o f community solidarity,
and the role class and gender play in challeng­
ing group cohesiveness.

HIST 148. Issues and Debates in Modern
Latin America

N ot offered 2 0 03-2004. A llison Dorsey.

Explores major problems and challenges Latin
American nations have been confronting since
the last third of the 19th century onward. Top­
ics include the neocolonial condition of the re­
gion, nation- and state-building processes, ur­
banization, industrialization, popular and elite
cultures, Latin American modernities and race,
class and gender conflicts.

HIST 140. The Colonial Encounter in
Africa

This course may count toward a minor in Latin
American Studies.

Focus on the social, economic, and cultural di­
mensions o f the colonial era in modem Africa.
Topics discussed include the complicated con­
struction o f the colonial state, migrancy and
colonial labor systems, struggles over religious
and cultural practices, the making of African
modernities, gender and sexuality, and the
contemporary legacy o f colonial rule.

2 credits.

T his course may count toward a minor in Black
Studies.
2 credits.

T his course may count toward a minor in Black
Studies.
2 credits.
Spring 2004- Burke.

HIST 144. State and Society in China,
1750-2000
From the height of imperial grandeur, through
the turmoil o f rebellion, war, and foreign dom­
ination, to the upheavals o f the Maoist era, the
relationship betw een state and society in
C hina has undergone many changes while re­
taining familiar characteristics. Som e have
seen in C hina “a state stronger than society,”
whereas others have found signs of an emerg­
ing “civil society.” Using the latest historical
scholarship, this seminar will explore the last
emperors, the bureaucracy and examination
system, law and family, local elites, cities and
merchants, popular religion and rebellions, po­
litical reform and revolution, and other topics
spanning three periods: the mid-Qing (17501850), late Q ing and Republic (1850-1950),
and the People’s Republic o f C hina (1950-

2000).
T his course may count toward a major or
minor in Asian Studies.
2 credits.
Spring 2004- Li.

222

F all 2003. Armus.

HIST 180. Honors Thesis
For students writing an honors thesis.
2 credits.
F all 2003 and spring 2004. Staff.

Interpretation Theory

Coordinator:
Committee:

NATHANIEL DEUTSCH (Religion)
Jean-VIncent Blanchard (M odem Languages and Literatures, French)
Timothy Burke (History)
Michael Cothren (A rt)
Richard Eldridge (Philosophy)
Kenneth Gergen (Psychology)
Bruce Grant (Sociology and Anthropology)
Cynthia Halpern (Political Science)
Carolyn Lesjak (English Literature)
Tamsin Lorraine (Philosophy)
BrauliO Munoz (Sociology and Anthropology)
Patricia Reilly (A rt)
Robin Wagner-PaCifiCi (Sociology and Anthropology)
Mark Wallace (Religion)
Patricia White (English Literature)
Philip Weinstein (English Literature)

The interdisciplinary minor in interpretation
theory has been providing students and faculty
with a forum for exploring the nature and pol­
itics of representation for more than a decade.
Work done in the program reaches across the
disciplines and reflects a long-standing drive to
understand the world through the constructs of
its interpretive propositions. W hile the minor’s
interdisciplinarity takes its lead from the
hermeneutics of V ico and Dilthey, students use
their programs to develop a flexible, deeply
historical grasp of what is more commonly re­
garded today as critical and cultural theory.

least one course from the “one-asterisk”
group (historical development o f interpre­
tive practices) and at least one course from
the “two-asterisk” group (breadth of current
interpretive perspectives across the ^disci­
plines). “Asterisked” courses must be chosen
from different departments. These depth/
breadth requirements are normally completed
by the end of the junior year.
3. T h e three remaining courses are elective but
draw on at least one further department. A ll
told, at least 4 of the 6 interpretation theory
credits must be outside the major.

Students in any major may add either a minor
in course or an honors minor for external ex­
amination in interpretation theory to their
program by fulfilling the requirement stated
subsequently. Students begin by proposing
their program to the coordinator.

4. A minimum B average is required for all
minors by their junior and senior years.

MINOR REQUIREMENTS

W hat is your desire? W here did it come from?
W here is it going? This course examines the
intersection of desire and displacement as elab­
orated in philosophical, psychoanalytical and
theoretical thought.

Currently offered courses relevant to the pro­
gram include the following:

INTP 091. Capstone Seminar: Desire and
Displacement
(Cross-listed as FREN 074 and as L IT R 074F.)

Students complete 6 credits toward the minor.
Four rules guide the selection. *
1. Students take a 1-credit capstone seminar,
team-taught by two faculty from different
departments. Students complete this cap­
stone in the spring of the senior year only.
2. W ith a view to both historical depth and
methodological breadth, students select at

1 credit.
Sirring 2004. A xel and Yervasi.
A R T H 001. Critical Study in the Visual Arts
(Staff)*/**

223

Interpretation Theory

A R T H 166. Avant-Gardes in A rt Between
the Wars (M ileaf)
B IO L 006. History and Critique o f Biology
(Gilbert)

H IS T 068. Primary Text Workshop (Burke)
H IS T 088. Social History o f Consumption
(Burke)
IN TP 090. Directed Reading

C L A S 036. Classical Mythology (M unson)**

IN TP 091. Capstone Seminar

EN G L 073. Modernism: Theory and Practice
(W ein stein)**

IN TP 092. Thesis

EN G L 081. Theory o f the Novel (L esjak )**

PHIL 019. Philosophy of Social Sciences

EN G L 082.Transnational Feminist Theory
(M ani)

PHIL 026. Language and Meaning (Eldridge)

EN G L 083. Feminist Theory (L esjak )**
EN G L 085. “W hiteness” and Racial
Differences (Sch m id t)**

PHIL 017. Aesthetics (Eldridge)*

PHIL 048. Germ an Romanticism (Eldridge)
PHIL 079. Poststructuralism (Lorraine)**
PHIL 106. Aesthetics (Eldridge)*

EN G L 086. Postcolonial Literature and
Theory (Lesjak)*

PHIL 114. Nineteenth-Century Philosophy
(Eldridge)*

EN G L 087. Am erican Narrative Cinema
(W h ite )**

PHIL 116. Language and Meaning (Eldridge)

EN G L 088. Am erican Attractions: Leisure,
Technology, and National Identity
(W h ite )**

PHIL 139. Phenomenology, Existentialism,
and Poststructuralism (Lorraine)*
PHIL 145. Feminist Theory Seminar
(Lorraine)

EN G L 091. Feminist Film and Media Studies
(W h ite )**

PH YS 029. Gender and Physical Science
(B u g)**

EN G L 115. Modernism (W ein stein)**
(counts toward IN TP in the spring only)

PO LS O il. A ncient Political Theory
(H alp em )**

EN G L 120. Critical and Cultural Theory
(W h ite )**

PO LS 012. M odem Political Theory
(H alp em )**

F M S T 091. Feminist Film and Media Studies
(W h ite )**

PO LS 013. Feminist Political and Legal
Theory (Halpem and Nackenoff)

F M ST 092. Film Theory and Culture
(W h ite )**

PO LS 100. A ncient Political Theory
(H alp em )**

FREN 030. L’invention de la modernité
(Blanchard)*

PO LS 101. Political Theory: M odem
(H alp em )**

FREN 061. W riting and Reading Across
Gender Lines (Moskos)

P SY C 037. Concepts of the Person
(G erg en )**

FREN 0 7 IF. Introduction to French Critical
Theory (Blanchard )**

P SY C 044. Psychology and Women
(M arecek)**

FREN 076. Femmes et écrivains
(Rice-M axim in)

P SY C 048. Technology, Self, and Society
(Gergen)

FREN 079. Scandal in the Ink: Queer
Traditions in French Literature
(M oskos)*/**

P SY C 068. Reading Culture (G erg en)**

FREN 116. La critique littéraire (Blanchard)

PSYC 106. Personality Theory and
Interpretation (G ergen)*

H IS T OOOlN.The Production o f History
(B u rk e)**
H IS T 029. Sexuality and Society in Modem
Europe (Judson)
H IS T 060. Cultural Constructions o f Africa
(B u rk e)**

224

P SY C 089: Psychology, Economic Rationality,
and Decision Making (Schw artz)**

RELG 005. Problems of Religious Thought
(W allace)**
RELG 015B . Philosophy of Religion
(W allace)*

RELG 0 1 8B. M odem Jewish Thought and
Literature (D eutsch)**
RELG 048. T h e Summoned Self: Levinas and
Ricoeur (Deutsch and W allace)**
RELG 112. Postmodern Religious Thought
(W allace)**
SOAN 003B . Nations and Nationalisms
(G ran t)**
SOAN 006B. Symbols and Society
(W agner-Pacifici)**
SOAN 10K. Gender and Sexuality (A x e l)**
SOAN 022B . Cultural Representations
(Diaz-Barriga)**
SOAN 026B. Discourse Analysis
(W agner-Pacifici)**
SOAN 026C . Power, Authority, and Conflict
(Wagner-Pacifici)
SOAN 30G . Colonialism and Postcoloniality
(A xel)*/**
SOAN 40C . History in/and Anthropology
(A xel)*/**
SO AN 044B . Colloquium: A rt and Society
(M unoz)**
SOAN 044D. Colloquium: Critical Social
Theory (Munoz)
SOAN 044E. M odem Social Theory
(M unoz)**
SO AN 56B. Standoffs, Breakdowns, and
Surrenders (Wagner-Pacifici)
SO AN 101. Critical M odem Social Theory
(Munoz)*
SO AN 110. Performance Theory: Gender and
Sexuality (A x e l)**
SO AN 113. Terror (A x e l)**
SO AN 114. Political Sociology
(Wagner-Pacifici)
Note: This list is annually revised; any courses
attached to the program at the time taken will
be counted. For the most up-to-date, semesterby-semester list of courses, please consult the
program W eb pages at http://www.swarthmore.edu/SocSciAnterpTheory/index.htm.
Other courses may be considered on petition to
the Interpretation Theory Committee. These
may include relevant courses offered at Bryn
Mawr, Haverford, and the University o f Penn­
sylvania.

225

Latin American Studies

Chair:
Committee:

BRAULIO MUÑOZ (Sociology and Anthropology)
Jenny Gifford (Administrative Assistant)
DicgO ArntUS (History)

Miguel Dfaz-Barriga (Sociology and Anthropology)
Joan Friedman (M odem Languages and Literatures, Spanish)
Jose-Luis Machado (Biology)
John HaSSett (M odem Languages and Literatures, Spanish)

Steven Piker (Sociology and Anthropology)
Aurora Camacho de Schmidt (Modem Languages and Literatures, Spanish)
Kenneth Sharpe (Political Science)

REQUIREMENTS ANB RECOMMENDATIONS
Interdisciplinary Minor
Students interested in Latin American studies
must consult with the chair and members of
the L A S Committee before developing a pro­
posal. T h e proposal should establish how Latin
Am erican studies relates to the overall pro­
gram of undergraduate study in general, and to
the departmental major in particular.
A ll students must complete the following
requirements:
• Language. Latin American studies (LA S)
requires the successful completion o f SPAN
004B or its equivalent. T h e requirement is
waived for native speakers o f Spanish or
Portuguese and for students who demonstrate
sufficient competence in either one of these
languages.
• Study abroad. A ll students are required to
spend a minimum o f one semester abroad in a
program approved by both L A S and the Office
o f Foreign Study. Only in exceptional cases,
with the support o f a faculty member and the
approval o f the L A S Committee, will a semes­
ter’s internship or a community service project
in Latin Am erica fulfill this requirement.
Study abroad must be pursued in Spanish or
Portuguese.
• Courses. A ll students must take a minimum
o f 5 credits in L A S, which may include sem­
inars and courses taught at the College or
courses taken abroad in an approved program.
A minimum of 1 credit must be taken in each
of the minor’s three areas: (1) Latin American
Politics and History, (2 ) Latin American Liter­
ature, and (3 ) Latin American Societies and

226

Cultures. O f the required five courses, at least
1 credit must be taken at Swarthmore in each
o f two different areas. Only 1 of the total 5
credits required by the L A S minor may overlap
with a student’s major or other minor.

Honors Minor
To complete an honors minor in Latin Ameri­
can 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 m inor’s requirements.
However, the chosen seminarmay not be an
offering within their major department.

COURSES
T h e following courses may be counted toward
a minor in LA S:

Latin American Politics and History
H IS T 0 0 IE . First-Year Seminar: T h e SelfImage of Latin America
H IS T 004A . Colonial Latin America
H IS T 004B . M odem Latin America
H IS T 064. Migrants and Migrations:
Europeans in Latin America and Latinos
in the United States
H IS T 067. T h e Urban Experience in Modem
Latin America
H IS T 148. Issues and Debates in Modem
Latin America
PO LS 057. Latin American Politics
PO LS 109. Comparative Politics: Latin
America

Latín American Literatura
LITO 052SA . Contemporary Latín American
Literature
LITO 053SA . A Century o f Song:
Contemporary Poets of Latín America

L IT R 063S A La Frontera: T h e Many Voices
o f the U .S.-M exico Border
SO A N 002C . Introduction to Latinos in the
United States
SO A N 022D . Latin American Urbanization

LITO 060SA/SOAN 027. Spanish American
Society Through Its Novel

SO A N 022E. Indigenous Resistance and
Revolt in Latin America

LITO 061SA . W omen’s Testimonial Literature
of Latín America

SO A N 022G . Social Movements in Latin
America

LITO 063SA . La Frontera: T he Many Voices
of the U .S.-M exico Border

SO A N 024B . Latin American Society and
Culture
SO A N 032B . Visualizing Latino Culture: Art,
Media and Social Change

SPAN 013. Introducción a la literatura
hispanoamericana
SPAN 062. Entre historia y ficción: textos
historográficos de la Edad Media a la época
colonial

SO A N 141. Chicano/a Culture, Politics,
Practice
SPAN 010SA . En busca de A mérica Latina

SPAN 065. Los indígenas en la literatura
latinoamericana
SPAN 072. La décima musa
SPAN 075. Introducción a la narrativa de
Mario Vargas Llosa
SPAN 076. Grandes voces de América: la
poesía hispanoamericana
SPAN 078. Literatura mexicana y
movimientos sociales del siglo X X
SPAN 079. El cuento hispanoamericano
SPAN 080. Narrativa chilena desde el golpe
militar
SPAN 082. La mujer mirando al hombre
SPAN 083. El tirano Latinoamericano en la
literaturea
SPAN 085. Narrativa hispánica
contemporánea de los Estados Unidos
SPAN 101. La novela hispanoamericana del
siglo X X
SPAN 106. Visiones narratives de Carlos
Fuentes
SPAN 108. La narrativa de Isabel Allende:
la. escritura como sobrevivencia
SPAN 110. Política y póetica: los mundos
de Pablo Neruda, Octavio Paz y Ernesto
Cardenal

Latín American Societies and Culture
H1ST 001E. First-Year Seminar: T h e SelfImage o f Latín America
LITO 060SA/SOAN 024C . Spanish
American Society Through Its Novel

227

Linguistics

DONNA JO NAPOLI, Professor
THEODORE FERNALD, Associate Professor and Chair
DAVID HARRISON, Visiting Assistant Professor and M ellon Postdoctoral Fellow
ERIC RAIMY, Visiting Assistant Professor (part time)
SEAN CRIST, Visiting Assistant Professor (part time) and Phonetics Laboratory Coordinator
(part time)
Instructor (part tim e) and Administrative Assistant

KARI SWINGLE,

T h e discipline o f linguistics is the study o f lan­
guage. O n the most general level, it deals with
the internal structure of language, the history
o f the development of language, the informa­
tion language can give us about the human
mind, and the roles language play in influenc­
ing the entire spectrum o f human activity.
T h e relevance of linguistics to the disciplines
o f psychology, philosophy, sociology, anthro­
pology, and language study has been recognized
for a long time. A knowledge o f linguistics has
recently become important to a much wider
range o f activities in today’s world. It is a basic
tool in artificial intelligence and is an increas­
ingly valuable tool in literary analysis. It is fun­
damental to an understanding o f communica­
tion skills and is a foundational discipline to
cognitive science. Because the very nature of
modem linguistic inquiry is to build arguments
for particular analyses, the study o f linguistics
gives the student finely honed argumentation
skills, which stand in good stead in careers in
law, business, and any other profession where
such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work of
any number o f types. Language is both the
principal medium that human beings use to
communicate with each other and the bond
that links people together and binds them to
their culture. T h e study o f language is the study
o f the very fabric o f our humanity.
Two majors are offered in the course program
administered through the Linguistics Depart­
ment. These are linguistics (LIN G ) and the
special major in linguistics and languages (LL).
Two honors majors are administered through
the Linguistics Department: LIN G and the
special honors major LL.
A ll LIN G and LL majors (honors or course)
must take one course or seminar from each of
the following three lists:

228

1. Sounds: LIN G 045 and 052
2. Forms: LIN G 050
3. Meanings: LING 026, 040, and 116
A ll LIN G and LL majors (honors or course)
will be expected to take LING 006 or 061. If
the student speaks a non-Indo-European lan­
guage, this requirement is waived.
A ll LIN G and LL majors (honors or course)
must write a thesis in the fall of the senior year.
For course students, this course is .LING 100.
For honors students, this course is LING 195.
Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill require­
ments for the major or minor.

REQUIREMENTS
Linguistics
This major consists o f 8 credits in linguistics,
where the student may or may not choose to
count LIN G 001 as part of the major.

Linguistics and Languages
T h e student may combine the study of linguis­
tics with the serious study o f two foreign
languages. T h e languages can be modem or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each o f the two lan­
guages, for a total of 12 credits, are required.
For a modem language taught by the Depart­
ment o f M odem Languages and Literatures,
there must be one composition and diction
course (numbered 004 or above) and two other
courses (numbered 011 or above) or a seminar.
For a classical language taught by the Classics
Department, there must be one intermediatelevel course (numbered 011-014) and one
seminar.

Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.
If one or both o f the foreign languages is mod­
em, the student must study abroad for at least
one semester in an area appropriate for one of
the foreign languages.

Students at Bryn Mawr College (BMC) or
Haverford College (HC)
Any student from the tri-college community is
welcome to major in linguistics. H C and BM C
students need only talk with their home cam ­
pus dean and the chair of linguistics at Swarthmore College to arrange a major plan.
Students from H C and BM C can also do hon­
ors in linguistics. T h e honors portfolio and its
preparation are identical to those for Swarthmore honors students, except that the exam­
inees) will be internal rather than external.

HONORS MAJOR: LINGUISTICS
The major consists of 8 credits in linguistics,
not counting senior honors study (SH S) cred­
its, where the student may or may no t choose
to count LING 001 as part of the major.
The thesis and two research papers will consti­
tute the portfolio for honors.
The thesis may be on any topic in linguistics
and need not be related to course work. It will
be written in fall of the senior year in LING
195. Work may be collaborative with at most
one other student at the discretion of the fac­
ulty. T he examination will consist of a onehour discussion with the external reader.
The research papers will be on topics selected
from a list prepared by the external readers and
will be on core areas o f linguistics and directly
related to course work the student has taken.
The areas will be selected from any combina­
tion or blend of the following: phonetics,
phonology, morphology, syntax, semantics, his­
torical, comparative, and social linguistics.
The student will prepare for these research pa­
pers by taking at least 4 credits of course work
(2 credits in each of the research paper areas).
The students will work independently on these
papers, without collaboration and without fac­
ulty guidance in the spring of the senior year in
LING 199 (SH S) for 1 credit. T h e examina­

tion will consist of a 30-minute discussion with
the reader for each paper.
T h e Linguistics Program puts no restrictions
on the minors that can be combined with this
major.

SPECIAL HONORS MAJOR: LINGUISTICS
ANO LANGUAGES
T h e major consists of 6 credits in linguistics,
not counting senior honors study (S H S ), plus 3
credits in each of two languages (as in the
course major in linguistics and languages). T he
portfolio for this special major will consist o f a
2-credit thesis and three research papers that
follow the same guidelines as those above
under the honors major in linguistics, with the
proviso that one of the relevant language de­
partments will administer one o f those research
papers. T h e examination will consist of a single
90-minute panel discussion with all four exter­
nal readers.

MINORS
There are three minors administered through
the Linguistics Department, each of which can
be done in the course or the Honors programs.
T h e requirements are the following:
1. Theory: LIN G 040, 045, and 050
2. Phonology/Morphology: LIN G 043, 045,
and 025 or 052
3. Syntax/Semantics: LIN G 040, 043, 050
In addition, students must complete any two
other credits in linguistics.

HONORS MINOR
Students who do a course major in linguistics
may count linguistics for the minor in the
Honors Program. In that case, the portfolio for
honors will consist of a 2-credit thesis written
in fall of the senior year in LIN G 195. T h e stu­
dent will also take LIN G 199 (SH S) for 0.5
credit in spring of the senior year.
Students who do not do a course major in lin­
guistics have different requirements for the
minor. A single research paper will constitute

229

Linguistics

the portfolio for honors. This research paper
will have the same topics and guidelines for
preparation and examination as the research
papers described earlier for the majors. In addi­
tion, all honors minors must take LIN G 199
(SH S) in the spring o f the senior year for 0.5
credit, which is beyond the 5 credits required
for all minors.
T he Linguistics Program puts no restrictions on
the majors that can he combined with this minor.

LING 007. Beginning Hebrew for Text
Study
(See RELG 057)
This course counts for distribution in humani­
ties (H U ) under the religion rubric and in so­
cial sciences (S S ) under the linguistics rubric.
1 credit.
F all 2002 and spring 2003. Plotkin.

LING 008A. Russian Phonetics
(See R U S S 008A )
0 .5 credit. Fedchak.

COURSES
LING 001. Introduction to Language and
Linguistics
Introduction to the study and analysis of human
language, including sound systems, lexical sys­
tems, the formation of phrases and sentences, and
meaning, both in modem and ancient 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.
Prim ary distribution course. I credit.
F all 2003. Harrison and Napoli. Spring 2004Crist.

LING 002. Exploring Acoustics

LING 009. Textual Arabic
(See RELG 056)
1 credit.

LING 010. Hebrew II
(See RELG 059)
1 credit.

LING 014. Old English/History of the
Language
(See EN G L 014)
T his course counts for distribution in humani­
ties (H U ) under the English rubric, and in so­
cial sciences (S S ) under the linguistics rubric.
1 credit. Williamson.

LING 016. History of the Russian
Language

(See EN G R 002)

(See R U S S 016)

This course counts for distribution in N S only,
regardless o f rubric.
1 credit.

T his course counts for distribution in (HU)
under the Russian rubric and in S S under the
linguistics rubric.

Everbach.

1 credit. Forrester.

LING 003. First-Year Seminar:
Language Play

LING 018. Language Policy in the
United States

T his freshman seminar will investigate what
we can learn about language by looking at how
we play with it. W e will look at forms o f lan­
guage play such as poetry (both the meaning
side and the metrical side), metaphoric lan­
guage, language games (pig Latin, ‘abi-dabi’),
song lyrics, puns, limericks, and verbal sparring
as sources o f data. T h e conclusion is that by
discovering the rules that we play by in these
games, we can discover how language reflects
the nature o f the mind and how it is used as a
tool to create and reinforce social groups.

This course will survey the present policies and
laws relevant to language use in the United
States and the relevance o f these policies to
public access, social services, education, and
the judicial system. T h e three major topics will
be national language policy in the United
States, language policy in education, and lan­
guage policy in the judicial system.

1 credit.
F all 2003. Raimy.

230

Prerequisite: None.
1 credit.
Spring 2004- Raimy.

LING 020. Computational Linguistics
This course will survey various areas o f computer processing o f natural language. Topics
will include speech synthesis and recognition,
text parsing and generation, and m achine
translation.
Prerequisites: C P S C 021 (or equivalent) and
LING 001 (or equivalent).
I credit.
Not offered 2003-2004.

LING 024. Discourse Analysis
(See SO AN 026B )
1 credit.
Wagner-Pacifici.

LING 025. Language, Culture, and Society
(Cross-listed as SO A N 040B )
An investigation of the influence o f cultural
context and social variables on verbal commu­
nication. Topics covered include dialectal vari­
eties, creoles, language and gender, and lan­
guage and education.

LING 033. Introduction to Classical
Chinese
(See CH IN 033)
This course counts for distribution in H U or
S S under either rubric.
1 credit.
Berkowitz.

LING 034. Psychology of Language
(See PSYC 034)
1 credit. Kako.

LING 040. Semantics
(Cross-listed as PHIL 040)
In this course, we look at a variety of ways in
which linguists, philosophers, and psycholo­
gists have approached meaning in language.
W e address truth-functional semantics, lexical
semantics, speech act theory, pragmatics, and
discourse structure. W hat this adds up to is an
examination o f the meaning of words, phrases,
and sentences in isolation and in context.

Primary distribution cou rse. 1 credit.

This course counts for distribution in HU
under the philisophy rubric and in S S under
thè linguistics rubric. T h e primary distribution
course, however, is in S S only.

N ot offered 2003-2004-

Prim ary distribution cou rse. 1 credit.

LING 026. Language and Meaning

F all 2003. Swingle. Spring 20 0 4 . Femald.

Prerequisite: A t least one linguistics course.

(See PHIL 026)

LING 043. Morphology and the Lexiccn

This course counts for distribution in HU
under the philosophy rubric and in S S under
the linguistics rubric.
1 credit.

T his 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.

Eldridge.

Prerequisite: LIN G 001, 040, 045, or 050.

LING 030. Languages of the World

1 credit.

This course covers the richness and variety of
human languages. W e consider languages from
all over the world, focusing on cross-linguistic
generalizations and variations to develop an
appreciation of the intricate conceptual, logi­
cal, and physiological resources on which each
language draws. Students will have the oppor­
tunity to work directly with speakers o f other
languages, applying techniques to elicit, orga­
nize and describe the structures found in
human speech.

N ot offered 2003-2004-

LING 045. Phonetics and Phonology

Primary distribution course. 1 credit.

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 in­
vestigates the abstract cognitive system hu­
mans use for representing, organizing, and
combining the sounds of language as well as
processes by which sounds can change into
other sounds. T his course covers a wide spec­
trum of data from languages around the world
and presents the theories that account for them.

Spring 2004. Harrison.

Prim ary distribution cou rse. 1 credit.

No prerequisites.

F all 20 0 3 . Harrison.

231

Linguistics

LING 050. Syntax
W e study the principles that govern how words
make phrases and sentences in natural lan­
guage. Much time is spent on learning argu­
m entation skills. T h e linguistic skills gained in
this course are applicable to the study o f any
modem or ancient natural language. T h e argu­
m entation skills gained in this course are
applicable to law and business as well as aca­
demic fields.

with a typology o f the writing systems of the
world. T h en we will look at some o f the great
archaeological decipherments o f the past (e.g.,
Egyptian hieroglyphic, Linear B, and Mesoamerican), and we will decipher some Maya
texts together. N ext, we consider cryptography,
focusing on the Navajo Code and the Enigma
M achine o f World War II, and we will finish up
with modem encryption techniques for elec­
tronic transmissions.

Prim ary distribution cou rse. I credit.

Prerequisite: O ne o f LING 001, 030, or 045.

F all 20 0 3 . Napoli. Spring 20 0 4 . Swingle.

1 credit.

LING 052. Historical and Comparative
Linguistics

N ot offered 2003-2004.

W e study the reconstruction o f prehistoric lin­
guistic stages, the establishment o f language
families and their interrelationships, and the
examination o f processes o f linguistic change.
In spring 2004, a special focus will be on the
Germ anic language family.

(Cross-listed as D A N C 076 and MATH 007)
(Studio course)

Prerequisite: LIN G 001, LIN G 030, or LING
045 or permission o f the instructor.
1 credit.
Spring 2004- Crist.

LING 054. Oral and Written Language
(Cross-listed as ED U C 0 5 4) (Studio course)
This course examines children’s dialogue and
its rendering in children’s literature. Each stu­
dent will pick an age group to study. T here will
be regular fiction-writing assignments as well
as primary research assignments. This course is
for linguists and writers of children’s fiction
and anyone else who is strongly interested in
child development or reading skills. It is a
course in which we learn through doing.
T h e course will focus strictly on preschool and
elementary school children the next time it is
offered.
A ll students are welcome to do a community
service credit in LIN G 096.
Prerequisite: O ne of: LIN G I f or 43, or 45
A N D one of: 40, 50. C an be met concurrently.
1 credit.
Spring 20 0 3 . Napoli.

LING 057. Movement and Cognition

English, Scottish, Balkan, and Italian folk
dance are analyzed, using group theory, graph
theory, morphological theory, and syntactic
theory, in an effort to understand the temporal
and spatial symmetries o f the dances. One
focus will be a comparison o f the insights
offered by the mathematical and linguistic
approaches.
Prerequisites: N o prerequisites are required for
dance and math. A ll necessary concepts and
movements will be taught in the class. You
must be willing to approach formal systems and
to move your body. One course in linguistics is
required.
T his course counts for distribution in HU or
S S under any rubric. It does not count for
natural science (N S) distribution.
1 credit.
N ot offered 2003-2004-

LING 061. Structure of Navajo
Navajo is an Athabaskan language spoken
more commonly than any other Native Amer­
ican language in the United States. This course
is an exam ination o f the major phonological,
morphological, syntactic, and semantic struc­
tures of Navajo. T h e morphology o f this lan­
guage is legendary. T his course also considers
the history o f the language and its cultural con­
text.

LING 055. Writing Systems,
Decipherment, and Cryptography

Prerequisites: O ne o f LIN G 001, 045, and 052.

T h e course is an introduction to the represen­
tation o f natural language in a nonfundamen­
tal, more or less permanent form. W e begin

Spring 2004- Femald.

232

1 credit.

LING 062. Structure of American Sign
Language

LING 092. Research Practicum in
Psycholinguistics

In this course, we look at the linguistic struc­
tures of A m erican Sign Language (A S L ):
phonology, morphology, syntax, semantics, and
history. W e also discuss issues of culture, litera­
cy, and politics pertinent to deaf communities.

(See PSYC 092)

All students are required to participate in a
rudimentary introduction to A SL for an addi­
tional 0.5 credits. Sign up for LIN G 0062A .

1 credit. Kako.

LING 094. Research Project
W ith permission, students may elect to pursue
a research program.
1 credit.
F all or spring. Staff.

Prerequisites: One of: LING 001, 045, or 052
AND one o f 04 0 ,0 5 0 . Can be met concurrently.

LING 095. Community Service Credit:
Language and the Deaf

All students are welcome to do a community
service project in LIN G 095.

This course offers credit for community service
work. You may work with children at the Oral
Program for the Hearing Impaired at the Kids’
Place in Swarthmore. Prerequisites are LING
045, LING 006, the permission o f the directors
o f both the Linguistics and Education programs
and the agreement of a faculty member in lin­
guistics to mentor you through the project. You
would be required to keep a daily or weekly
journal of your experiences and to write a term
paper (the essence of which would be deter­
mined by you and the linguistics faculty mem­
ber who mentors you in this).

1 credit (plus 0 .5 credit under 0 0 6 2 A ).
Not offered 2003-2004-

LING 070F. Caribbean and French
Civilizations and Cultures
(See FREN 070F)
This course counts for distribution in H U only,
under either rubric.
1 credit. Rice-Maximin.

LING 070R. Translation Workshop
(See LITR 070R )

1 credit.

This course counts for distribution in HU
under the literature rubric and in S S under the
linguistics mbric.

F all or spring. Napoli.

1 credit. Forrester.

LING 080. Intermediate Syntax
This course is designed to provide theoreticial
and cross-linguistic breadth in topics involving
the interaction o f syntax and semantics. You
will refine your skills o f analysis and argumen­
tation. Topics and languages considered will
vary. This course is open to all students who
have taken syntax or semantics.
Prerequisite: LING 050.
1 credit.
N ot offered 2003-2004.

LING 081. Intermediate Semantics
This course begins with the formal foundations
of semantics and then switches to a seminar
style of instruction for an examination o f clas­
sical and recent articles in the field.
Prerequisite: LIN G 4 0 or PHIL 026; LIN G 50
recommended.

LING 096. Community Service Credit:
Literacy
This course offers credit for community service
work. You may work with children in Chester
public schools on literacy. T h e prerequisites are
LING/EDUC 054, the permission o f the direc­
tors of both the Linguistics and Education pro­
grams and the agreement of a faculty member
in linguistics to mentor you through the proj­
ect. You will be required to keep a daily or week­
ly journal of your experiences and to write a term
paper (the essence of which would be deter­
mined by you and the linguistics faculty mentor).
1 credit.
F all or spring. Napoli.

LING 097. Field Research
T his course offers credit for field research on a
language. Prerequisites are the permission of
the chair of Linguistics and the agreement o f a
faculty member in Linguistics to mentor you
through the project.

1 credit.

1 credit.

Fall 2003. Femald.

F all and spring. Staff.

233

Linguistics

LING 100. Research Seminar
A ll course majors in LIN G and LL must write
their senior paper in this seminar. Only seniors
are admitted.
1 or 2 credits.
F all 2003. Harrison and Femald.

LING 119 . Evolution, Culture, and
Creativity
(S e e S O A N 119.)
N ot offered 2003-2004. Piker.

LING 120. Anthropological Linguistics:
Endangered Languages

LING 195. Senior Honors Thesis

(Cross-listed as SO A N 80B )

A ll honors majors in linguistics and honors
minors who are also course majors must write
their thesis for 2 credits in the seminar.

LING 105. Seminar in Phonology

In this seminar, we address some traditional
issues o f concern to both linguistics and
anthropology, framed in the context of the on­
going, precipitous decline in human linguistic
diversity. W ith the disappearance of languages,
cultural knowledge (including entire technolo­
gies such as ethnopharmacology) is often lost,
leading to a decrease in humans’ ability to
manage the natural environment. Language
endangerment thus proves relevant to ques­
tions o f the language/ecology interface, ethnoecology, and cultural survival. T h e seminar
also addresses the ethics o f fieldwork and dis­
semination o f traditional knowledge in the
Internet age and includes a practical workshop
on field methods.

This seminar will consider recent develop­
ments in the theory o f phonology. Topics vary.

Prerequisites: one course in linguistics or
anthropology or permission o f the instructor.

1 o r 2 credits.
N ot offered 2003-2004.

N ot offered 2003-2004-

F all 2003. Harrison and Femald.

LING 199. Senior Honors Study
Honors majors may write their two research
papers for 1 credit in this course. Honors
minors may take this course for 0.5 credit.
Spring 2004- Femald.

SEMINARS

LING 106. Seminar in Morphology
T his seminar will consider recent developments
in the theory of morphology. Topics vary.
1 or 2 credits.
N ot offered 2003-2004■

LING 100. Seminar in Semantics
This seminar will consider recent develop­
ments in the theory o f syntax. Topics vary.
1 or 2 credits.
N ot offered 2003-2004.

LING 109. Seminar in Syntax
This seminar will consider recent develop­
ments in the theory o f syntax. Topics vary.
1 or 2 crédits.
N ot offered 2003-2004.

LING 116 . Language and Meaning
(See PHIL 116)
T his seminar counts for distribution in H U
under the philosophy rubric and in S S under
the LIN G rubric.
Spring 2004- Eldridge.

234

LING 134. Psycholinguistics Seminar
(See PSYC 134)
Kako.

Mathematics and Statistics

DEBORAH J . BERGSTRAND, Professor (part time)
CHARLES M . GRINSTEAD, Professor3
EUGENE A . KLOTZ, Professor
STEPHEN B. MAURER, Professor3
HELENE SHAPIRO, Professor
JANET C. TALVACCHIA, Professor
PHILIP J . EVERSON, Associate Professor3
THOMAS J . HUNTER, Associate Professor and A cting Chair
AIMEE S.A. JOHNSON, Associate Professor3
DON H. SHIMAMOTO, Associate Professor
WALTER R. STROMQUiST, Visiting Associate Professor
GARIKAI CAMPBELL, Assistant Professor
CHERYL P. GROOD, Assistant Professor1
EMILY B. PROCTOR, Visiting Assistant Professor
STEVE C. WANG, Assistant Professor
JAMES S. WISEMAN, Visiting Assistant Professor
STEVEN AMGOTT, Computer Laboratory Coordinator
STEPHANIE J . SPECHT, Administrative Assistant

1 Absent on leave, fall 2003.

3

Absent on leave, 2003-2004.

People study mathematics and statistics for
several reasons— for the pleasure o f it or for its
usefulness as a tool. T h e Department o f M ath­
ematics and Statistics tries to meet a variety of
needs. It offers a program that will enable stu­
dents to develop a firm foundation in pure
mathematics and to see mathematical and sta­
tistical methods used to solve in a precise way
problems arising in physical science, computer
science, social science, and operations re­
search. Mathematics and statistics have grown
enormously in recent years, developing an in­
creasing number o f specialties and applica­
tions. A ll mathematical endeavor, however, is
based on logical argument, abstraction, and an
analytical approach to problem solving. Ideal­
ly, the study of mathematical sciences develops
the ability to reason logically from hypothesis
to conclusion, to analyze and solve quantita­
tive problems, and to express one’s thoughts
clearly and precisely. In addition, the depart­
ment faculty members hope that studying
mathematics will foster an appreciation for the
beauty and power of its methods, abstract ap­
proach, and rigorous structure.

REQUIREMENTS AND RECOMMENDATIONS
Fiist-Year Courses
Mathematics and statistics courses appropriate
for incoming first-year students with tradition­
al (precalculus) high school preparation in­
clude ST A T 001 (Statistical Thinking), STA T
002 (Statistical Methods), M A TH 003 (Intro­
duction to M athematical Thinking), M ATH
004 (Calculus Concepts), M ATH 005 (Calcu­
lus I), M ATH 005S (Calculus I Sem inar), and
M A TH 009 (Discrete M athematics). STA T
001, M ATH 003, M ATH 004, M ATH 005S,
and M A TH 0 0 9 are primary distribution
courses. More advanced courses are available
to first-year students as explained later. Stu­
dents who would like to begin calculus
(M A TH 004, 005, or 0 05S ) but are not sure
they are prepared should take the departmental
calculus readiness exam when they arrive on
campus. Entering students may place into
higher-level courses (typically the half-semes­
ter courses 006A , 006B , and 006C or the se­
mester courses 006S, 016, 016H , and 018) by
scoring sufficiently well on the departmental
calculus placement exam or by taking certain
standardized exams (see later).

235

Mathematics and Statistics

Placement Procedure
To gain entrance to any mathematics course
(but not to gain entrance to statistics courses),
students m ust take at least one o f the follow ing
exams: the A P or IB (standardized) exams,
Swarthmore’s Calculus Placement Exam, or
Swarthmore’s Calculus Readiness Exam. Stu­
dents who do take one o f the standardized
exams may be required to take the departmen­
tal exams as well. T h e Calculus Placement
Exam is sent to entering first-year students
over the summer, along with detailed informa­
tion about the rules for placement and credit.
T h e Calculus Readiness Exam is given during
first-year orientation only.

Advanced Placement (AP) and Credit
Policy
A P and “credit” mean different things. Place­
m ent 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 gradu­
ation.
T h e Swarthmore Calculus Placement Exam is
used for only placement, not credit. Credit is
awarded on the basis o f the A P and the Inter­
national Baccalaureate (IB ) exams, as follows:
• 1 credit (for ST A T 002) for a score of 4 or
5 on the Statistics A P Test o f the College
Board
• 1 credit (for M A TH 005) for a score o f 4
on the A B or B C Calculus A P Test of the
College Board (or for an A B subscore of 4
on the B C test) or for a score o f 5 on the
Higher Level Mathematics Test o f the IB
• 1.5 credits (for M A TH 005 and 006A ) for
a score o f 5 on the A B Calculus A P Test
(or for the A B subscore of the B C Test) or
a score o f 6 or 7 on the higher-level IB
• 2 credits (for M ath 005, 006A , and 006B )
for a main score o f 5 on the B C Calculus
A P Test
Alternatively, any entering student who places
out o f M A TH 0 0 5 ,006A , or 006B may receive
credit for the courses placed out of by passing
the final exams in these courses with a grade of
straight C or better. These exams must normal­
ly be taken during the student’s first semester at
Swarthmore, at the time when the final exam

236

is given for the course. Students who wish to
take these exams must arrange to do so with
the departmental placement coordinator and
should do so during their first semester at
Swarthmore. Students who are eligible for AP
credit for a course but who take the course any­
way will not receive the A P credit.
First-year students seeking A P and/or credit for
calculus taken at another college or university
must normally validate their work by taking
the appropriate Swarthmore examination, as
described earlier. For work beyond calculus
completed before entering Swarthmore, stu­
dents should consult the departmental place­
ment coordinator to determine the Swarth­
more course into which they should be placed.
T h e department will not normally award AP
credit for work above the M ATH 006 level,
however.

Introductory Statistics
Students who do not know calculus can take
ST A T 001 or 002. STA T 001 is intended to
show how statistics is used to help obtain an
understanding o f the world around us. STAT
002 is a more practical course for students who
expect to use statistics in their own work. Stu­
dents who know a semester o f calculus should
take STA T 002C instead of ST A T 002. Both
ST A T 002 and 002C lead to ST A T 027 on
multivariate statistical analysis. Students with
a strong background in mathematics can begin
with the more theoretical ST A T 053 and con­
tinue with the 1-credit seminar STA T 111.

Requirements for a Major in Mathematics
Students apply for a major in the middle of the
second semester o f the sophomore year. A
prospective applicant should expect that by
the end of the sophomore year, he or she will
have received credit for, or placement out of, at
least four of the following five courses: Calcu­
lus I (M A T H 005 or 0 0 5 S ), Calculus II
(M A TH 006A and 006B or 0 0 6 S ), Discrete
Mathematics (M A TH 0 09), Linear Algebra
(M A TH 016 or 016H ), and Several Variable
Calculus (M A TH 018 or 018H ). A ll majors
must complete M ATH 016 and 018 by the end
o f the first semester o f the junior year.
In addition, a candidate should have a gradepoint average in mathematics and statistics
courses o f at least C + . This should include at
least one grade at the B level. In some cases,
applicants may be deferred, pending successful

work in courses to be designated by the
department.
By graduation, a mathematics major must have
at least 10 credits in mathematics and statistics
courses. A t most, 5 o f the credits counted in
the 10 may be for courses numbered under 025.
(Certain courses in this category are no t to
count toward the major. These are so indicated
under the course listings in this catalog.) Fur­
thermore, every major is required to obtain
credit for, or place out of, each of the following
courses: M ATH 005 or 0 05S; M A TH 006A
and 006B or 0 06S; M ATH 016 or 16H; M ATH
018 or 018H ; M A TH 047; and M A TH 049.
The two upper-level core courses, M ATH 047
(Introduction to Real Analysis) and MATH
049 (Introduction to M odem Algebra), will be
offered every fall semester. A t least one of these
two should be taken no later than the fall se­
mester of the junior year. Finally, course majors
must satisfy the departmental comprehensive
requirement by passing M A TH 097: Senior
Conference. Progress of majors will be re­
viewed at the end o f each semester. Students
not making satisfactory progress may be
dropped from the major.
Mathematics majors are urged to study in some
depth a discipline that makes use of mathe­
matics and to acquire some facility with the
computer. Students bound for graduate work
should obtain a reading knowledge 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 cm statistics by taking the following
courses at the advanced level: (1) the core
analysis course (M A TH 0 4 7 ); (2) Mathemati­
cal Statistics I (ST A T 05 3 ) and possibly M ath­
ematical Statistics II (ST A T 111); (3) Proba­
bility (MATH 105); (4 ) Multivariate Statistics
(STA T 0 2 7 ) or, perhaps, Econom etrics
(ECON 135); and (5 ) another mathematics
course numbered 025 or higher. Students are
encouraged but not required to select the core
algebra course (M A TH 04 9 ) if they choose this
emphasis.
Students interested in m athem atics and comput­
er science should consider a mathematics major
with a concentration in computer science or

an honors program with a mathematics major
and a computer science minor. Details on these
options are in the catalog under computer
science.
Sample program for majors considering gradu­
ate work in social or m anagem ent science or a
master’s in business administration. Basic
courses: M A TH 005 (or 00 5 S ), 0 06A and
006B (or 0 0 6 S ), 0 0 9 ,0 1 6 , and 018; C P S C 020;
advanced courses: (1) Modeling (M A TH 061);
(2) at least one o f Probability (M A TH 105),
Mathematical Statistics I (ST A T 053), and
possibly M athem atical Statistics II (ST A T
1 11); (3 ) at least one of Com binatorics
(M A TH 065) or Operations Research (ECON
0 3 2 ); (4 ) the two required core courses
(M A TH 047 and M A TH 0 49); and (5) Differ­
ential Equations (M A TH 030). Because this
program is heavy (one who hopes to use math­
ematics in another field must have a good grasp
both of the mathematics and of the applica­
tions), one of the core course requirements may
be waived with permission o f the department.
Sample program for students considering grad­
uate work in operations research. Basic courses:
same as previous paragraph. Advanced courses:
(1) the two required core courses (M A TH 047
and M A TH 049); (2) Combinatorial Opti­
mization (M A TH 0 7 2 ) and Combinatorics
(M A TH 0 6 5 ); (3) M athematical Statistics
(ST A T 0 53); and (4) at least one o f Number
Theory (M A T H 0 3 7 ), M odeling (M A TH
0 61), or Probability (M A TH 105).

Teacher Certification
W e offer teacher certification in mathematics
through a program approved by the state of
Pennsylvania. Because o f a change in teacher
certification regulations that occurred in N o­
vember 2000, students completing certifica­
tion through 2003 will need to fulfill somewhat
different course requirements from those who
complete certification in 2004 and beyond. For
further information about the relevant set of
requirements, please contact the Educational
Studies chair, the Mathematics and Statistics
Department chair, or the Educational Studies
Department W eb site: www.swarthmore.edu/
SocSci/Education/.

Mathematics Course Minor
By graduation, a mathematics course minor
should have obtained 6 credits in mathematics
or statistics. Furthermore, every mathematics

237

Mathematics and Statistics

course minor is required to obtain credit for, or
place out of, each o f the following courses:
M A TH 005 or 00 5 S; M A TH 006A -006B or
0 06S; M A TH 016 or 016H ; and M A TH 018 or
018H . In addition, every mathematics course
minor must obtain at least 2 credits in mathe­
matics or statistics courses whose numbers are
greater than 030. A t least 1 o f these 2 credits
must be obtained from M A TH 047 or 049.
Progress of mathematics course minors will be
reviewed at the end o f each semester. Students
n o t making satisfactory progress may be
dropped from the minor.

Statistics Course Minor
By graduation, a statistics course minor should
have obtained 6 credits in mathematics or sta­
tistics. Furthermore, every statistics course
minor is required to obtain credit for, or place
out of, each of the following courses: M ATH
005 or 0 0 5 S ; M A TH 0 06A -006B or 006S;
M A TH 0 16 or 016H ; and M ATH 018 or
0 1 8H . In addition, every statistics course
minor must obtain credit for, or place out of,
ST A T 053 and ST A T 111. Progress o f statistics
course minors will be reviewed at the end of
each semester. Students not making satisfac­
tory progress may be dropped from the minor.

The Honors Program
Requirements for acceptance as a mathematics
major in the Honors Program are more strin­
gent than those for the course major and in­
clude a grade-point average in mathematics
and statistics courses o f B+ or better. Potential
honors majors may want to consider including
in the sophomore year a course that emphasizes
theory and provides an opportunity for writing
proofs. Department faculty can give advice on
appropriate courses.
T h e program for an honors major in mathe­
matics shall consist o f preparations for external
exam ination in three fields o f 2 credits each,
and an additional credit in one o f the three
chosen preparations, for a total of 7 distinct
credits. Each preparation consists of a required
core course together with a second credit in
that field selected from a list o f courses and
seminars designated by the department. For the
honors major, two o f the preparations shall be
in algebra and analysis, and every program
must include at least one o f M ATH 101 (Real
Analysis Seminar) or M A TH 102 (Algebra
Sem inar). These two seminars will be offered

238

every spring semester. Each student may select
the third preparation from a list o f fields that
includes discrete mathematics, geometry, sta­
tistics, and topology. T h e department must ap­
prove any alternatives to these.
Students who wish to complete an honors
minor in mathematics must have credit for, or
place out of, M A TH 005 or 005S, MATH
0 06A and 0 06B or 006S, M A TH 016 or 016H,
and M ath 018 or 018H . For the honors portion
of their program, minors must complete one 2credit preparation chosen from among any of
the fields described earlier. Again, any alterna­
tives must have departmental approval.

COURSES
STAT 001. Statistical Thinking
Statistics provide methods for collecting and
analyzing data and generalizing from the results
o f the analysis. Statistics are used in a wide
variety o f fields, and the course provides an
understanding o f the role o f statistics. It is in­
tended for students who want an appreciation
o f statistics without the need to learn how to
apply statistical methods. It provides an intu­
itive understanding o f statistical concepts and
makes use of modem statistical software for the
M acintosh computer. This course cannot be
counted toward a major in mathematics.
Prim ary distribution cou rse. 1 credit.
E ach Sem ester
Foil 2003. Wang.
Spring 2004. Stromquist.

STAT 002. Statistical Methods
(Cross-listed as SO A N 010E )
Data on one variable are examined through
graphical methods and the computations of av­
erages and measures of variation. Relationships
between two variables are studied using meth­
ods such as chi-square, rank correlations,
analysis o f variance, and regression analysis.
T h e course is intended for students who want a
practical introduction to statistical methods
and who intend to do statistical analysis pri­
marily in the biological and social sciences. It
is not a prerequisite for any other department
course except ST A T 027, nor can it be counted
toward a major in the department. Recom­
mended for students who have not studied cal-

cuius (those who know a semester of calculus
are advised to take STA T 00 2 C instead).

or Calculus Placement Exam (see “Placement
Procedure” earlier).

Primary distribution course. 1 credit.

Primary distribution cou rse. I credit.

Fall 2003. Wang.

Spring 2004. Bergstrand.

STAT 002C. Statistics

MATH 005. Calculus I

(Cross-listed as SO A N 010F)

This first-semester calculus course will intro­
duce topics in the differentiation and integra­
tion of functions of one variable. These topics
include limits and the definition of the deriva­
tive, interpretations and applications of the de­
rivative, techniques of differentiation, graph­
ing and extreme value problems, the logarithm
and exponential functions, the integral, and
the fundamental theorem of calculus.

This calculus-based introduction to statistics
covers most of the same methods examined in
STAT 002, but the course is taught on a high­
er mathematical level. T h e course is intended
for anyone who wants an introduction to the
application of statistical methods.
Prerequisite: M ATH 0 04 or 005.
Primary distribution course. I credit.
Spring 2004. Stromquist.

MATH 003. Introduction to Mathematical
Thinking
Students will explore the world of mathemati­
cal ideas by sampling logic, number theory,
geometry, infinity, topology, probability, and
fractals, while we emphasize the thinking and
problem-solving skills these ideas stimulate.
Class meetings will involve presentation of new
material; group work on problems and puzzles;
and lively, maybe even passionate discussions
about mathematics. T his course is intended for
students with little background in mathematics
or those who may have struggled with math in
the past. Students planning to go on to calculus
should consult with the instructor. This course
does not count toward a major in mathematics.
Primary distribution course. I credit.
Fall 2003. Campbell.

MATH 004. Calculus Concepts
Introduction to the concepts, methods, and ap­
plications of calculus. M ATH 004 proceeds
more gently and less far than M A TH 005 and
is intended primarily for students whose prepa­
ration is limited or weak. Students who have
had calculus in high school may not take
MATH 004 without permission o f the instruc­
tor. Students who complete M A TH 004 are en­
couraged to continue on to M A TH 005 or
MATH 006A (or 0 0 6 S ). They may receive
credit for MATH 005 by taking it after MATH
004 with permission o f the department. O ther­
wise, credit is not granted for both M ATH 004
and MATH 005.
Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Exam

Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Exam
or Calculus Placement Exam (see “Placement
Procedure” earlier).
1 credit.
F all 20 0 3 . Klotz, Shapiro.

MATH 005S. Calculus I Seminar
M ATH 0 05S covers the same material as the
lecture-based M A TH 005 but uses a seminar
format (10-14 students) with additional meet­
ings and lots of hands-on activities (e.g., writ­
ing, oral presentations, group work, and com­
puter work). Intended for students who think
they could benefit from the collaborative sem­
inar format and who wish to be challenged to ex­
cel in calculus so that they gain more confidence
to continue with mathematics and science.
Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Exam
or Calculus Placement Exam (see “Placement
Procedure” earlier).
Primary distribution course. 1 credit.
Not offered 2003-2004-

Note on MATH 006
T h e material following M ATH 005 is divided
into four 0.5-cred it courses, 0 0 6 A , 0 06B ,
006C , and 006D . Each course will run full time
for one-half semester. Students may take any
number o f these courses. Normally, however,
students coming from M A TH 005 will take
0 06A and either 006B or 006C . Students en­
roll at the beginning of each semester for all
versions of M ATH 006 they plan to take at any
time during the semester. M A TH 006S is a fullsemester seminar version of M A TH 0 06A and
006B .

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Mathematics and Statistics

MATH 006A. Calculus IIA
T his course is a continuation o f the material
begun in M A TH 005 and is the prerequisite for
M A TH 0 16 (Linear Algebra) and M A TH 018
(Several Variable Calculus) as well as for 006B
and 006C . Topics will include applications of
the integral, inverse trigonometric functions,
methods o f integration, and improper integrals.
M A TH 0 06A is a 0.5-credit course.
Prerequisite: M ATH 005 or 00 5 S or placement
by examination (see “Advanced Placement
and Credit Policy” earlier).
0 .5 credit.
E ach sem ester (first h a lf).
F all 2003. Campbell, Stromquist.
Spring 2004. Klotz, Proctor.

MATH 006B. Calculus IIB
This course is an introduction to infinite series
and approximation. Topics include Taylor
polynomials and Taylor series, convergence
tests, and the use o f power series. O ther topics,
such as applications to differential equations
and Fourier series, may be introduced, time
permitting. M A TH 0 0 6 B should be taken by
anyone planning to take mathematics courses
beyond the freshman-sophomore level. It is re­
quired of all students majoring in mathematics,
chemistry, physics, or engineering. M ATH
0 0 6 B is a 0.5-credit course.
Prerequisite: M ATH 006A or placement by ex­
am ination (see “Advanced Placem ent and
Credit Policy” earlier).
0 .5 credit.
F all sem ester (each half) and spring sem ester
(secon d h a lf).
F all 2003. Campbell, Shimamoto, Stromquist,
Wiseman.
Spring 2 0 0 4 . Klotz, Proctor.

MATH 006C. Calculus IIC
T his course emphasizes the differential aspects
o f several variable calculus covered in the first
half of M ATH 018. In addition, multivariable
integration may be touched on as well as such
topics as differential equations and probability.
M A TH 00 6 C is intended primarily for students
interested in applications (especially in eco­
nomics) who consider M ATH 006 one of their
last mathematics courses and who do not plan
to take M ATH 018. Students may (but nor­
mally will not) take both M A TH 006C and

240

M A TH 018. T his course cannot be counted
toward a major in mathematics. M ATH 006C
is a 0.5-credit course.
Prerequisite: M A TH 0 06A or placement by ex­
am ination (see “Advanced Placement and
Credit Policy” earlier).
0 .5 credit.
E ach sem ester (secon d h a lf).
F all 2003. Shimamoto.
Spring 2004. Staff.

MATH 006B. Postcalculus
A special course in the second half of the fall
semester primarily for first-year students who
place into M ATH 006B in August. MATH
006D is for students who like mathematics and
are curious to know what it might be like to
major in it. Each year, the contents o f 006D
will be selected from the wealth of modem
mathematics that cannot be introduced in
standard freshman-sophomore courses. MATH
006D is a 0.5-credit course.
Prerequisites: M A TH 006B (in exceptional
cases, M ATH 006A ) and either departmental
recommendation or permission of the instructor.
0 .5 credit.
F all 2003 (secon d h a lf). Wiseman.

MATH 006S. Calculus II Seminar
A continuation of M ATH 005S, in the same
style. Covers the material of M ATH 006A and
006B .
Prerequisite: M A TH 005 or 005S or placement
by examination (see “Advanced Placement
and Credit Policy” earlier).
Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004.

MATH 007. Elementary Topics in
Mathematics in Applied Contexts
T his course is offered occasionally and is inter­
disciplinary in nature. It provides an introduc­
tion to some area o f mathematics in the con­
text of its use in another discipline. A recent
version of this course was taught in the Lin­
guistics Program. This course does not count
toward a major in mathematics.
1 c r ed it.

N ot offered 2003-2004-

MATH 009. Discrete Mathematics

MATH 016. Several Variable Calculus

An introduction to noncontinuous mathemat­
ics. The key them e 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 in­
clude algorithms, graph theory, counting, dif­
ference equations, and finite probability with
special emphasis on how to write mathematics.

This course considers differentiation and inte­
gration of functions of several variables with
special emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, Lagrange multipliers, multiple
integrals, line and surface integrals, G reen’s,
Stokes’, and Gauss’ theorems. O ften there is
one section for students who have had linear
algebra (M A TH 016 or 016H ) and another for
students who have not.

Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Exam
or Calculus Placement Exam (see “Placement
Procedure’” earlier). Familiarity with some com­
puter language is helpful but not necessary.

Prerequisite: M A TH 0 06A or equivalent or
placement by examination (see “Advanced
Placement and Credit Policy” earlier).
Recommended: M ATH 006B and M ATH 016.

Primary distribution course. 1 credit.

1 credit.

Each sem ester.

E ach sem ester.

Fall 2003. Bergstrand.

F all 2003. Bergstrand, Proctor.

Spring 2004. Grood.

Spring 2004. Proctor, Shapiro.

MATH 016. Linear Algebra

MATH 018H. Several Variable Calculus
Honors Course

This course covers vector spaces, matrices, and
linear transformations with applications to so­
lutions of systems of linear equations, determi­
nants, and eigenvalues.
Prerequisite: A grade o f C or better in M ATH
006A or MATH 0 09 or placement by exami­
nation (see “Advanced Placement and Credit
Policy” earlier).
1 credit.
Each sem ester.
Fall 2003. Shapiro, Wiseman.
Spring 2004. Campbell, Grood.

MATH 016H. Linear Algebra Honors
Course
This honors version of M ATH 016 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situations,
but applications will be emphasized less). It is
intended for students with exceptionally strong
mathematical skills, especially if they are
thinking of a mathematics major.
Prerequisite: A grade of B or better in MATH
006A or MATH 009 or placement by exami­
nation (see “Advanced Placement and Credit
Policy” earlier).
1 credit.
Fall 2003. Hunter.

T his honors version of M ATH 018 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situations,
but applications will be emphasized less). It is
intended for students with exceptionally strong
mathematical skills and primarily for those who
have completed M ATH 016H successfully.
Prerequisite: M ATH 006B and a grade o f C or
better in M A TH 016H , or permission of the in­
structor.
1 credit.
Spring 2004. Hunter, Proctor.

STAT 026. Topics in Statistics
T h e choice o f topics will depend somewhat on
the interest and mathematical background of
the students, but they will include a study of
issues in multivariate analysis and statistical
inference (Bayesian statistics in particular).
Prerequisite: O ne course in statistics.
1 credit.
N ot offered 2003-2004.

STAT 027. Data Analysis and Visualization
T his course will study methods for exploring
and modeling relationships in data. W e intro­
duce modem techniques o f statistical graphics,
many developed in the last decade, for visual­
izing trends and formulating hypotheses. W e

241

Mathematics and Statistics

will also discuss methods for modeling struc­
ture and patterns in data, particularly using
multiple regression and related methods. T he
format o f the course emphasizes writing assign­
ments, presentations, and interactive problem
solving using real datasets.
Prerequisite: A ny one o f ST A T 002/002c,
ST A T 05 3 , or ECO N 031; or A P Star
or ST A T 001 and permission of the instructor.
1 credit.

MATH 046. Theory of Computation
(Cross-listed as C P SC 046)
Please see Computer Science for description.

MATH 047. Introduction to Real Analysis
This course concentrates on the careful study of
the principles underlying the calculus of real val­
ued functions of real variables. Topics will include
continuity, compactness, connectedness, uniform
convergence, differentiation, and integration.

Alternate years.

Prerequisites: M ATH 006B , 016, and 018 or
permission of the instructor.

Spring 2004- Wang.

Prim ary distribution course. 1 credit.

MATH 030. Differential Equations

F all 2003. Shimamoto, Talvacchia.

A n introduction to differential equations that
includes such topics as first-order equations,
linear differential equations, series solutions,
first-order systems o f equations, Laplace trans­
forms, approximation methods, and some par­
tial differential equations.
Prerequisites: M A TH 0 0 6B and either 018 or
0 0 6 C or permission of the instructor. M ATH
016 recommended strongly.

MATH 048. Topics in Algebra
Course content varies from year to year de­
pending on student and faculty interest. Recent
offerings have included coding theory, groups
and representations, finite reflection groups.
Prerequisite: M A TH 016 and possibly MATH
049.
1 credit.

1 credit.

A lternate years.

Spring 2004- Shapiro, Shimamoto.

Spring 2004. Campbell.

MATH 037. Number Theory

MATH 049. Introduction tn Modern
Algebra

T h e theory o f primes, divisibility concepts, and
multiplicative number theory will be devel­
oped. Students are also expected to learn how
to construct a mathematical proof.
Prerequisites: M A TH 0 16 and 018, or permis­
sion o f the instructor.
Prim ary distribution course. 1 credit.

T his course is an introduction to abstract alge­
bra and will survey basic algebraic systems—
groups, rings, and fields. Although these con­
cepts will be illustrated by concrete examples,
the emphasis will be on abstract theorems,
proofs, and rigorous mathematical reasoning.

A lternate years.

Prerequisite: M ATH 016 or permission of the
instructor.

N ot offered 2003-2004.

Prim ary distribution course. I credit.

MATH 045. Topics in Geometry

F all 2003. Campbell.

Course content varies from year to year, but re­
cently the focus has been on the careful devel­
opment of plane geometry, including basic ax­
ioms and the geometries that result: Euclidean,
projective, and hyperbolic.

STAT 053. Mathematical Statistics I

Prerequisites: None, but the course will be
taught at a level suitable for students who have
completed M A TH 016 and 018. See the in­
structor if in doubt.
Prim ary distribution cou rse. 1 credit.
A lternate years.
F all 2003. Proctor.

Based on probability theory, this course exam­
ines the statistical theory for the estimation of
parameters and tests of hypotheses. Both small
and large sample properties of the estimators
are studied. T h e course concludes with the
study o f models dealing with relationships be­
tween variables, including chi-square and re­
gression analysis.
Prerequisites: M ATH 016 and 018 or permis­
sion of the instructor.
1 credit.
F all 2003. Stromquist.

242

MATH 061. Modeling

MATH 081. Partial Differential Equations

An introduction to the methods and attitudes
of mathematical modeling. Because modeling
in physical science and engineering is already
taught in courses in those disciplines, applica­
tions in this course will be primarily to social
and biological sciences. Various standard
methods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, and computer simulation.
The emphasis, however, will be on how to
apply these subjects to specific modeling prob­
lems, not on their systematic theory. T h e for­
mat of the course will include projects as well
as lectures and problem sets.

T h e first part o f the course consists of an intro­
duction to linear partial differential equations
of elliptic, parabolic, and hyperbolic type via
the Laplace equation, the heat equation, and
the wave equation. T h e second part o f the
course is an introduction to the calculus of
variations. Additional topics depend on the in­
terests of the students and instructor.

Prerequisites: M ATH 016 and 018, or permis­
sion of the instructor.

S(mng 2004. Wiseman.

1 credit.

Course content varies from year to year. R e­
cent topics have included dynamical systems
and the mathematics o f financial derivatives.
In 1999, the topic was Fourier analysis: Fourier
series and integrals, inversion, applications to
probability, number theory, and partial differ­
ential equations. In 2003, the topic will be
chaotic dynamical systems and the qualitative
analysis o f nonlinear systems. Topics will in­
clude stability, existence and classification of
equilibria, bifurcations, measurement o f chaos,
symbolic dynamics, and fractals.

Alternate years.
Not offered 2003-2004.

MATH 065. Combinatorics
This course continues the study o f noncontinuous mathematics begun in M ATH 009. T h e
topics covered include three broad areas:
counting theory, graph theory, and design the­
ory. The first area includes a study o f generat­
ing functions and Polya counting. T h e second
area is concerned with relations between cer­
tain graphical invariants. Topics such as ex­
tremal graph theory and Ramsey theory may be
introduced. T he third area introduces combi­
natorial structures such as matroids, codes, and
Latin squares.
Prerequisites: M A TH 0 09 and at least one
other course in mathematics.
1 credit.
Alternate years.
N ot offered 2003-2004.

MATH 072. Topics in Combinatorial
Optimization
Topics vary from year to year. Past topics have
included linear programming, game theory,
combinatorial algorithms, number theoretic al­
gorithms, and complexity theory.
Prerequisites: M ATH 0 0 9 and at least one
higher-numbered mathematics course.

Prerequisites: M A TH 016, 018, and either
M A TH 03 0 or PH YS 050 or permission of the
instructor.
1 credit.
A lternate years.

MATH 085. Topics in Analysis

Prerequisites: M A TH 016 and 018. M A TH 047
is also recommended.
1 credit.
A lternate years.
N ot offered 2003-2004.

MATH 093/STAT 093. Directed Reading
MATH 096/STAT 096. Thesis
MATH 097. Senior Conference
This 0.5-credit course is required of all senior
mathematics majors in the course program. It
provides an opportunity to delve more deeply
into a particular topic agreed on by the student
and the instructor. T his focus is accomplished
through a written paper and an oral presentation.
0 .5 credit.
F all 20 0 3 . Talvacchia.

Recommended: C P S C 020.
I credit.
A lternate years.
Fall 2003. Shapiro.

243

Mathematics and Statistics

SEMINARS
MATH 10 1. Real Analysis II
T his seminar is a continuation of Introduction
to Real Analysis (M A TH 047). Topics may in­
clude the inverse and implicit function theo­
rems, differential forms, calculus on manifolds,
and Lebesgue integration.
Prerequisite: M ATH 047.
1 credit.
Sirring 2 0 0 4 . Talvacchia.

MATH 102. Modern Algebra II
T his seminar is a continuation of Introduction
to M odem Algebra (M A TH 049). Topics cov­
ered usually include field theory, Galois theory
(including the insolvability o f the quintic), the
structure theorem for modules over principal
ideal domains, and a theoretical development
of linear algebra. O ther topics may be studied
depending on the interests of students and
instructor.
Prerequisite: M A TH 049.
1 credit.
Spring 2004. Bergstrand.

MATH 103. Complex Analysis
A brief study o f the geometry o f complex num­
bers is followed by a detailed treatment of the
Cauchy theory of analytic functions o f a com­
plex variable: integration and Cauchy’s theo­
rem, power series, residue calculus, conformal
mapping, and harmonic functions. Various ap­
plications are given and other topics, such as
elliptic functions, analytic continuation, and
the theory of Weierstrass, may be discussed.
Prerequisite: M A TH 047.
1 credit.
A lternate years.
N ot offered 2003-2004.

MATH 104. Topology
A n introduction to point-set, combinatorial,
and algebraic topology: topological spaces,
classification o f surfaces, the fundamental
group, covering spaces, simplicial complexes,
and homology (including related algebra).
Prerequisites: M ATH 0 47 and 049.
2 credits.
A lternate years.
Spring 2004. Shimamoto.

244

MATH 105. Probability
A n introduction to measure-theoretic proba­
bility theory. Topics may include branching
processes, renewal theory, random walks, sto­
chastic processes, laws o f large numbers, char­
acteristic functions, the Central Limit Theo­
rem, Markov chains, the Poisson process, and
percolation.
Prerequisite: ST A T 053.
1 credit.
A lternate years.
Spring 2004- Wiseman.

MATH 106. Advanced Topics in Geometry
T h e course content varies from year to year
and will be chosen from among differential
geometry, differential topology, and algebraic
geometry.
Prerequisites: depend on the topic chosen.
1 credit.
A lternate years.
N ot offered 2003-2004-

STAT 1 1 1 . Mathematical Statistics II
T his 1-credit seminar is offered as a continua­
tion of ST A T 053. It deals mainly with statisti­
cal models for the relationships between vari­
ables. T h e general linear model, which in­
cludes regression, variance, and covariance
analysis, is examined in detail. Topics also in­
clude nonparam etric statistics, sampling
theory, and Bayesian statistical inference.
Prerequisite: STA T 053.
1 credit.
A lternate years.
N ot offered 2003-2004-

Medieval Studies

Coordinator:

STEPHEN P. BENSCH

Committee:

Michael W. Cothren (A rt History)
Nathaniel Deutsch (Religion)
Michael Marissen (Music)
Rosaria V. Munson (Classics)
Ellen M . Ross (Religion)3
William N. Turpin (Classics)
Craig Williamson (English Literature)

(History)

3 Absent on leave, 2003-2004.

This interdisciplinary program offers an oppor­
tunity for an integrated study of European and
Mediterranean civilization from the fourth to
the 15th centuries. T h e period, which has a
critical importance for the understanding of
Western culture, can best be approached
through a combination o f several disciplines.
Hence, six departments (A rt, Classics, English
Literature, History, Music, and Religion) coop­
erate to provide a course of study that may be
offered as a major or minor in the Course
Program or as a major or minor in the Honors
Program.

REQUIREMENTS AND RECOMMENDATIONS
All students who major in the Course Program
or major or minor in the Honors Program must
satisfy the following distribution requirements:
One course in art history (A R T H 014, 047, or
145)
One course in history (H IS T 002A , 006, 012017, or 111)
One course in literature (EN G L 010, 014, 016,
102, or C L A S 014 or 060)
One course in religion (RELG 014B , 020B ,
114, or 116) or philosophy (medieval)
(Please note possible prerequisites for the pre­
ceding courses.)

Couise Major
1. Distribution requirements as listed previously.
2. Senior comprehensive examinations. Each

major in course is required to complete the
senior comprehensive written and oral ex­
aminations (normally taken at the end of
the second semester o f senior year). These
examinations are planned as a culminating
exercise to facilitate the review and integra­
tion o f the various subjects and methods in­
volved in the interdisciplinary field of me­
dieval studies.
3.

Students must complete at least 8 credits in
medieval studies to graduate with a me­
dieval studies major. (In addition to courses,
these credits may include directed readings
in medieval subjects and/or a thesis written
during the first semester of the senior year.)

Course Minor
A minor in medieval studies will consist of 5
credits in medieval studies (see course and
seminar options listed subsequently). These 5
credits must include work in at least three sep­
arate departments. Students are reminded that
only 1 of the 5 credits can be in the department
o f their major.

Honors Major
1. Distribution requirements as listed earlier.
2. T h e four preparations for the Honors Pro­
gram should reflect the interdisciplinary na­
ture of this major and must include work in
three of the following five areas: art history,
history, literature, music, or religion/philosophy. T h e preparations may be constituted
by some combination o f the following: sem­
inars, preapproved two-course com bina­
tions, courses with attachments, or a thesis.

245

Medieval Studies

Students may design an integrated minor in
another field by counting one o f the me­
dieval studies preparations as also part o f the
separate minor in its home department. Stu­
dents who minor in another department will
have to fulfill the minor prerequisites and
requirements (including senior honors study
m inor requirem ents) stipulated by th at
department.
3.

Senior honors study for majors in medieval
studies will follow the policies o f the indi­
vidual departmental preparations used in
the program. Majors will have a 90- to 120minute oral panel with all four examiners
present. Minors will have the regular indi­
vidual oral for the single preparation.

Honors Minor
1. Distribution requirements as listed earlier.

H IS T 006. T h e Formation of the Islamic
Near East
H IS T 012. Chivalric Society
H IS T 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the
Middle Ages
H IS T 015. Medieval Towns
H IS T 016. Sex, Sin, and K in in Early Modem
Europe
LATN 014. Medieval Latin
M U SI 020. Medieval and Renaissance Music
M U SI 045. Performance (early music
ensemble)
RELG 014B . Christian Life and Thought in
the Middle Ages
RELG 020B . Prophets and Visionaries:
Christian Mysticism Through the Ages

2. T h e one preparation for the Honors Pro­
gram should reflect the interdisciplinary na­
ture o f this minor and may be satisfied by
one o f the following: one seminar, a pre­
approved two-course combination, or one
course with an attachm ent. T h e minor
preparation must be in a department dis­
tin ct from the student’s major.

RELG 030B . T h e Power o f Images: Icons and
Iconoclasts

3. Senior honors study for minors in medieval
studies will follow the policies o f the indi­
vidual departmental preparations used in
the program. Minors will have the regular
individual oral for the single preparation.

SEMINARS

RELG 03 IB . Religion and Literature
RELG 046. Justice and Conscience in Islam
M D ST 096. Thesis

Seminars currently offered in medieval studies:
A R T H 145: G othic A rt and Architecture
EN G L 102: Chaucer and Medieval Literature
H IS T 111. T h e Medieval Mediterranean

COURSES

RELG 116. T h e Body in Late Antiquity
RELG 114. Love and Religion

Courses currently offered in medieval studies
(see catalog sections for individual depart­
ments to determine specific offerings in 20032004):
A R T H 014. Medieval Survey
A R T H 046/RELG 029. Monasticism and the
Arts ip the Christian Middle Ages
A R T H 047. Special Topics in Medieval A rt
C L A S 060. Dante and the Classical Tradition
EN G L 010. Survey I: Beowulf to M ilton
EN G L 014. Old English/History of the
Language
EN G L 016. Chaucer
H IS T 002A . Medieval Europe

246

RELG 119. Sufism: Muslim Mystics, Saints
and Poets
RELG 125. Islamic Society in North Africa
and Andalusia

Modern Languages and Literatures

ALAN BERKOWITZ (Chinese), Professor3
MARION J . FABER (Germ an), Professor
JOHN J . HASSETT (Spanish), Professor and Chair
GEORGE MOSKOS (French), Professor112
JEAN-VINCENT BLANCHARD (French), Associate Professor9,10
AURORA CAMACHO de SCHMIDT (Spanish), Associate Professor1
SIBELAN FORRESTER (Russian), Associate Professor
MARIA LUISA GUARDIOLA (Spanish), Associate Professor
HAILI KONG (Chinese), Associate Professor
MICHELINE RICE-MAXIMIN (French), Associate Professor1
BERNOUSSI SALTANI (French), Associate Professor
HANSJAKOB WERLEN (Germ an), Associate Professor3
HENRY ERIK BUTLER, Assistant Professor and M ellon Postdoctoral Fellow
HORACIO CHIONG RIVERO (Spanish), Assistant Professor
WILLIAM 0. GARDNER (Japanese), Assistant Professor
ANN K0MAR0MI (Russian) , Assistant Professor
SUNKA SIMON (German) , Assistant Professor
RICHARD G. WANG (Chinese), Visiting Assistant Professor
SUJANEWU (Chinese), Assistant Professor
CARINA YERVASI (French), Assistant Professor11
MILTON R. MACHUCA (Spanish), Visiting Instructor
KIMBERLY FEDCHAK (Russian), Language Instructor (part time)
JOAN FRIEDMAN (Spanish), Language Instructor (part time)
Y0SHIK0 JO (Japanese), Language Instructor (part tim e)
WOL-A KANG (Chinese) , Language Instructor (part time)
MARY K. KENNEY (Spanish), Language Instructor (part tim e)
CAROLE NETTED (French) , Language Instructor (part time)
ELKE PLAXTON (German) , Language Instructor (part time)
KIRSTEN E . SPEIDEL (Chinese) , Language Instructor (part time)
ATSUKO SUDA (Japanese), Language Instructor (part time)
PATRICIA VARGAS (Spanish), Language Instructor (part time)
BENJAMIN CHEREL (French) , Visiting Language Instructor
MICHAEL JONES, Language Resource Center Director
ELE0N0RE BAGINSKI, Administrative Coordinator
ANNA EVERETTS, Administrative Assistant*910

(German)

1 Absent on leave, fall 2003.
3 Absent on leave, 2003-2004.
9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2003.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2004.

11 Program director, Swarthmore Program in
Grenoble, fall 2003.
12 Program director, Swarthmore Program in
Grenoble, spring 2004-

The Department of Modem Languages and
Literatures— consisting of Chinese, French,
German, Japanese, Russian, and Spanish sec­
tions— provides Swarthmore students with an

understanding of foreign cultures through their
original languages and prepares them to engage
effectively with an increasingly international­
ized world. In addition to language courses, the

247

Modem Languages and Literatures

department also offers a large variety of seminars
and courses (some in English) that explore au­
thors, genres, aesthetic theories, and periods of
literary and cinematic production and that in­
vestigate literature and culture as sites o f con­
tending social forces and values. In conjunction
with demonstrated competence in the language,
a foreign literature major will normally com­
plete a minimum of 8 credits in advanced lan­
guage literature, or culture courses, and a culmi­
nating exercise, such as a comprehensive exam­
ination. O ne o f the required courses for the for­
eign literature major may be taken in English
provided it is pertinent to the student’s specific
major. T he department encourages interdiscipli­
nary approaches within the guidelines of the
programs in Asian studies, Francophone studies,
German studies, Latin American studies, and
Slavic studies. Students interested in the litera­
ture o f more than one language are encouraged
to consider a comparative literature major. Stu­
dents should also take note o f the related major
in linguistics and languages.

REQUIREMENTS AND RECOMMENDATIONS
Courses numbered 0 0 IB to 004B are primarily
designed to help students acquire the linguistic
competence necessary to pursue literary and
cultural studies in a foreign language through
work with the language and selected texts of
literary or cultural interest.
For a detailed description o f the orientation in
these courses, see the explanatory note on
these language courses later. Courses numbered
011 or above emphasize the study o f literature
and culture as a humanistic discipline as well as
competence in the spoken and written language.
Students who enter with no previous knowl­
edge o f a language and who are interested in
majoring in a foreign literature should register
for the intensive language courses (001B 0 0 2 ji) in the freshman year. Language courses
numbered 0 0 3 B and above, with the exception
o f Spanish, count toward the 8 credits required
for the major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score on the College Entrance Examina­
tion or placement tests administered by the
department in the fall.

248

Prerequisites for majors are noted under the
listing of each of the literatures taught. Excep­
tions to course requirements are made for those
who show competence in the language of spe­
cialization. Students who speak Chinese,
French, German, Japanese, Russian, or Spanish
fluently should consult with the department
before electing courses.
Majors are urged to select supporting courses in
other literatures, in history, philosophy, lin­
guistics, or art history. T h e department also
recommends participation for a minimum of a
summer and a semester in an academic pro­
gram abroad. Linguistically qualified students
in French may apply to the Swarthmore Pro­
gram in Grenoble at the University of Greno­
ble, for one or two semesters in the sophomore
or junior year. This program is particularly suit­
ed for majors in the humanities and the social
sciences.
Students competent in Spanish should con­
sider the H am ilton C ollege Program in
Madrid, Spain, which is cooperatively spon­
sored by Swarthmore. O ther recommended
programs include the U niversität de Illes
Balears, in Palma de Mallorca; the University
o f Pennsylvania-M exico; Pitzer C ollegeVenezuela; and W ashington University-St.
Louis-Chile. For a complete listing of ap­
proved programs, students should consult with
members of the Spanish section. (The Spanish
section requires that its majors spend a mini­
mum of one semester of study abroad in a pro­
gram approved by the section.)
Students of German have the opportunity to
jo in the Dickinson College program in Bremen
during the spring semester o f each year. Other
programs students should consider are the
Wayne State Junior Year in Germany (at the
University of Munich or the University of
Freiburg), the Wesleyan University Program in
Regensburg, or the Duke Program in Berlin.
Students in Russian are strongly encouraged to
spend at least one semester in the A .C .T.R. or
C .I.E.E. language programs among others in
Russia.
Study abroad is particularly encouraged for stu­
dents o f Chinese; academic credit (full or par­
tial) is generally approved for participation in
the 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 Board (IU B )
Program at Tsing-hua University, the A C C
Associated Colleges in China Program, and
the Council on International Educational
Exchange (CIEE) Program in Beijing, and the
CET Program in Harbin. In Taiwan, these in­
clude the ICLP International Chinese Lan­
guage Program and the Mandarin Training
Center in Taipei and the University o f Massa­
chusetts Program in Tunghai. Students on
scholarship may apply scholarship monies to
designated programs o f study abroad.
Study abroad is encouraged for students of
Japanese. A carefully selected list of programs
in Japan will be available to students interested
in studying in Japan.
We offer teacher certification in modem lan­
guages (French, G erm an, and Spanish)
through a program approved by the state of
Pennsylvania. Because of a change in teacher
certification regulations that occurred in
November 2000, students completing certifica­
tion during 2003 will need to fulfill somewhat
different course requirements from those who
complete certification in 2004 and beyond. For
further information about the relevant set of
requirements, please contact the Department
of Educational Studies director, the Modem
Languages Department chair, or the Depart­
ment of Educational Studies W eb site:
www.swarthmore.edu/SocSci/Education/.
Students who plan to do graduate work are re­
minded that, in addition to the language of
specialization, a reading knowledge of other
languages is often required for admission to ad­
vanced studies.

LITERATURES IN TRANSLATION
Students acquainted with a particular foreign
language are urged to elect an appropriate lit­
erature course taught in the original language.
L IT R courses provide students with the oppor­
tunity to study a literature that they cannot
read in the original. These courses cannot be
substituted for the O il- or 012-level courses to
satisfy the departmental prerequisites for a
major or minor in the original languages, but a
student may take one o f these courses to satis­
fy the 8-credit requirement o f a foreign litera­
ture major provided that the course is perti­
nent to the specific literature of the major.

LITR 013R. The Russian Novel
(Cross-listed as R U S S 013)
T h e Russian novel represents Russia’s most
fundamental contribution to world culture.
This course surveys classic authors and experi­
mental works from the 19 th and 20th cen­
turies. Students in the course will deepen their
understanding o f the context for writers, in­
cluding Dostoevsky and Tolstoy. They will gain
familiarity with literary movements and genres
including romanticism, realism, the psycholog­
ical novel, the picaresque novel, modernism
and the postmodern as they developed in Rus­
sia. W e will highlight issues including the rela­
tionship of Russia to the West, national iden­
tity and the complex relationship of literature
and politics.
N o prerequisite.
Primary distribution cou rse. 1 credit.
Spring 2004. Komaromi.

Advanced Placement

LITR 014. Modern European Literature

The department will grant 1 credit for incom­
ing students who have achieved a score o f 4 or
5 in Advanced Placement French, German, or
Spanish examinations when they have success­
fully completed a 1-credit course in that lan­
guage at the College.

Studying key modernist works o f fiction be­
tween 1900 and 1930, we will work in seminar
format (presentation and critical discussion of
student papers). Authors will include N iet­
zsche, Conrad, Joyce, Kafka, Proust, Thomas
Mann, and Virginia Woolf. Intended especial­
ly for freshmen with an interest in literature.
Limited to 12 to 13 first- and second-year stu­
dents.

International Raccalaureate
The department will grant 1 credit for incom­
ing students who have achieved a score of 6 or
7 in a foreign language on the International
Baccalaureate after they have successfully com­
pleted a 1-credit course in that language at the
College.

Prim ary distribution cou rse. 1 credit.
F all 2003. Faber.

249

Modern Languages and Literatures

LITR 015R. East European Prose in
Translation
(Cross-listed as R U S S 015)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and turbu­
lent region. Analysis of individual works and
writers with the purpose o f appreciating the reli­
gious, linguistic, and historical diversity of East­
ern Europe in an era of war, revolution, political
dissent, and outstanding cultural and intellectu­
al achievement. Readings, lectures, writing and
discussion in English; qualified students may do
some readings in the original language(s). W rit­
ing-intensive course limited to 15 students.
Prim ary distribution cou rse. 1 credit.
F all 2 0 0 4 . Forrester.

LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CH IN 016)
T his course will explore the literary and intel­
lectual 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 reli­
gious dimension, disengagement, and the ap­
preciation of the natural world. T h e course also
will address cultural and literary formulations of
conduct and persona and the expression o f in­
dividualism in an authoritarian society.
No prerequisites.
Prim ary distribution course. 1 credit.
N ot offered 2003-2004-

LITR 017CH. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as CH IN 017)
This course explores the development of diverse
genres o f Chinese narrative literature through
readings of original writings in translation. Read­
ings include tales of the strange, biographies and
hagiographies, moral tales, detective stories, lit­
erary jottings, drama, novellas and novels, and
masterworks o f the Chinese literary tradition
throughout the centuries of imperial China.
No prerequisites and no knowledge of Chinese
or o f C hina required.
1 c r ed it.

N ot offered 2003-2004.

250

LITR 0 17J. Introduction to Japanese
Culture: The Cosmology of Japanese
Drama
(Cross-listed as JP N S 017)
This course will provide an introduction to
Japanese culture through a study o f its three
great dramatic traditions: N oh masked drama,
Bunraku puppet theater, and Kabuki. These
fascinating and distinctive dramatic forms offer
a microcosm o f Japanese religion, history, liter­
ature, and visual aesthetics. In our course, we
will explore how the Japanese stage becomes a
pathway between human beings and the super­
natural and between present times and the leg­
endary past. T h e course will proceed through
readings of plays, aesthetic treatises, and arti­
cles on the cultural and historical contexts of
Japanese drama. Screenings of theatrical per­
formances and films based on classic plays will
offer a glimpse of the continuing legacy of
these dramatic forms. No previous knowledge
of Japanese language, history, or culture is
required.
1 credit.
F all 2004. Gardner.

LITR 018CH. The Classical Tradition in
Chinese Literature
(See CH IN 018)
1 credit.
N ot offered 2003-2004-

LITR 021R. Dostoevsky (in translation)
(Cross-listed as R U S S 021)
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one o f 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 con­
fronts the “accursed questions” of truth, justice,
and free will set against the darkest examples of
human suffering: murder, suicide, poverty, ad­
diction, and obsession. Students will consider
artistic, philosophical, and social questions
through texts from throughout Dostoevsky’s
career. Students with Russian may read some or
all o f the works in the original.
I credit.
F all 2003. Forrester.

UTR 023CH. Modern Chinese Literature:
A New Novelistic Discourse (1918-1948)

UTR 025CH. Contemporary Chinese
Fiction: Mirror of Social Change

(Cross-listed as CHIN 023)

(Cross-listed as CH IN 025)

Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas un­
derlying 20th-century Chinese history. T he
class will discuss fundamental issues of moder­
nity and new literary developments under the
impact of the May Fourth Movement.
1 credit.
Fall 2003. Kong.

Literary narratives o f post-Mao China in trans­
lation. T h e selected stories and novellas artic­
ulate the historical specificity o f ideological
dilemmas and cultural dynamics in the imagi­
nary process of dealing with love, politics, sex,
morality, economic reform, and feminist issues.
1 credit.

UTR 024. Russian and East European
Cinema.
(Cross-listed as R U S S 024)
This course will introduce students to cinema
from the “other Europe.” W e will begin with
influential Soviet avant-garde cinema and sur­
vey the traditions that developed subsequently
with selections from Russian, Polish, Cau­
casian, Czech, Hungarian, Ukrainian and Yu­
goslav cinema. Screenings will include films by
Eisenstein and Tarkovsky, Wajda, Kusturica,
and Paradzhanov, among others. Students will
hone critical skills in filmic analysis while con­
sidering the particular cultural, national and
political forces shaping the work of filmmakers
in this “other Europe” from the early 20th to
the early 21st century.
No prerequisite.
Primary distribution course. 1 credit.
N ot offered 2003-2004.

UTR 024J. Japanese Film and Animation
(Cross-listed as JPN S 024)
This course offers an historical and thematic
introduction to Japanese cinema, one o f the
worlds great film traditions. Our discussions
will center on the historical context o f Japan­
ese 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 of formal and them atic issues. A
separate unit will consider the postwar devel­
opment of Japanese animation (anime) and its
special characteristics. Screenings will include
films by Ozu, Mizoguchi, Kurosawa, Imamura,
Kitano, and Miyazaki.
1 credit.

N ot offered 2003-2004.

UTR 027CH. Women Writers in
20th-Century China
(Cross-listed as CH IN 027)
This course will be a close study of the litera­
ture written by Chinese women, particularly
focusing on social, moral, political, cultural,
psychological, and gender-related issues
through their texts as well as on their writing
styles and literary contributions to modem
Chinese literature. T he chosen women writers
will include those from Mainland, Taiwan,
Hong Kong, and overseas expatriate Chinese
writers as well as from different social and po­
litical groups. A ll the readings are in English
translation. No previous preparation in C h i­
nese is required. Open to the entire tricollege
student body and taught on the Bryn Mawr
campus.
1 credit.
N ot offered 2003-2004.

UTR 028F. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema
(Cross-listed as FREN 028)
W e will examine historical and social displace­
m ent and mobility through narrative tech­
nique and themes in W est African cinema.
Films engage contemporary issues of diasporic
cultures, immigration, and politics as they
allow us to question the representations of
space and mapping; sex and mobility; class and
geography; violence, national identity, and'desire. Discussions will center on both metaphor­
ical and physical displacement.
1 credit.
N ot offered 2003-2004.

Spring 2004. Gardner.

251

Modern Languages and Literatures

UTR 037G. History and Memory:
Perspectives on the Holocaust
(Cross-listed as H IS T 037)
Despite an enormous amount o f research and
testimony, the Holocaust o f European Jewry
continues to generate compelling historical
and interpretive questions. How, in fact, did it
come about? C an we establish its connection
to 19th-century German culture? How have
fem inist and revisionist interpretations
changed our understanding? W hat has been
the impact of the Holocaust on contemporary
American and German identity and politics?
T his course explores the roots of Nazism, the
implementation o f the Final Solution, and the
legacy of the Holocaust through an interdisci­
plinary approach relying on primary sources,
historical, scholarship, memoirs, music, paint­
ing, and film.
1 credit.
N ot offered 2003-2004.

UTR 041J . Fantastic Spaces in Modern
Japanese Literature.
(Cross-listed as JPN S 041)
As Japanese society has transferred rapidly in
the 20th century and beyond, a number o f au­
thors have turned to the fantastic to explore
the pathways o f cultural memory, the vicissi­
tudes o f interpersonal relationships, the limits
of mind and body, and the nature o f story­
telling itself. In this course, we will consider
the use o f anti-realistic writing genres in Japan­
ese literature from 1900 to the present, com ­
bining readings o f novels and short stories with
related critical and theoretical texts. Fictional
works examined will include novels, supernat­
ural tales, science fiction, and cyber-fiction by
authors such as Tanizaki Junichiro, A be K6b6,
Kurahasi Yumiko, and Murakami Haruki.
Readings will be in English; no previous expe­
rience in Japanese studies is required.
Prim ary distribution course. 1 credit.
Faff ¡2003. Gardner

UTR 047R. Russian Fairy Tales
(Cfoss-listed as R U S S 047)
Folk beliefs are a colorful and enduring part of
Russian culture. T his course introduces a wide
selection o f Russian fairy tales in their esthetic,
historical, social and psychological context.
W e will trace the continuing influence o f fairy
tales and folk beliefs in literature, music, visual

252

arts, and film. T h e course also provides a gen­
eral introduction to study and interpretation of
folklore and fairy tales, approaching Russian
tales against the background o f the Western
fairytale tradition (the Grimms, Perrault, Dis­
ney, etc.). N o fluency in Russian is required,
though students with adequate language prepa­
ration may do some reading in the original.
Prim ary distribution cou rse. 1 credit
Spring 2004. Forrester.

UTR 049S. Cervantes’ Don Quijote:
The Rise of the Novel
A literature course in translation that will ex­
amine Miguel de Cervantes’ masterpiece, Don
Q uijote. W e shall examine the literary, theoret­
ical, social, and political issues of the day that
contributed to the formation o f what has been
called the first modem novel. Works on liter­
ary theory and criticism will be included. Read­
ings and class discussion will be in English.
1 credit.
Spring 2 0 0 5 . Chiong Rivero

UTR 051G. Gender and Race in
European Cinema
W hat are the historical, structural, thematic,
and imaginary links between race and gender
in the visual landscape o f a postwar Europe
struggling to come to terms with the Third
R eich, the Holocaust, and the World War II?
How do contemporary films visualize, analyze,
resist, and (re-)produce the tensions in the
united Europe’s multicultural and multiethnic
societies? In consultation with pertinent film
criticism, literary theory, and journalistic in­
quiries, we will seek to come to an understand­
ing of the complex interrelations between race,
gender, visual representation, and 20th-century
European history.
1 credit.
N ot offered 2003-2004-

UTR 052SA. Contemporary SpanishAmerican Literature
T h e fiction o f Spanish America has established
itself as one o f the most innovative and
provocative o f contemporary world literature.
This course will begin by examining the roots
o f such innovation followed by a study of rep­
resentative texts o f the L atin American
“boom” and “postboom” periods. Special at­
tention will be paid not only to the formal as­
pects o f these novels but also to the sociopolit­

ical contexts in which they were written. S e­
lected authors include Maria Luisa Bombal
(Chile), Juan Rulfo (M exico), Carlos Fuentes
(Mexico), Gabriel García Márquez (Colom ­
bia), Mario Vargas Llosa (Peru), Manuel Puig
(Argentina), Claribel Alegría (El Salvador),
Isabel Allende (C h ile ), Luisa Valenzuela
(Argentina), and Rosario Ferré (Puerto R ico).
N ot offered as prim ary distribution course.
1 credit.
N ot offered 2003-2004.

LITR 53SA. A Century of Song:
Contemporary Poets of Latin America
Latin America gave the world some o f the great
poets of the 20th century: Gabriela Mistal,
César Vallejo, Pablo Neruda, O ctavio Paz,
Nicolás Guillén, Jorge Luis Borges, Olga Oroz­
co, Ernesto Cardenal, and many others. This
course explores the development o f a rich and
varied poetry, at once in dialogue with the
world and deeply rooted in the historical trans­
formations of the continent. It studies the aes­
thetic foundations of the regions poetic produc­
tion and considers the relationship between po­
etry and revolution in Central America, as well
as the role of poetry in opening a space for
women’s self affirmation in many countries.

I credit.
Spring 2004. Camacho de Schmidt.

UTR 054G. Post-War German Cinema
(Cross-listed as GERM 054)
A study of German Cinema from the “rubble
films” of the immediate postwar period through
the advent o f the New German Cinem a in the
^Os to the present state of German film in the
“postwall” era.
1 credit.
N ot offered 2003-2004.

UTR 055CH. Contemporary Chinese
Cinema: The New Waves (1984-2000)
(Cross-listed as CH IN 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. T h e course will
develop a better understanding o f changing
Chinese culture by analyzing cinem atic texts
and the new wave in the era of globalization.
1 credit.

LITR 055G. Film and Literature in
Weimar Germany
(Cross-listed as G ERM 055)
1 credit.
N ot offered 2003-2004.

LITR 055SA. The Fiction of Contemporary
Spanish-American Women Writers
1 credit.
N ot offered 2003-2004.

LITR 056CH. History of Chinese Cinema
(1905-1995)
(Cross-listed as CH IN 056)
This course investigates Chinese cinem a in its
90-year development throughout different po­
litical regimes and cultural milieus. Cinematic
texts, from silent film to the post-fifth-genera­
tion filmmaker’s films, will focus on the issues
related to nationhood, gender, and modernity,
along with the development o f the cinem atic
discourse in China.
1 credit.
N ot offered 2003-2004-

LITR 058. Cyberculture
(Cross-listed as F M ST 058)
In only a decade, it has become “impossible to
think about life without the W eb.” (David
G auntlett 2000) To facilitate the transition
from user to critical user, this course will inves­
tigate the media-specific social, cultural and
political interactions that take place via the
Internet. W ith the help o f critical theories and
group-based Web studies, the class will learn to
analyze representations o f the World Wide
W eb in popular culture (film, television, liter­
ature, magazines, both on-line and off-line),
and to assess the decision and design processes,
which form the aesthetic and economic inter­
face between networks and users. O f particular
concern will be how the so-called “virtual
community” deals with issues o f race and gen­
der and how it (de)constructs subjectivities,
bodies, languages, and geographies. Students
will develop their research projects by craving
their own Web sites linked to the course site.
1 credit.
W ill be offered 2004-2005.

N ot offered 2003-2004.

253

Modem Languages and Literatures

LITR 060G. Vampires in Literature, Film,
and Music

drawal, the heroic ethos, the individual and
the cosmos, and the individual and gender roles.

(Cross-listed as G ERM 060)

No prerequisites; no knowledge o f Chinese
required.

T h e vampire is not a timeless creature; it was
bom in the 18 th century. This course follows
the monster’s career from central Europe to the
imperial metropolis. T h e vampire possesses
multiple forms and has thrived among illiterate
peasants, on the pages of Victorian journals,
and in 20th-century cyberspace. Vampire fic­
tions open questions concerning technology,
race, gender, and the speed of modem life. In
addition to reggae songs about vampires, works
from German, French, English, Danish, Russ­
ian, and North Am erican sources will be ex­
amined. Authors include G oethe, Hoffmann,
Heine, Baudelaire, Gautier, Byron, Le Fanu,
Stoker, Dreyer, Turgenev, Mumau, Feuillade,
and Maddin.
1 credit.

1 credit.
N ot offered 2003-2004.

LITR 063SA. La frontera: The Many
Voices of the U.S.-Mexico Border
Sometimes defined as a wound, the U .S . south­
ern border was created by war and is today the
porous gate to capital, commodities, immigrant
labor, refugees, drugs, and arms. A membrane
where cultural integration is negotiated, the
border is rich in tradition, resiliency, and ab­
sorbing capacity. It is also the scenario of new
nationalistic forces that can erupt with vio­
lence. O n both sides o f th e border, a literature
o f uncommon vitality records the binational
experience.

Spring 2004. Butler.

1 credit.

LITR 060SA. Spanish American Society
Through Its Novel

F all 2004. Cam acho de Schmidt.

LITR 066CH. Chinese Poetry

(See SO A N 024C )

(Cross-listed as CH IN 066)

This course will explore the relationship be­
tween society and the novel in Spanish Amer­
ica. Selected works by Carlos Fuentes, Mario
Vargas Llosa, Isabel Allende, Gabriel Garcia
Márquez, Luisa Valenzuela, Elena Poniatowska,
and others will be discussed in conjunction
with sociological patterns in contemporary
Spanish America. T his is no t a primary distri­
bution course.

T h is course explores C hinese poetry and
Chinese poetic culture, from early times to the
present. W hile readings and discussion will be
in English, and no knowledge o f Chinese will
be expected, an integral component of the
class will be learning how to read a Chinese
poem and learning a number of poems in the
original.

1 credit.

N ot offered 2003-2004.

N ot offered 2003-2004.

LITR 067S. The 20th-Century Spanish
Novel

LITR 061SA. Women’s Testimonial
Literature of Latin America
Marginal women— peasants, indigenous lead­
ers, urban squatters, guerrillas, mothers o f the
disappeared, and victims o f brutal repression—
must “write” for all the world to listen. T h e fire
o f their texts, often mediated by an educated
foreigner, subverts all power relations.
1 credit.
N ot offered 2003-2004.

LITR 063CH. Comparative Perspectives:
China in the Ancient World

1 credit.

This course will examine major works o f Span­
ish writers who chose to remain in Spain after
the C ivil War o f 1936 to 1939, even though
they were opposed to the Franco regime. We
will explore the variations o f the social novel
and testimonial literature as well as the ways in
which authors sought to compensate for the
lack o f a free press without sacrificing the aes­
thetic quality o f their works. Texts will include
works by Cam ilo José Cela, A na Maria Matute,
Carmen Laforet, Miguel Delibes, Carmen Mar­
tin G aite, Luis Martin Santos, and others.

(Cross-listed as CH IN 06 3)

1 credit.

Topics to be explored include obligation to self
and society, individualism and the role o f with­

N ot offered 2003-2004.

254

LITR 068G. History of German Film
(Cross-listed as GERM 068)
This course will be a thorough introduction to
German film history from its inception in the
late 1890s until the present. It will include an
examination of early, “primitive” German cin­
ema; expressionist film; the film o f the avantgardes in the 1920s and 1930s; fascist cinema;
postwar “rubble” films; and the “young German
film of the 1960s” and its developments into
the new German Cinema o f the 1970s. Also
included will be a section on East German film,
both before and after the fall o f the wall.
Taught in English.
1 credit.
N ot offered 2003-2004.

LITR 068R. Underground Culture of the
Soviet Period
(Cross-listed as R U S S 068)
This course focuses on political and artistic dis­
sent in Soviet Russia after Stalin. W e will con­
sider the significance o f crucial events from the
period of “Thaw,” the liberal romanticism of
the 1960s, the crisis o f 1968, ensuing stagna­
tion and new possibilities in the era o f pere­
stroika. Students will examine a variety of
modes of expression, including underground lit­
erature, alternative visual art, bards’ songs, Russ­
ian rock and controversial cinema. T he course
will address the cultural relationship to history,
the construction of cultural memory, identity
and values in the shadow of totalitarianism.
I credit.

associated series o f bilingual readings and will
produce a substantial portfolio of work. Stu­
dents taking the course will write a final paper
supported by a smaller portfolio o f translations.
No prerequisites, but excellent knowledge of a
language other than English (equivalent to a
004B course at Swarthmore or higher) is highly
recommended or, failing that, access to at least
one very patient speaker of a foreign language.
1 credit.
F all 2003. Forrester.

LITR 071F. French Critical Theory: From
Foucault to Baudrillard
(Cross-listed with interpretation theory and as
FREN 071)
A n introduction to the major thinkers o f postmodernity (Barthes, Lacan, Foucault, Derrida,
and Baudrillard). W e will read at the crossroads
o f literature, philosophy, history o f science, and
art to examine how the question of visual per­
ception and representation has informed the
critique o f traditional conceptions of the tex­
tual sign. Taught in English.
1 credit.
N ot offered 2003-2004-

LITR 074F. Desire and Displacement
(Cross-listed with Interpretation Theory as
IN TP 091 and as FREN 074F.)

N ot offered 2003-2004.

W hat is your desire? W here did it come from?
W here is it going? This course examines the
intersection o f desire and displacement as elab­
orated in philosophical, psychoanalytical and
theoretical thought.

LITR 070F. Caribbean and French
Civilizations and Cultures

Sirring 2004. A xel and Yervasi.

(Cross-listed with black studies and as FREN
070F)

LITR 075F. Haiti, the French Antilles, and
Guyane in Translation

Study of the history of the French overseas de­
partments with collateral readings of literary
texts.

(Cross-listed with black studies and as FREN
075F)

1 credit.

1 credit.

Study of literary texts and their rewriting o f the
local colonial history.

N ot offered 2003-2004.

1 credit.

LITR 070R. Translation Workshop

N ot offered 2003-2004.

(Cross-listed as LING 070 and R U S S 070)

LITR 075F. French Language Attachment
to Haiti, the French Antilles, and Guyafte
in Translation

This workshop in literary translation will con­
centrate on both translation theory and prac­
tice, working in poetry, prose, and drama as
well as editing. Students will participate in an

1 credit.
N ot offered 2003-2004.

255

Modem Languages and Literatures

LITR 079F. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as FREN 079)

Taoism in Chinese literature and culture and
the enduring implications of the Taoist ethos.
A ll readings will be in English.

In this course, we will use contemporary lesbian/gay/queer theory to reconsider French lit­
erary tradition(s). Writers will include Nicole
Brossard, C o lette, M ichel Foucault, Jean
G enet, André Gide, Hervé Guibert, Guy Hocquenghem, V iolette Leduc, M arcel Proust,
Monique W ittig, Christiane Rochefort, Renée
Vivien, among others.

Prerequisite: O n e introductory course on
Chinese culture or religion or permission of the
instructor.

1 credit.

(Cross-listed as CH IN 091)

N ot offered 2003-2004.

LITR 079R. Russian Women Writers

1 credit.
N ot offered 2003-2004.

LITR 091 CH. Special Topics in Chinese
Literature and Culture in Translation
1 credit.
Spring 20 0 4 . Wang.

(Cross-listed as R U S S 079)
T his course balances the picture o f Russian lit­
erature by concentrating on the female authors
whose activities and texts were for a long time
excluded from the canon. From the memoirs of
the first female president of the Russian Acad­
emy o f Sciences and a female cavalry officer in
the Napoleonic Wars, through the rise of the
great prose novel and Modernist poets such as
A nna Akhmatova and Marina Tsvetaeva, to
the stunning frankness of post-Soviet authors
such as Arbatova, Petrushevskaia and Vasi­
lenko. Students with good Russian skills may
do part or all o f the readings in the original.
1 credit.
N ot offered 2003-2004.

LITR 080R. Literature of Dissent
(Cross-listed as R U S S 080)
T his course will address the central place of
dissent in Russian literature, its flowering in re­
action to Tsarist and Soviet censorship. T h e
theme leads to some o f the most important
works o f 19th- and 20th-century Russian poet­
ry and prose.
1 credit.
N ot offered 2003-2004-

LITR 081CH. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as CH IN 081 and RELG 081)
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration o f the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of

256

EXPLANATORY NOTE OF FIRST- AND
SECOND-YEAR LANGUAGE COURSES
Courses numbered 001B -002B , 003B, 004B
carry 1.5 credits per semester. Three semesters
in this sequence are equivalent to two years of
work at the college level. Designed to impart
an active command o f the language and com­
bine the study or review o f grammar essentials
and readings of varied texts with intensive
practice to develop the ability to speak the lan­
guage. Recommended for students with no pre­
vious knowledge of the language and those
who are interested in preparing for intermedi­
ate or advanced courses in literature and cul­
ture taught in the original language. These
courses (1) meet alternately as sections for
grammar presentation and small groups for oral
practice and (2) require work in the language
resource center.
Students w ho start in th e 0 0 1 B -0 0 2 B sequence
m ust com plete 0 0 2 B to receive credit for
0 0 1 B . H ow ever, students placing directly in
0 0 2 B can receive 1 .5 sem ester credits for that
co u rse. C o u rses num bered 0 0 3 B and 0 0 4 B
m ay b e ta k en singly fo r 1 .5 sem ester credits.

Students cannot take a first-year language
course for credit, after having taken the lan­
guage in the second-year at Swarthmore.

Chinese
First through fourth-year Chinese language
courses are offered each year, as is an introduc­
tory course on reading classical Chinese. Firstyear Chinese and the Introduction to Classical

Chinese have no prerequisites and are open to
the entire student community. Literature, cul­
ture, and film courses in translation also are of­
fered each year and are open to all students.
Students of Chinese are particularly urged to
take these classes as a means of gaining per­
spective on traditional and modem Chinese
literature and culture over more than two mil­
lennia, from early times into the contemporary
world.
Introductory and intermediate Chinese lan­
guage courses are intensive and carry 1.5 cred­
its per semester. Students should plan to take
these courses as early as possible so that study­
ing in China can be incorporated into their
curriculum. Study abroad is particularly en­
couraged for students o f Chinese; academic
credit (full or partial) is generally approved for
participation in the several programs of varying
duration in the People’s Republic o f China and
in Taiwan, recommended by the Chinese sec­
tion. In the People’s Republic, these include,
but are not limited to, the IU B Program at
Tsing-hua University, the A C C Associated
Colleges in China Program, and the CIEE Pro­
gram in Beijing, and the C E T Program in
Harbin. In Taiwan, these include the ICLP In­
ternational Chinese Language Program and
the Mandarin Training Center in Taipei and
the University of Massachusetts Program in
Tunghai.

Major and Minor
Chinese majors may construct a special major
in Chinese, containing components o f lan­
guage, literature, and culture. Study abroad is
strongly encouraged and supported and con­
tributes directly to a major or minor in C h i­
nese. Students o f Chinese also may major in
Asian studies, where Chinese language courses
above the first-year level as well as Chinese lit­
erature and culture courses and credit for study
abroad normally may be counted toward the
major (see under Asian studies).

translation on modem Chinese literature/
film and one on premodem literature/culture
3.

Study abroad in a program approved by the
section is strongly recommended; trans­
ferred credits normally may be counted
toward the major

4- Minimum o f 6 credits o f work must be com­
pleted at Swarthmore
5. O ne credit can be earned from another
department on a China-related subject with
the approval o f the Chinese section
6. Culminating exercise
C h in ese S tu dies
1. Minimum of 10 credits
2. Must complete the following courses: 012 or
higher; at least three additional courses on
language/literature/culture/film, at least one
concerning the modem period and at least
one the premodem period
3. Study abroad in a program approved by the
section is strongly recommended; trans­
ferred credits normally may be counted
toward the major
4. Minimum of 6 credits of work must be com ­
pleted at Swarthmore
5. Up to 3 credits can be earned from other de­
partments on China-related subjects with
the approval o f the Chinese section
6. Culminating exercise

Course Minor in Chinese
1. A minimum of 5 credits of work in courses
numbered 0 04B and above
2. A t least one course in classical or modem
literature/culture/film in translation
3. A minimum o f 3 credits o f work must be
completed at Swarthmore
4. Study abroad in a program approved by the
section is strongly recommended; trans­
ferred credits normally may be counted
toward the minor

Students interested in majoring or minoring in
Chinese should consult with the section head
of Chinese as soon as possible.

5. One credit can be earned from another de­
partment on a China-related subject with
the approval o f the Chinese Section

Course Major: Special Major in Chinese

Honors Major in Chinese

C hin ese L an gu age an d L itera tu re

Requirements for the honors major in Chinese
essentially are the same as those for the Course
major, excepting the culminating exercise. A
special major in Chinese will consist o f exams
in Chinese language, literature, and culture.

1. Minimum of 10 credits
2. Must complete the following courses: 020,
021,033 or equivalent; at least one course in

257

Modern Languages and Literatures

W ork done abroad may be incorporated where
appropriate. Honors preparations in Chinese
consist of 2-credit seminars, designated pairs of
courses (or 1-credit attachments to designated
1-credit courses); or a 2-credit thesis. Senior
honors study is mandatory and normally is
done in the spring semester o f the senior year.
W ork is arranged on an individual basis, and
candidates may receive up to 1 credit for com­
pletion o f the work. Honors exams normally
will consist of three three-hour written exams
and a 30-m inute oral for each exam.
Students of Chinese may also consider an hon­
ors 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 C h i­
nese literature in translation. Requirements for
the honors minor in Chinese essentially are
the same as those for the course minor. T he
honors preparation will consist of a 2-credit
seminar or a designated pair o f courses (or a 1credit attachm ent to a designated one-credit
course). Senior honors study is mandatory and
normally is done in the spring semester o f the
senior year; work is arranged on an individual
basis, and candidates will have the option of
receiving 0.5 credit for completion of the work.
T h e honors exam normally will consist o f one
three-hour written exam and a 30-m inute oral.
Students of Chinese may also consider an hon­
ors minor in Asian studies (see under Asian
studies).

COURSES
CHIN 001B-002B. Introduction to
Mandarin Chinese
Stu den ts w ho start in the 0 0 1 B -0 0 2 B sequence
m ust com plete 0 0 2 B to receive credit fo r
001B.

A n intensive introduction to spoken and writ­
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active com ­
mand of basic grammar. Introduces 350 to 400
characters and develops the ability to read and
write in simple modem Chinese.
1 .5 credits.

258

CHIN 001B, fa ll 2003. Wu, Speidel.
CHIN 002B, spring 2004- Wu, Speidel.
CHIN 003B, 004B. Second-Year Mandarin
Chinese
Designed for students who have mastered basic
grammar and 350 to 400 characters. Combines
intensive oral practice with writing and read­
ing in the modem language. Emphasis is on
rapid expansion o f vocabulary, idiomatic ex­
pressions, and thorough understanding of
grammatical patterns. Prepares students for ad­
vanced study at the College and in China.
CH IN 004B is a primary distribution course.
1.5 credits.

CHIN 003B, fa ll 2003. Wang, Kang.
CHIN 004B, spring 2004. Wang, Kang.
CHIN 005. Chinese for Advanced
Beginners
Designed for heritage students who are able to
communicate in Chinese on simple daily life
topics and perhaps read Chinese with a limited
vocabulary (about 100 characters). A n inten­
sive introduction to spoken and written Man­
darin Chinese, with emphasis on the develop­
m ent o f reading and writing ability. Prepares
students for advanced studies at the College
and in China.
Prerequisite: Permission o f the instructor.
1 credit.
N ot offered 2003-2004.

CHIN 0 11. Third-Year Chinese
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modem Chinese, through a diversity of
materials and media. Classes conducted in
Chinese, with precise translation also a com­
ponent. To be taken in conjunction with
CH IN O il A .
Prerequisite: CH IN 004B or equivalent lan­
guage skills.
Prim ary distribution cou rse. 1 credit.
F all 20 0 3 . Wu.

CHIN 011 A . Third-Year Chinese
Conversation
A 0.5-credit course that meets once a week for
75 minutes. T h e course concentrates on the
further development of skills in speaking and
listening through multimedia materials (in­

eluding selected movies/clips). Students are re­
quired to read chosen texts (including Internet
materials and short stories) and prepare assign­
ments all for the purpose o f generating discus­
sion in class. Moreover, students have to write
out skits or reports for oral presentation in
Chinese before they present them in class. T he
class is conducted entirely in Chinese.
Prerequisite: CHIN 004B or equivalent language
skills.
0.5 credit.
Fall 2003, 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 of au­
thentic materials in various media, including
the Internet.
Prerequisite: CH IN 011 or equivalent language
skills.
Primary distribution course. 1 credit.
Spring 2004. Wang.

CHIN 012A. Advanced Chinese
Conversatinn
A 0.5-credit course that meets once a week for
75 minutes. T h e course concentrates on the
further development of skills in speaking and
listening through multimedia materials (in­
cluding movies/clips). Students are required to
read chosen texts (including Internet materials
and short stories) and prepare assignments all
for the purpose of generating discussion in
class. Moreover, students have to write out
skits or reports for oral presentation in Chinese
before they present them in class. T h e class is
conducted entirely in Chinese.
Prerequisite: C H IN O il and/or O il A , or
equivalent language skills.

and the contouring of Chinese culture; immor­
tality, wine, and allaying the mundane; the re­
ligious dimension, disengagement, and the ap­
preciation o f the natural world. T h e course also
will address cultural and literary formulations
o f conduct and persona, and the expression of
individualism in an authoritarian society.
N o prerequisites.
Primary distribution cou rse. 1 credit.
N ot offered 2003-2004.

CHIN 0 17. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as L IT R 017C H )
T his course explores the development o f di­
verse genres of Chinese narrative literature
through readings of original writings in transla­
tion. Readings include tales of the strange, bi­
ographies and hagiographies, moral tales, de­
tective stories, literary jottings, drama, novel­
las and novels, and masterworks of the Chinese
literary tradition throughout the centuries of
imperial China.
1 credit.
N ot offered 2003-2004.

CHIN 018. The Classical Tradition in
Chinese Literature
(Cross-listed as L IT R 018C H )
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
development o f traditional Chinese civiliza­
tion through directed readings and discussions
o f English translations o f original sources from
early through medieval times.
N o prerequisites and no knowledge o f Chinese
or o f C hina required.
Prim ary distribution course. 1 credit.
N ot offered 2003-2004.

0.5 credit.

CHIN 020. Readings in Modern Chinese

Spring 2004. Kang.

T his course aims to perfect the student’s M an­
darin Chinese skills and at the same time to in­
troduce a few major topics concerning Chinese
literature and other types o f writing since the
May Fourth Movement.

CHIN 016. Substance, Shadow, and Spirit
in Chinese Literature and Culture
(Cross-listed as L IT R 016C H )
This course will explore the literary and intel­
lectual world of traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include Taoism, Confucianism,

Prerequisite: Three years of Chinese or its
equivalent.
1 credit.
F ail 2 0 0 3 . Kong.

259

Modern Languages and Literatures

CHIN 021. Topics in Modern Chinese
Reading and examination of individual authors,
selected themes, genres, and periods, for stu­
dents with strong Chinese language proficiency.
A ll readings, writing, and discussion in Chinese.
1 credit.
Spring 2004- Kong.

CHIN 023. Modern Chinese Literature:
A New Novelistic Discourse (1918-1948)
(Cross-listed as L IT R 023C H )
M odem Chinese literary texts created between
1918 and 1948, presenting a series o f political,
social, cultural, and ideological dilemmas un­
derlying 20th-century Chinese history. T h e
class will discuss fundamental issues of moder­
nity and new literary developments under the
impact o f the May Fourth Movement. No pre­
vious preparation in Chinese is required.
1 credit.
F all 2003. Kong.

CHIN 025. Contemporary Chinese Fiction:
Mirror of Social Change
(Cross-listed as L IT R 025C H )
Literary narratives o f post-M ao C hina in
translation. T h e selected stories and novellas
articulate the historical specificity o f ideologi­
cal dilemmas and cultural dynamics, in the
imaginary process of dealing with love, politics,
sex, morality, economic reform, and feminist
issues. A ll the readings are in English translation.
1 credit.
N ot offered 2003-2004 ■

CHIN 027. Women Writers in
IWentieth-century China
(Cross-listed as L IT R 027C H )
T his course will be a close study o f the litera­
ture written by Chinese women, particularly
focusing on social, moral, political, cultural,
psychological, and gender-related issues
through their texts as well as on their writing
styles and literary contributions to modem
Chinese literature. T h e chosen women writers
will include those from Mainland, Taiwan,
Hong Kong, and overseas expatriate Chinese
writers as well as from different social and po­
litical groups. A ll the readings are in English
translation.
1 credit.
N ot offered 2003-2004.

260

CHIN 033. introduction to Classical
Chinese
(Cross-listed as LIN G 033)
This is an introductory course on reading one
o f the world’s great classical languages. The
course is open to all interested students and has
no prerequisites; no previous preparation in
Chinese is required. Classical Chinese includes
both the language o f C hina’s classical literature
as well as the literary language used for writing
in C hina for well over two millennia until ear­
lier this century. Complemented with readings
in English about Chinese characters and about
classical Chinese, this course imparts the prin­
cipal structures o f the classical language
through an analytical presentation of the rudi­
ments of the language and close reading of
original texts. T h e course is conducted in Eng­
lish. It is not a lecture course and requires ac­
tive, regular participation on the part of the
student, with precise translation into English
an integral component.
1 credit.
F all 2003. Wang.

CHIN 055. Contemporary Chinese Cinema:
The New Waves (1984-2000)
(Cross-listed as L IT R 055C H )
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. T h e course will
develop a better understanding o f changing
Chinese culture by analyzing cinem atic texts
and the new wave in the era o f globalization.
1 credit.
N ot offered 2003-2004.

CHIN 056. History of Chinese Cinema
(1905-1995)
(Cross-listed as L IT R 056C H )
T his course investigates Chinese cinema in its
90-year development throughout different po­
litical regimes and cultural milieus. Cinema in
China, as a 20th-century cultural hybrid of
W est and East, reflects social change and intel­
lectual reaction, both collectively and individ­
ually, in a changing era.
1 credit.
N ot offered 2003-2004-

CHIN 063. Comparative Perspectives:
China in the Ancient World

CHIN 092. Special Topics in Chinese
Literature and Culture in Chinese

(Cross-listed as L IT R 063C H )

T h is course will concen trate on selected
themes, genres, or critical problems in Chinese
literature; all readings in Chinese.

Topics to be explored include obligation to self
and society, individualism and the role o f with­
drawal, the heroic ethos, the individual and
the cosmos, and the individual and gender
roles.
No prerequisites; no knowledge of Chinese
required.
1 credit.

Prerequisite: Four years o f Chinese or its equiv­
alent.
1 credit.
N ot offered 2003-2004.

CHIN 093. Directed Reading

Not offered 2003-2004.

CHIN 066. Chinese Poetry

SEMINARS

(Cross-listed as L IT R 066C H )
This course explores C hinese poetry and
Chinese poetic culture, from early times to the
present. Although readings and discussion will
be in English, and no knowledge o f Chinese
will be expected, an integral component o f the
class will be learning how to read a Chinese
poem and learning a number o f poems in the
original.
1 credit.
N ot offered 2003-2004.

CHIN 081. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as L IT R 081C H )
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two-and-onehalf millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration of the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of
Taoism in Chinese literature and culture, and
the enduring implications of the Taoist ethos.
All readings will be in English.
Prerequisite: O ne introductory course on
Chinese culture or religion or permission of the
instructor.
I credit.
N ot offered 2003-2004.

CHIN 091. Special Topics in ChineseLiterature and Culture in Translation
(Cross-listed as L IT R 091C H )
1 credit.
Spring 2004. Wang.

CHIN 104. Lu Xun and Modern Chinese
Literature
CHIN 105. Topics in Traditional Chinese
Literature

French
T h e purpose of the major is to acquaint stu­
dents (1) with important periods and principal
figures of literatures written in French and (2)
with the diversity o f French-speaking cultures.
It is intended to develop an appreciation of lit­
erary and cultural values, to provide training in
critical analysis, and to foster an understanding
of the sociohistorical forces underlying these
various literatures and cultures.

Current Course and Honors Program
French may be offered as a major or minor in
the Course Program or as a major or minor in
the Honors Program: a minor in French con­
sists of two external examinations. (See later
for Honors Program.) Prerequisites for both
course and honors students are as follows: 004,
any course in the 012 sequence, the equiva­
lent, or evidence o f special competence.
Recommended supporting subjects: See the in­
troductory departmental statement.
A ll majors including students preparing a sec­
ondary school certificate are expected to spend
at least one semester abroad in the Grenoble
Program. Programs of study in other Frenchspeaking countries may be substituted on request
and with the approval of the French section.
Majors in the course and Honors programs, as
well as minors in the Honors Program, are ex-

261

Modem Languages and Literatures

pected to be sufficiently proficient in spoken
and written French to do all of their work in
French (i.e., discussions and papers in courses
and seminars, and all oral and written exami­
nations, including oral defense o f senior paper
and honors examinations).
Course majors are required to (1) take eight
advanced courses numbered 003B or above; (2)
study abroad; (3 ) take at least one advanced
course in literature before 1800; (4) take one
advanced Francophone course with a Fran­
cophone component; (5 ) take one advanced
course in civilization or culture; (6) take Spe­
cial Topics in the fall of senior year; (7) write a
senior research paper, at least 3 0 to 40 pages
long, on an area o f concentration chosen in
conjunction with the section (this area can be
defined broadly in terms o f a genre or theme as
well as narrowly in terms of one author or
text). T his paper will form the basis o f an oral
exam ination given in the spring. T h e senior
paper deadlines are as follows: Initial proposal
and bibliography are due immediately after the
fall break. T h e first draft is due to the director
immediately after Thanksgiving break. T h e
last draft is due to all French faculty by the end
o f spring break. T h e completed paper is due
mid-April. T h e defense will take place in May.
Students will be granted 1 credit for this work.
Courses and seminars in literature before 1800
are marked with a * , those with a Francophone
component are marked with a #, and those in
culture/civilization are marked with a +.
T h e department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require­
ments in the major. T h e French section is also
offering a concentration in Francophone stud­
ies in cooperation with other departments and
programs abroad. See the “Francophone
Studies” section for description of program and
requirements.

Minor in Course
R eq u irem en ts
1. Complete 5 credits in courses or seminars
numbered 004 or above. Four o f these cred­
its must be completed on the Swarthmore
campus. N ote that A P credits won’t count
toward the minor.
2. Complete at least a six-week program of
study in a French-speaking country. It is
strongly recommended that minors spend at

262

least one semester abroad in the Grenoble
program. In any case, only 1 credit from this
study abroad may count toward the minor.
3.

Complete “Special Topics” (FREN 091) in
the fall semester of the senior year.

Honors Program
Requirem ents
Majors and minors in the Honors Program are
expected to be sufficiently proficient in spoken
and written French to complete all their work
in French (i.e., discussions and papers, and all
oral and written assignments). A ll majors in
honors must complete at least one semester of
study abroad in a French-speaking country. Mi­
nors must complete at least a six-week program
o f study in a French-speaking country. It is
strongly recommended that they spend at least
one semester abroad in Grenoble.
Candidates are expected to have a B average in
course work both in the department and at the
College and to have demonstrated interest in
and aptitude for the study of literature or cul­
ture in the original language.
P rereq u isites
To demonstrate the linguistic and analytical
abilities necessary for seminar work, students
must take the following before taking a seminar:
1. Major. A t least one advanced course in lit­
erature or culture (above FREN 012C or
FREN 012L ).
2. Minor. A t least two advanced courses in lit­
erature or culture (above FREN 012C or
FREN 012L).
P rep a ra tio n s
Majors in the Honors Program must do three
preparations (consisting of 6 units of credit).
Two of the preparations must be done through
seminars. T h e third preparation may be a semi­
nar, a 2-credit thesis, or two paired courses cho­
sen from a list available from the department.
Minors must do a single, 2-credit seminar.

Senior Honors Study (SHS)
(FREN 199: SHS is optional.)
1. Seminar preparation. A t the end of the fall
term, students will be given a list of ques­
tions related to the seminar. They will chose
one question for each seminar and prepare a
2,500- to 4,000-word paper in French in re­
sponse to that question. T h e preparation of
this essay will not be supervised by members

of the faculty. Conversation among students
preparing these essays is encouraged, but
each student must produce an independent,
original essay o f his or her own. T h e essays
must be submitted to the department the
first day of the written exam period, to be
forwarded to the examiner.

language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary and expository prose.
1.5 credits.

FREN 001B, fa ll 2003. Netter, Cherel.
FREN 002B, spring 2004. Yervasi, Netter,

The paper will form part o f the student’s
portfolio.

Cherel.

2. Paired cou rse preparation . A one-page
prospectus on a topic that addresses and in­
tegrates the two courses in a meaningful way
must be approved by the instructor o f each
of the courses by the end of the fall semester.
Once the prospectus has been approved, the
essay will no t be supervised by members of
the faculty. Conversation among students
preparing these essays is encouraged, but
each student must produce an independent,
original essay of his or her own. T h e essays
must be submitted to the department the
first day of the written exam period, to be
forwarded to the examiner. T h e paper will
form part of the student’s portfolio.

Cherel.

M ode o f E x am in ation
A three-hour written examination and a onehalf-hour oral examination, both in French,
will be required for each preparation.
P ortfolio
T. The syllabus of the seminar or paired courses
2. The SH S paper if student chooses to com­
plete SH S.

COURSES
N ot all advanced co u rses are offered every
year. Students w ishing to m a jo r o r m in o r in
French should plan th e ir program in co n su l­
tation w ith th e departm en t.

* = Pre-1800
* - Francophone
+ = Culture/civilization

FREN 001B-002B, 003B Intensive French
Students who start in th e 0 01B -002B sequence
must complete 0 0 2 B to receive cred it fo r

001B.
For students who begin French in college. De­
signed to impart an active command of the

FREN 003B, fa ll 2003. Blanchard, Saltani,
FREN 004. Advanced French: Nouvelles
Voix Françaises
Transformations in French culture, literature,
and society will be explored through literary
texts as well as films, television programs, and
the press. Particular attention will be paid to
perfecting analytical skills in written and spo­
ken French.
1 credit.
F all 2003. Netter.
Spring 2004- Blanchard.

FREN 004A. French Conversation
A 0.5-credit conversation course concentrat­
ing on the development of the students’ ability
to speak French. May be repeated once for
credit.
Prerequisite: For students presently or previ­
ously in FREN 004 or the equivalent Place­
m ent Test score.
0 .5 credit.
F all 2003 and spring 20 0 4 . Cherel.

FREN 012C. Cultures française et
maghrébine +,#
Even 50 years after independence, stormy de­
bates mark Franco-North Africa relations over
such questions as language, identity, lifestyles,
world vision, and the dichotomy between the
self and the other as well as historical problems
associated with colonialism, neo-colonialism,
emigration, and immigration. Only in the arts
(from culinary to literary ones) has the dia­
logue been really fruitful.
Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination or 5 on the Ad­
vanced Placement (A P) Exam, or the equiva­
lent with special permission.
Primary distribution course. 1 credit.
Spring 2004. Saltani.

263

Modem Languages and Literatures

FREN 012C. Literature and Culture of
Québec #,+

FREN 024. Mysticisme et littérature
maghrébine

T h e topics discussed (the 1960s revolution in
Montréal; nationalism, language laws, and eth­
nic minorities; the queer writings o f Michel
Tremblay and N icole Brossard) will also allow
us to define key concepts for the study o f liter­
ary texts within a cultural context.

N ot offered 2003-2004-

Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination or 5 on the A P
Exam, or the equivalent with special permis­
sion.

FREN 025. Introduction to the
Francophone World #,+
Introductory course to Francophone studies ex­
amines the French-speaking world and the his­
torical relations among francophone countries.
Close attention will be paid to Africa, the East,
and their encounters with the West.
1 credit.

Prim ary distribution cou rse. 1 credit.

Spring 2004. Saltani.

N ot offered 2003-2004-

FREN 028. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema

FREN 012L. Introduction à l’analyse
littéraire
Close reading o f various texts (poetry, theater,
and prose) from and beyond the Hexagon as an
introduction to the central concepts and
modes of literature and literary analysis in
French.
Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination or 5 on the A P
Exam, or the equivalent with permission.
Primary distribution cou rse. 1 credit.
F all 2003. Blanchard

(Cross-listed as L IT R 028F)
W e will examine historical and social displace­
ment and mobility through narrative tech­
nique and themes in W est African cinema.
Films engage contemporary issues o f diasporic
cultures, immigration, and politics as. they
allow us to question the representations of
space and mapping; sex and mobility; class and
geography; violence, national identity, and de­
sire. Discussions will center on both metaphor­
ical and physical displacement.

Spring 20 0 4 . Rice-Maximim

1 credit.

N ote: 012L or 01 2 C is required to take any
other French literature or culture courses.

N ot offered 2003-2004-

FREN 022. Le Cinéma français: Le Cinéma
de la ville
T h e history o f French cinema is closely en­
meshed with the development of the city.
Films use the city to create setting, mood, tone
and style but also to represent and re-imagine
the changing urban spaces in which actions
occur. W e will examine a history o f the French
cinem atic representations of the city in the
culture o f the modem urban. This course will
focus on film aesthetics and close analysis of
film texts.
1 credit.
N ot offered 2003-2004-

FREN 023. Topics in French
Civilization #,+

FREN 030. Topics in 17th- and 18thCentury Literature: L’invention de la
modernité féminine en France *
By reading two plays from the works of Molière,
a selection of texts pertaining to controversies
on the role of women in society, and then ex­
amining three iconic figures o f the early modem
woman (the mystic, the witch, and the shep­
herdess), we will first locate the gendered con­
ception of knowledge that prevails at the origins
of modernity. W e will continue our investiga­
tion into the cultural history of women by study­
ing how women writers— notably in novels,
conversations, letters, fairy tales, and historical
memoirs— defined a literary space that helped
them in challenging the status quo. Reading
materials will include texts from Madame de
Lafayette, Madame de Sévigné, and Diderot.

1 credit.

1 credit.

N ot offered 2003-2004.

N ot offered 2003-2004■

264

FREN 033. Le Monde francophone:
fictions d’enfance #,+
(Cross-listed with black studies)
Study of the experiences o f French-speaking
peoples as reflected in various coming-of-age
literary texts by Zobel, Condé, Ferraoun,
Lefèvre, Carrier, Oyono, and so forth.
1 credit.

FREN 062. Le Romantisme
T h e trauma of the Revolution o f 1789 gave
birth to the individual even as it put the very
concept o f individual agency into question. W e
will interrogate the theater, poetry, and prose
o f this period as imaginary, sometimes almost
magical, solutions to cultural, political, and
personal dislocations.

Hot offered 2003-2004.

1 credit.

FREN 036. Poésies d’écritures
françaises # ,*

N ot offered 2003-2004.

(Cross-listed with black studies)
A thematic study o f poetry with an emphasis
on both pre-18th-century hexagonal and con­
temporary African and Caribbean authors.
1 credit.
Not offered 2003-2004-

FREN 037. La Ville occidentale dans la
littérature francophone #
In this course we will analyze the theme of the
western city in Francophone literature. We will
discuss both the western city that is created in the
heart of, or adjacent to, the indigenous city dur­
ing the colonial era, and urban life in the West.
1 credit.
Fall 2003. Saltani.

FREN 040. Théâtre français: Pouvoir et
résistance *,+
(Cross-listed with interpretation theory)
The course will explore the works of Molière and
Voltaire, among others, to provide a genealogy of
the French Revolution.
1 credit.
Spring 2004. Blanchard.

FREN 060. Le Roman du 19e Siècle
A study of the main themes and technical inno­
vations in narrative fiction as it reflects an age of
great sociopolitical change. Based primarily on
novels of Stendhal, Balzac, Flaubert, and Zola.
1 credit.
Not offered 2003-2004.

FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines
A comparative study o f texts by men and
women interrogates the role played by genderidentity construction in writing and reading.
1 credit.

FREN 065. Poésie de la modernité de
Raudelaire aux Surréalistes
Poetic texts o f the 19th/20th centuries will be
our guide to analyses of the phenomenon of
urban modernity and of poetic vision at key
historical moments. T h e study of poems, his­
torical documents, photography, and film will
help establish connections between poetic
writing and other arts. Students will improve
their written and oral expression in French as
they develop a writing practice.
1 credit.
N ot offered 2003-2004-

FREN 066. Mode, modernité, littérature
Based on works by 18th- and 19th-century au­
thors (including a novel by Emile Zola, poems
by Baudelaire, fashion journalism, and histori­
cal documents on costumes), our inquiry will
define how French fashions and tastes reveal
the relation between texts, economic realities,
and gender in the age of the Enlightenment
and the industrial revolution.
1 credit.
N ot offered 2003-2004.

FREN 067. Twentieth-Century French
Theater: Reading and Performance
This course focuses on the study of French the­
atre and performance. Topics include re-writings of classical models; allegories o f war; ex­
plorations o f sexual, racial, ethnic identities
and o f such leading philosophies as existential­
ism and surrealism; and new forms of dramatic
expressions and theatrical experience. Read­
ings will include plays and essays by Anouilh,
Artaud, B eckett, Cixous, Cocteau, G enet,
Ionesco, and Sartre.
1 credit.
N ot offered 2003-2004.

Not offered 2003-2004.

265

Modem Languages and Literatures

FREN 070F. Caribbean and French
Civilizations and Cultures # ,*
(Cross-listed with black studies and as L IT R
070F)
Study of the history o f the French overseas de­
partments with collateral readings o f literary
texts.
1 credit.
N ot offered 2003-2004.

FREN 071F. French Critical Theory: From
Foucault to Baudrillard
(Cross-listed as L IT R 07 IF and with interpre­
tation theory)
A n introduction to the major thinkers o f postmodernity (Barthes, Lacan, Foucault, Derrida,
and Baudrillard). W e will read at the crossroads
of literature, philosophy, history o f science and
art to examine how the question o f visual per­
ception and representation has informed the
critique o f traditional conceptions o f the tex­
tual sign. Taught in English.
1 credit.
N ot offered 2003-2004.

FREN 072. Le Roman du 20e Siècle:
Women in the Literary Field
In this in-depth study o f the novel in France,
we look at how women’s writing in the literary
field participates in and reflects the changing
cultural and sociopolitical movements through­
out the century. Topics will include gender rep­
resentation, social constructions o f femininity,
and theories o f feminisms. Readings will be
drawn from the works of Colette, Sim one de
Beauvoir, Charlotte Delbo, Assia Djebar, Mar­
guerite Duras, Christiane Rochefort, Françoise
Sagan, Nathalie Sarraute, Leila Sebbar, and
Monique W ittig.

sions about the relationship of new cultural
movements— consumer culture, radical political
movements, youth culture, and the women’s
movement— to France and French society.
1 credit.
N ot offered 2003-2004-

FREN 074F. Desire and Displacement
(Cross-listed with interpretation theory as
IN TP 091 and as L IT R 074F.)
W hat is your desire? W here did it come from?
W here is it going? This course examines the
intersection of desire and displacement as elab­
orated in philosophical, psychoanalytical and
theoretical thought.
1 credit.
Spring 2004. A xel and Yervasi.

FREN 075F. Haiti, the French Antilles,
and Guyane in Translation
(Cross-listed as L IT R 075F and with black
studies)
Study of literary texts and their rewri[gh]ting of
the local colonial history.
1 credit.
N ot offered 2003-2004.

FREN 075F. French Language Attachment
to Haiti, the French Antilles, and Guyane
in Translation
1 credit.
N ot offered 2003-2004.

FREN 076. Ecritures au féminin #
(Cross-listed with black studies and women’s
studies)
A study o f the work of women from Africa, the
Caribbean, France, and Québec. Material will be
drawn from diverse historical periods and genres.

1 credit.

1 credit.

N ot offered 2003-2004.

N ot offered 2003-2004.

FREN 073. Roman et cinéma:
Revolutionizing Everyday Lite

FREN 0 77. Prose Francophone: littérature
et société #

In this course, we will focus on French novels
and films as they reflect, reinforce, and critique
French society from the early 1950s through the
end of the 1960s. We will study fiction and film
in relation to modernization, decolonization,
and the growing discontent of youth culture in
1960s with theoretical guidance from Henri
Lefebvre and the Situationnistes. Close readings
of fiction and films will allow us to draw conclu­

266

(Cross-listed with black studies) .
Close readings and discussions o f works from
the first and the new generations of writers
from the Francophone world. Topics will in­
clude the impact of the oral tradition, aesthet­
ics, politics, and the role of the writer.
1 credit.
N ot offered 2003-2004.

FREN 078. Théâtre et société +
(Cross-listed with black studies)
Close examination o f plays and their staging
from and beyond the Hexagon.
1 credit.
Not offered 2003-2004.

FREN 079. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as L IT R 079F)
In this course, we will use contemporary lesbian/
gay/queer theory to reconsider French literary tradition(s). Writers will include Nicole Brossard, Co­
lette, Michel Foucault, Jean Genet, André Gide,
Hervé Guibert, Guy Hocquenghem, Violette
Leduc, Marcel Proust, and Monique Wittig. Chris­
tiane Rochefort and Renée Vivien, among others.
I credit.
Not offered 2003-2004.

FREN 091. Special Topics: Le théâtre de
Kateb Yacine
In this course we will investigate how poet,
novelist and dramatist Kateb Yacine renews
the popular culture of the Maghreb by insert­
ing its tales and legends into G reek tragedy.
1 credit.
Fall 2003. Saltani.

FREN 093. Directed Reading
FREN 096. Thesis

FREN 104. Stendhal et Flaubert
2 credits.
Not offered 2003-2004■

FREN 105. Proust
2 credits.
N ot offered 2003-2004.

FREN 106. Poésie symboliste: Autour
de Mallarmé
Centering on Mallarmé’s poetry, critical essays
and society, we will examine the Parisian literary
avant-garde in late 19th century. Readings will
include the work of other poets within the Par­
nassian, symbolist, and decadent movements.
2 credits.
N ot offered 2003-2004-

FREN 108. Le Roman du 20e siècle:
Modern and Contemporary Novels
From realism to the nouveau roman to experi­
mental writing, from Proust to Pennac, this
course looks at the interconnections between
novels and history, visual culture, and theoret­
ical questions of representation. Discussion
will center on them atic developments o f these
intersections, and readings will be taken from a
wide selection o f writers from throughout the
20th and 21st centuries.
2 credits.
N ot offered 2003-2004.

FREN 109. Le Romantisme
SEMINARS
FREN 102. Baroque Culture and
Literature: The Comic World of Molière *
(Cross-listed with interpretation theory)
The seminar is designed to acquaint students
with the major works of Molière and 17th-cen­
tury French culture. W e will investigate his po­
litical relationship with Louis X IV at Ver­
sailles, the discourse on early modem feminism
of the précieuses and femmes savantes; the cri­
tique of religious hypocrisy, and the influence
of early modem notions of anthropology (most
notably medicine) on Molière’s representation
of identity. These aspects will be brought for­
ward through close attention to the poetics of
comedy and court spectacles.
2 credits.
N ot offered 2003-2004.

T h e trauma of the Revolution o f 1789 gave
birth to the individual even as it put the very
concept of individual agency into question. We
will interrogate the theater, poetry, and prose
of this period as imaginary, sometimes almost
magical, solutions to cultural, political, and
personal dislocations. Particular attention will
be paid to questions of gender and power.
2 credits.
N ot offered 2003-2004.

FREN 110 . Histoires dTles +
Through the study of poetry, prose, theatre,
non-flctional texts and films from and about the
French Antilles, Guyane and Haiti, we will ex­
amine the re-wri(gh)ting of the French colonial
narratives by authors such as A . and I. Césaire,
L-G. Damas, G . Dambury, E. Glissant, D. Maximin, Monchoachi, E. Ollivier, X . Orville, S.
Schwarz-Bart, Marie Vieux, etc.... Topics dis­
cussed will include: the impact o f the historical,

267

Modem Languages and Literatures

political, cultural and social revolutions on the
local communities and the former colonial
power, the poetics o f memory, the styles used to
translate the complexity of the new Caribbean
consciousness, the dialogues with Africa, Amer­
ica and the West, among others. N ote that there
will be a conference on March 20th on “Poé­
tiques du monde francophone: discours et con­
tre-discours / Discourse and Cormier Discourse:
Poetics o f the Francophone World.” Authors
and critics of some of the films and works dis­
cussed in the seminar, and in the other French
courses taught in the section in the spring, will
be present. T h e day will end with a performance
o f some o f the works of fiction read during the
semester in the French literature courses.
2 credits.
Spring 2004■ Rice-Maximim.

F R E N 1 1 1 . Espaces francophones #,+
2 credits.
N ot offered 2003-2004-

FREN 112 . Ecritores francophones:
fiction et histoire dans le monde
francophone #,+
(Cross-listed with black studies)
Historical and literary examination o f texts
from Africa, the Caribbean, and Vietnam.
2 credits.
N ot offered 2003-2004-

FREN 113 . Voyage et littérature
Through a study of French and Francophone
texts, we will examine the relationship be­
tween literature and travel in terms of physical
and spiritual journeys: whether it is a march
toward humanity or one toward inhumanity,
the adventure often both involves a loss of self
and a search for knowledge.
2 credits.
N ot offered 2003-2004-

FREN 114 . Théâtre d’écritures
fraoçaises J
(Cross-listed with black studies)
A close examination of plays in French, from
and beyond the Hexagon. Topics discussed will
include representation o f collective conscious­
ness, myths and politics in post/neocolonial sit­
uations, theater and therapy, rituals and subver­
sion, the different theatrical texts, and staging.
2 credits.
N ot offered 2003-2004.

268

FREN 115 . Paroles de femmes #
(Cross-listed with black studies and women’s
studies)
Close reading of texts o f women writers from
Africa, France, the French A ntilles, and Viet­
nam. Love relationships being one common
theme, we will particularly focus on their cul­
tural, feminist, aesthetical, and literary differ­
ences, among others.
2 credits.
N ot offered 2003-2004■

FREN 116 . La Critique littéraire: Racine,
Rousseau, Baudelaire, Proust
This seminar’s first and principal goal is to fos­
ter a direct and in-depth discussion of the
works o f four major figures o f French literature.
Readings include: Racine’s Phèdre, the autobi­
ography of Rousseau titled L es Confessions,
Baudelaire’s poetic masterpiece Les Fleurs du
m al, and the first tome o f A la Recherche du
tem ps perdu. W e will also define the principal
strands o f thought in French literary criticism
by supplementing the core readings with a se­
lection of crucial studies on these four authors.
2 credits.
F all 20 0 3 . Blanchard.

FREN 180. Honors Thesis
FREN 199. Senior Honors Study
* = Pre-1800
# = Francophone
+ = Culture/civilization

German
German may be offered as a major or minor in
course or as a major or minor in the Honors
Program.
See the introductory departmental statement
for recommended supporting subjects, and see
also German Studies Program description.
Courses and seminars in literature are conduct­
ed in German. Students are expected to be suf­
ficiently proficient in German to do written
and oral work in German. To this end, we
strongly advise students to spend an academic
semester in a German-speaking country before
their senior year.

Major in Course

Preparations

Requirements

Majors will prepare for exams by taking three
seminars. W ith the approval o f the department,
it is possible to combine advanced 1-credit
courses or attachments, taken either at Swarthmore or elsewhere, to form a preparation.

1. Completion o f a minimum o f 8 credits in
courses numbered 0 0 3 B and above.
2. One of the 8 credits may be taken in English
from among the courses on German litera­
ture listed in the catalog under Literature in
Translation (e.g., L IT R 03 7 G ).
3. Seniors in course are required to (a) take
GERM 091: Special Topics; (b) submit a
bibliography o f 20 works to form the basis of
a discussion and an extended, integrative
paper (approximately 15 double-spaced
pages in length) on a general literary topic
agreed to by the section. This paper, due be­
fore the date for the comprehensive exami­
nation, is complemented by a discussion of
the paper with members o f the section, in
German.

Minors will prepare for exams by taking one
seminar.
SH S an d M ode o f E x am in ation

R equ irem en ts

For SH S, students are required to present an
annotated bibliography of criticism— articles
or books— concerning at least five o f the texts
in each seminar offered for external exam. Stu­
dents are required to meet with the respective
instructor(s) o f the seminar(s) being examined
by Feb. 15 to discuss their planned bibliogra­
phy and to meet with the instructor(s) for a
second time when the approved bibliography is
handed in by May 1. T h e annotated bibliogra­
phy, which carries no credit, will be added to
course syllabi in the honors portfolio. T h e hon­
ors exam ination will take the form o f a threehour written exam based on each seminar and
its SH S preparation as well as a one-hour oral
panel exam based on the three written exams
for majors or a 30- to 45-minute oral exam for
minors.

Students must complete 5 credits in courses and
seminars numbered 004 or above. O f these
courses, GERM 091: Special Topics, is required.

COURSES

4. Majors in course are encouraged to enroll for
at least one seminar in the junior or senior
year. (See the note on enrolling in seminars.)
5. After studying abroad, majors must take two
additional German classes.

Minor in Course

Students are strongly encouraged to spend a se­
mester in Germany or at least participate in a
summer program in a German-speaking coun­
try. Of the classes taken abroad, a maximum of
2 credits will count toward the minor.

Honors Program in German
Requirements
Majors and minors ih the Honors Program are
expected to be sufficiently proficient in spoken
and written German to complete all their work
in German. A ll majors and minors in honors
are strongly advised to spend at least one se­
mester of study in a German-speaking country.
Candidates are expected to have a B average in
course work both in the department and at the
College.
P rerequ isites
Majors: GERM 013.
Minors: GERM 013 and one course numbered
050 or above.

N ot all advanced courses or seminars are of­
fered every year. Students wishing to major or
minor in German should plan their program in
consultation with the section. A ll courses
numbered 0 5 0 and above are open to students
after G ER M 013. (See note on enrolling in
seminars.)

GERM 001B-002R, 003B. Intensive
German
Students who start in the 0 0 1 B -0 0 2 B sequence
must complete 0 0 2 B to receive credit for 0 0 1 B .
For students who begin German in college. De­
signed to impart an active command o f the
language. Combines the study o f grammar with
intensive oral practice, writing, and readings in
expository and literary prose. See the explana­
tory note on language courses above. Normally
followed by 004, 013, or 014.
1.5

credits.

269

Modern Languages and Literatures

GERM 001B) fa ll 2003. Butler, Plaxton.
GERM 002B, spring 2004■ Faber, Plaxton.
GERM 003B, fa ll 2003. Faber, Plaxton.
GERM 004. Advanced Conversation and
Composition
Emphasis is on the development o f communi­
cative skills in speaking and writing. Selected
readings of general interest, newspaper and
magazine articles, radio and T V programs,
films as well as some literary texts. Recom ­
mended for students who plan to study in a
German-speaking country.
May be counted toward the major and minor
in Germ an and the concentration in German
studies.
1 credit.
Spring 2 0 0 4 . Sim on

GERM 005A. German Conversation
A 0.5-credit conversation course, concentrat­
ing on the development o f the students’ speak­
ing skills.
Prerequisite: German 0 04 in current or a pre­
vious semester or the equivalent Placement
Test score.
0 .5 credit.

well as music, art, film, and personal memoirs.
T h e course will have a dual focus: after study­
ing cultural constructions o f ethnicity, class,
and gender in works o f the Weimar and Nazi
periods, we will then explore the impact of
those years, and o f World War II in particular,
on a reunited Germany and its youth.
Prim ary distribution course. 1 credit.
Spring 2004. Faber.

GERM 054. Pnst-War German Cinema
(Cross-listed as L IT R 054G )
A study o f Germ an Cinem a from the “rubble
films” of the immediate postwar period through
the advent of the New German Cinema in the
’60s to the present state o f German film in the
“postwall” era.
1 credit.
N ot offered 2003-2004.

GERM 055. Film and Literature in
Weimar Germany
(Cross-listed as L IT R 055G )
1 credit.
N ot offered 2003-2004-

GERM 060. Vampires in Literature, Film,
and Music

F all 2003. Plaxton.

(Cross-listed as L IT R 060G )

Spring 2004- Plaxton.

T h e vampire is not a timeless creature; it was
bom in the 18 th century. This course follows
the monster’s career from central Europe to the
imperial metropolis. T h e vampire possesses
multiple forms and has thrived among illiterate
peasants, on the pages of Victorian journals,
and in 20th-century cyberspace. Vampire fic­
tions open questions concerning technology,
race, gender, and the speed of modem life. In
addition to reggae songs about vampires, works
from German, French, English, Danish, Russ­
ian, and North Am erican sources will be ex­
amined. Authors include G oethe, Hoffmann,
Heine, Baudelaire, Gautier, Byron, Le Fanu,
Stoker, Dreyer, Turgenev, Mumau, Feuillade,
and Maddin.

GERM 013. Introduction to German
Literature
Survey o f German literature from the 18th
century to the present, focusing on themes of
mystery, deception, and searching, especially in
relation to crime. Poetic works and one or two
films will be discussed, but our attention will
fall mainly on narrative prose and drama. Au­
thors include K leist, Hoffm ann, Büchner,
Droste-HülshofF, Kafka, Brecht, Dürenmatt,
and Wolf. Students will develop speaking and
writing skills through short assignments in­
tended to familiarize them with the vocabulary
of literary analysis in German.
Prim ary distribution course. 1 credit.

1 credit.

F all 20 0 3 . Butler.

Spring 2004- Butler.

GERM 014. Introduction to German
Studies

GERM 066. Gegenwartsliteratur

A n introduction to the interdisciplinary field
of German studies, this course incorporates his­
torical, political, and philosophical texts as

270

(Cross-listed as G ER M 091)
In this course, we will read a wide variety of
texts representing the literary production of
Germ an speaking countries from the mid ’90s

until the present. T h e selected texts are meant
as buoys in the vast sea of recent literature,
marking them atic and stylistic preoccupations
of contemporary authors. W e will analyze and
discuss texts from various literary genres.
I credit.
Not offered 2003-2004.

GERM 068. History of German Film
(Cross-listed as L IT R 068G )
This course will be a thorough introduction to
German film history from its inception in the
late 1890s until the present. It will include an
examination o f early, “primitive” Germ an cin ­
ema, expressionist film, the film o f the avantgardes in the ’20s and ’30s, fascist cinema, post­
war “rubble” films, the “young German film of
the ’60s and its developments into the New
German Cinema o f the ’70s. Also included will
be a section on East German film, both before
and after the fall o f the wall. Taught in English.
1 credit.
Not offered 2003-2004■

GERM 091. Special Topics
Advanced literature and culture course in Ger­
man required for all German majors and minors.
For honors students, this class together with an
attachment counts as an honors preparation.
Topics change each year and include (partial
list):
• Frauen und Film

compare works by the prolific Hedwig
Courths-Mahler and Vicki Baum to T he T hree
Penny O pera by Brecht and W eill, films by Fritz
Lang and T h ea von Harbou. W hen we view
popular Nazi-era comedies, we will explore the
link between propaganda and entertainment.
As we reach the postwar period, we will inves­
tigate the American influence on German cul­
ture by analyzing specific genres and their
“translation” into the German context: mys­
tery, science fiction, and romance in literature,
film, and on television. As our focus shifts to
the radio, we will tune our ears to popular
music from G erm an S chlager and N eu e
D eutsche W elle to German C ountry, T echno and
H ip H op. Readings and discussions in German.
1 credit.
Spring 2004. Simon.

GERM 093. Directed Reading

SEMINARS
Five German seminars are normally scheduled
on a rotating basis. Preparation o f topics for
honors may be done by particular courses plus
attachm ents only when seminars are not
available.
N ote: Students enrolling in a seminar are ex­
pected to have done the equivalent o f at least
one course beyond the G ER M 013 level.

• Populärliteratur

GERM 104. Goethe und seine Zeit

• Nietzsche and/in Literature
• The Rom antic Tradition

A study o f G oethe’s major works in the context
o f his life and times.

• Die deutsche Postmodeme

2 credits.

• Hören, Lesen, Sehen: die deutsche Medien­
landschaft

F all 2004- Werlen.

• Literatur und Kultur der DDR
• Gegenwartsliteratur
Topic fo r sp rin g 2 0 0 4 : P o p u lä rlitera tu r
ln this German studies course, we will begin
with an analysis of the idea o f mass consump­
tion and mass culture in its specific German
context by reading critical essays alongside two
prominent examples from the 19th century
(Eugenie M arlitt’s romance H eideprinzesschen
and the German Western W innetou 1 by Karl
May). In order to analyze the feminization of
mass culture in German modernism, we will

GERM 105. Die deutsche Romantik
Romanticism as the dominant movement in
Germ an literature, thought, and the arts from
the 1790s through the first third o f the 19th
century. Focus on Rom antic aesthetics and
poetics, including the influence of German
Idealism.
2 credits.
N ot offered 2003-2004.

GERM 108. Wien und Berlin
(German Studies Seminar)
Between 1871 and 1933, Vienna and Berlin
were two cultural magnets drawing such di-

271

Modern Languages and Literatures

verse figures as Sigmund Freud, Ludwig
W ittgenstein, Gustav Klimt, Gustav Mahler,
Leon Trotsky, Gerhard Hauptman, Käthe Kollwitz, Rainer Maria Rilke, Bertolt Brecht, Kurt
Tucholsky, Else Lasker-Schüler, Richard
Strauss, Arnold Schönberg, and A dolf 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 o f plea­
sure and the attempt to scientifically explore
human sexuality, and the conflict between
avant-garde experimentation and the disinte­
gration of political liberalism.
2 credits.
F all 2003. Simon.

GERM 110 . German Literature After
World War II
T h e aim of the seminar is to acquaint students
with literary developments in the Germanspeaking countries after the end of World W ar
II. T h e survey o f texts will address questions of
“Vergangenheitsbewältigung” and social cri­
tique in the 1950s, the politicization of litera­
ture in the 1960s, the “Neue Innerlichkeit” of
the 1970s, and literary postmodemity o f the
1980s. W e will also study the literature o f the
German Democratic Republic and texts deal­
ing with post-wall, unified Germany. Authors
included are Böll, Eich, Grass, Frisch, Bachmann, Handke, Bernhard, Jelinek, Strauss,
W olf, Delius, Plenzdorf, Süskind, and Menasse.
2 credits.
Not offered 2003-2004.

genre. Authors will include Goethe, Fontane,
Thomas Mann, Kafka, Ingeborg Bachmann, and
Christa Wolf. T he final syllabus will take stu­
dent interest into consideration.
2 credits.
N ot offered 2003-2004.

GERM 199. Senior Honors Study

Japanese
Courses in Japanese language, literature, and
culture may be combined with courses taken at
Haverford and with study abroad toward a spe­
cial major or a minor in Japanese studies or
may be counted toward a major or minor in
Asian studies (see Asian studies). Interested
students should consult with the section head
o f Japanese or with the chair of Asian studies.

COURSES
JPNS 001B-002B. Introduction to
Japanese
Students w ho start in the 0 0 1 B - 0 0 2 B sequence
m ust com plete 0 0 2 B to receive credit for 0 0 1 B .

This intensive introduction to Japanese at­
tempts to develop the four language skills of
speaking, writing, listening, and reading. Spo­
ken component will cover both formal and ca­
sual forms of speech; the written component
will introduce the hiragana and katakana syl­
labaries; and about 200 kanji characters.

GERM 1 1 1 . Genres

1 .5 credits.

T his seminar will explore in depth a particular
genre o f literary and media production.

JPNS 001B, fa ll 2003. Gardner, Jo, Suda.
JPNS 002B, spring 2004. Jo, Suda.
JPNS 003B-004B. Second-year Japanese

Scheduled topics include the following:
• Deutsche Lyrik
• Populärliteratur
• Der deutsche Film
• Das deutsche Drama
D e r d eu tsch e Roman

In Swarthmore’s German offerings, German 111
is a seminar devoted to exploring the various
genres of German literature and cultural pro­
duction. W e will take up the German novel, be­
ginning with examples from the 18 th and 19th
centuries and concentrating primarily on realist,
modemist, and postmodernist examples o f the

272

Combines intensive oral practice with writing
and reading in the modem language. The
course attempts to increase students’ expressive
ability through the introduction of more ad­
vanced grammatical patterns and idiomatic ex­
pressions. Introduces students to authentic
written texts and examples of Japanese expres­
sion through several media. T he course will in­
troduce approximately 300 new kanji charac­
ters in addition to the 200 covered in JPNS
001B -002B .
1 .5 credits.

JPNS 003B, fa ll 20 0 3 . Jo, Suda.
JPNS 004B, spring 2004. Gardner, Jo.
JPNS 005A. Japanese Conversation.
This course attempts to improve students’
command of spoken Japanese at the intermedi­
ate level. It meets for 9 0 minutes each week.
Prerequisite is concurrent enrollment in JPN S
003B-004B, or instructor’s permission. C an be
repeated for credit.
0.5 credit.

Fall 2003. Suda.
Spring 2004- Suda.

JPNS 017. Introduction to Japanese
Culture: The Cosmology of Japanese
Drama
(Cross-listed as L IT R 017J)
This course will provide an introduction to
Japanese culture through a study o f its three
great dramatic traditions: N oh masked drama,
Bunraku puppet theater, and Kabuki. These
fascinating and distinctive dramatic forms offer
a microcosm of Japanese religion, history, liter­
ature, and visual aesthetics. In our course, we
will explore how the Japanese stage becomes a
pathway between human beings and the super­
natural, and between present times and the
legendary past. T h e course will proceed
through readings o f plays, aesthetic treatises,
and articles on the cultural and historical con­
texts of Japanese drama. Screenings of theatri­
cal performances and films based on classic
plays will offer a glimpse of the continuing
legacy of these dramatic forms. No previous
knowledge of Japanese language, history, or
culture is required.
1 credit.
Fail 2004. Gardner.

JPNS 024. Japanese Film and Animation
(Cross-listed as L IT R 024J)
This course offers a historical and them atic in­
troduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japan­
ese 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 of formal and them atic issues. A
separate unit will consider the postwar devel­

opment o f Japanese animation (anime) and its
special characteristics. Screenings will include
films by Ozu, Mizoguchi, Kurosawa, Imamura,
Kitano, and Miyazaki.
1 credit.
Spring 2004. Gardner.

JPNS 041J. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as L IT R 041J)
As Japanese society has transformed rapidly in
the 20th century and beyond, a number o f au­
thors have turned to the fantastic to explore
the pathways o f cultural memory, the vicissi­
tudes o f interpersonal relationships, the limits
of mind and body, and the nature of story­
telling itself. In this course, we will consider
the use of anti-realistic writing genres in Japan­
ese literature from 1900 to the present, com­
bining readings of novels and short stories with
related critical and theoretical texts. Fictional
works examined will include novels, supernat­
ural tales, science fiction, and cyber-fiction by
authors such as Tanizaki Junichiro, A be K6b6,
Kurahashi Yumiko, and Murakami Haruki.
Readings will be in English; no previous expe­
rience in Japanese studies is required.
Prim ary D istribution C ourse. 1 credit.
F all 2003. Gardner.

JPNS 094. Independent Study
JPNS 180. Thesis
I credit.
F all 2003 and 2004- Gardner.

Russian
Russian may be offered as a major or minor in
the Course Program or as a major or minor in
the Honors Program.
Russian is the primary or sole language o f in­
struction in all courses except courses crosslisted with the literature program. T h e major
itself emphasizes literature and culture, sup­
ported by proficiency in reading, writing, lis­
tening and speaking. Both the major and the
minor can be supported by work in allied disci­
plines (history, anthropology, other litera­
tures), and Russian can be a supporting subject
to numerous other majors. Students interested
in a combined Russian language and linguistics
major may develop a program with advanced

273

Modem Languages and Literatures

courses and seminars in the language offered at
Bryn Mawr and the Linguistics Program at
Swarthmore College.
Prerequisites for both course students and hon­
ors candidates are R U S S 004B , O il, and 013,
or equivalent work. Study abroad in Russia is
strongly recommended.

Major in Course
R eq u irem en ts
A minimum o f 8 credits in courses and semi­
nars which may include Russian 003B and
0 0 4 B but must include R U S S O il, R U S S 013,
and R U S S 091 (Special Topics), plus one other
course in translation.
Students are expected to take a minimum o f 2
seminars in Russian literature. (Students who
spend a year on the A C T R , CIEE, Middlebury
or Smolny programs in Russia might offer a
seminar taken there in lieu o f one Swarthmore
seminar.)
T h e Comprehensive Examination is based on
work completed in courses and seminars num­
bered 011 and above.

Minor in Course
R eq u irem en ts
Five or 5.5 credits, which must include:
(1 ) R U S S 0 0 4 B (or placement above 004B );
(2 ) either R U S S O il or R U S S 013, or an
equivalent course taken in Russia;
(3 ) one o f the following: R U S S 013 (if not
used to fulfill item 2 ); another course in Russ­
ian literature in translation, L IT R 015R , L ITR
068R , or a comparable literature course in Rus­
sia or at Bryn Mawr or U Penn;
(4 ) one seminar in Russian.

Honors Program in Russian Language and
Literature
T h e minimum grade for acceptance into the
Honors Program in Russian: B level work in
courses taken at Swarthmore in language and
culture.
R eq u irem en ts fo r M ajors
(1 ) R U S S 004B , or equivalent study;
(2 ) R U S S 011 and R U S S 013, or equivalent
courses taken elsewhere;
(3 ) one more course in Russian literature in
translation, O R one advanced literature course
in another language (e.g., EN G L 07 IK , CH IN

274

066, C L A S 104, FREN 040, G ER M 066,
SPAN 0 60);
(4)

at least two seminars.

R eq u irem en ts fo r M in ors
(1) R U S S 004B , or equivalent study;
(2) R U S S 011 and R U S S 013, or equivalent
courses taken elsewhere;
(3) one more course taken in Russian literature
in translation, O R one advanced literature
course in another language (see examples
above);
(4 ) one seminar.

Senior Honors Study
A t the beginning of their final semester, se­
niors will meet with the Russian section head.
(1) In consultation with the section head, ma­
jors will prepare a bibliography o f additional
readings related to the content o f their three
(2-credit) honors preparations. Majors will
write three 2500- to 3000-word papers in Russ­
ian, one for each honors preparation, or a
7500-word paper that integrates the three hon­
ors preparations. These papers (or this paper)
will be presented to the external examiners
along with the syllabi o f the three 2-credit
seminars and any other relevant material. (2)
In consultation with the Russian section head,
minors will prepare a bibliography of addition­
al readings related to the content of their one
2-credit honors preparation. Minors will write
one 2500-word paper that expands on and ex­
tends the single honors preparation and inte­
grates it, whenever possible, with their honors
major. This paper will be presented to the ex­
ternal examiner along with the syllabus of the
honors seminar and any other relevant materi­
al. (3) Mode of examination: Majors will take
three three-hour written examinations pre­
pared by the external examiners as well as a
half-hour oral examination for each, based on
each written examination and materials sub­
mitted to the examiner. Minors will take one
three-hour written examination prepared by
the external examiner as well as a half-hour oral
examination based on the written examination
and materials submitted to the examiner.

COURSES

RUSS 008A. Russian Phonetics

Not all advanced courses or seminars are of­
fered every year. Students wishing to major or
minor in Russian should plan their program in
consultation with the department. Course ma­
jors are required to take Special Topics (R U S S
091).

T his course will enable Russian speakers and
non-speakers alike to learn to pronounce Russ­
ian fluently. Focused work on individual
phonemes and the Russian “articulation foun­
dation” will accompany the study o f phonetic
rules and intonational constructions. W e will
devote practical attention to issues in both
Russian language acquisition and linguistics;
individual assignments will reflect each stu­
dent’s experience, interests and goals.

(Cross-listed as LIN G 008A )

RUSS 001B-002B, 003B. Intensive
Russian
Students who start in the 0 0 1 B - 0 0 2 B sequence
must complete and pass 0 0 2 B in order to re­
ceive credit for 0 0 I B .
For students who wish to begin Russian in col­
lege or did not move beyond an introduction
in high school. Designed to impart an active
command of the language. Combines the study
of grammar with intensive oral practice, work
on phonetics, writing, W eb materials, and
readings in literary and expository prose. C on­
ducted primarily in Russian; normally followed
by 004B and O il. See the explanatory note on
language courses above.
1.5 credits.

RUSS 001B, fa ll 2003. Komaromi, Fedchak.
RUSS 002B, spring 2004■ Komaromi, Staff.
RUSS 003B, fall 2003. Forrester, Fedchak.
RUSS 004B. Advanced Intensive Russian
For majors and those interested in reaching ad­
vanced levels o f proficiency in the language.
Advanced conversation, composition, transla­
tion, and stylistics. Considerable attention to
writing skills, phonetics, and spontaneous
speaking. Readings include short stories, poet­
ry, newspapers, and W eb sites. Conducted in
Russian.
1 .5 credits.

Spring 2004. Forrester, Staff.

RUSS Ü06A. Russian Conversation
A 0.5-credit course that meets once a week for
1.5 hours. Students will readnewspapers, ex­
plore 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 interest and goals.
Prerequisite: 004B in current or a previous
semester or permission of instructor.

0 .5 credit.
Spring 2004- Fedchak.

RUSS 0 11. Russian Culture
A n interdisciplinary introduction to contem ­
porary Russian culture within a framework of
continuing enrichm ent o f vocabulary and de­
veloping fluency in speaking and writing Russ­
ian. Topics will emphasize high culture and his­
tory, with occasional guest presentations by
faculty in associated disciplines from Swarthmore and Bryn Mawr. Readings, lectures, pa­
pers, and discussions in Russian.
Prerequisite: Russian 004B or the equivalent
Primary distribution cou rse. 1 credit.
F all 2003. Fedchak.

RUSS 013. The Russian Novel
(Cross-listed as L IT R 013R )
T h e Russian novel represents Russia’s most
fundamental contribution to world culture.
T h e course surveys classic authors and experi­
mental works from the 19 th and 20th cen­
turies. Students in the course will deepen their
understanding of the context for writers in­
cluding Dostoevsky and Tolstoy. They will gain
familiarity with literary movements and genres
including romanticism, realism, the psycholog­
ical novel, the picaresque novel, modernism
and the postmodern as they developed in Rus­
sia. W e will highlight issues including the rela­
tionship o f Russia to the West, national identi­
ty and the complex relationship o f literature
and politics.
N o prerequisite.
Prim ary distribution course. 1 credit.
Spring 2004- Komaromi.

0 .5 credit.

Spring 2004. Fedchak.

275

Modern Languages and Literatures

RUSS 015. East European Prose in
Translation

RUSS 024. Russian and East European
Cinema

(Cross-listed as L IT R 015R )

(Cross-listed as L IT R 024R )

Novels and stories by the most prominent
20th-century writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of appreciating
the religious, linguistic, and historical diversity
of Eastern Europe in an era of war, revolution,
political dissent, and outstanding cultural and
intellectual achievement. Readings, lectures,
writing, and discussion in English; qualified
students may do some readings in the original
language(s). W riting-intensive course limited
to 15 students.

This course will introduce students to cinema
from the “other Europe.” W e will begin with
influential Soviet avant-garde cinema and sur­
vey the traditions that developed subsequently
with selections from Russian, Polish, Cau­
casian, Czech, Hungarian, Ukrainian and Yu­
goslav cinema. Screenings will include films by
Eisenstein and Tarkovsky, Wajda, Kusturica,
and Paradzhanov, among others. Students will
hone critical skills in film ic analysis while con­
sidering the particular cultural, national and
political forces shaping the work of filmmakers
in this “other Europe” from the early 20th to
the early 21st century.

Prim ary distribution cou rse. 1 credit.
F all 2004- Forrester.

RUSS 016. History of the Russian
Language
A n introductory course, studying the origin of
the Russian language and its place among the
other modem Indo-European and Slavic lan­
guages. T h e uses o f philology and linguistics for
the ideological and stylistic analysis of literary
texts. Satisfies the linguistics requirement for
teacher certification.

1 Credit.
N ot offered 2003*2004.

RUSS 021. Dostoevsky (in translation)
(Cross-listed as L IT R 021R )
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one o f 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 con­
fronts the “accursed questions” o f truth, justice,
and free will set against the darkest examples of
human suffering: murder, suicide, poverty, ad­
diction, and obsession. Students will consider
artistic, philosophical, and social questions
through texts from throughout Dostoevsky’s
career. Students with Russian may read some or
all of the works in the original.
1 credit.
F all 2003. Forrester.

276

N o prerequisite.
Prim ary distribution course. 1 credit.
N ot offered 2003-2004 ■

RUSS 047. Russian Fairy Tales
(Cross-listed as L IT R 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 esthetic,
historical, social and psychological context.
W e will trace the continuing influence of fairy
tales and folk beliefs in literature, music, visual
arts, and film. T h e course also provides a gen­
eral introduction to study and interpretation of
folklore and fairy tales, approaching Russian
tales against the background of the Western
fairytale tradition (the Grimms, Perrault, Dis­
ney, etc.). No fluency in Russian is required,
though students with adequate language prepa­
ration may do some reading in the original.
Prim ary distribution cou rse. 1 credit
Spring 2 0 0 4 . Forrester.

RUSS 068. Underground Culture of the
Soviet Period
(Cross-listed as L IT R 068R )
This course focuses on political and artistic dis­
sent in Soviet Russia after Stalin. W e will con­
sider the significance of crucial events from the
period of “Thaw,” the liberal romanticism of the
1960s, the Crisis of 1968, ensuing stagnation
and new possibilities in the era of perestroika.
Students will examine a variety of modes of ex­
pression, including underground literature, al­
ternative visual art, bards’ songs, Russian rock
and controversial cinema. T h e course will ad­

dress the cultural relationship to history, the
construction of cultural memory, identity and
values in the shadow of totalitarianism.

RUSS 091. Special Topics
For senior majors. Study o f individual authors,
selected themes, or critical problems.

1 credit.

1 credit.

Not offered 2003-2004.

Spring 2004. Staff.

RUSS 070. Translation Workshop

RUSS 093. Directed Reading

(Cross-listed as LIN G 070 and L IT R 070R )
This workshop in literary translation will con­
centrate on both translation theory and prac­
tice, working in poetry, prose, and drama as well
as editing. Students will participate in an asso­
ciated series o f bilingual readings and will pro­
duce a substantial portfolio of work. Students
taking the course will write a final paper sup­
ported by a smaller portfolio of translations. No
prerequisites exist, but excellent knowledge of a
language other than English (equivalent to a
004B course at Swarthmore or higher) is highly
recommended or, failing that, access to at least
one very patient speaker o f a foreign language.

Novelist, Christian philosopher, pacifist, and
educator, the m onum ental Leo Tolstoy’s
thought inspired communities o f “Tolstoyans”
and influenced Gandhi. Tolstoy’s treatment of
moral and historical issues in literature contin­
ues to move readers to our day. Students in this
course will examine Tolstoy’s idea and art in
the harmonious Russian style of the original.

1 credit.

2 credits.

Fall 2003. Forrester.

N ot offered 2003-2004.

SEMINARS
RUSS 10 1. Tolstoy

RUSS 079. Russian Women Writers

RUSS 102. Russian Short Story

(Cross-listed as L IT R 079R )

Counterpoint to the sprawling Russian novel,
the short story in Russia possesses a long ,and
distinguished pedigree. Russian writers have
used the genre to create polished and brilliant
gems demonstrating the possibilities of charac­
ter development, voice, plot, and the right ex­
position of ideas in prose. T his seminar will ex­
plore a selection o f examples from the likes of
Pushkin, Chekhov, Zoshchenko, Bulgakov,
Nabokov, and others.

This course balances the picture of Russian lit­
erature by concentrating on the female authors
whose activities and texts were for a long time
excluded from the canon. From the memoirs of
the first female president o f the Russian Acad­
emy of Sciences and a female cavalry officer in
the Napoleonic Wars, through the rise of the
great prose novel and modernist poets such as
Anna Akhmatova and Marina Tsvetaeva, to
the stunning frankness of post-Soviet authors
and dramatists such as A rbatova, Petrushevskaia, and Vasilenko. Students with good
Russian skills may do part or all of the readings
in the original.
1 credit. ■
Not offered 2003-2004.

RUSS 080. Literature of Dissent
(Cross-listed as L IT R 080R )
This course will address the central place of
dissent in Russian literature, its flowering in re­
action to Tsarist and Soviet censorship. T he
theme leads to some o f the most important
works of 19th- and 20th-century Russian poet­
ry and prose.
1 credit.
Not offered 2003-2004.

2 credits.
N ot offered 2003-2004.

RUSS 103. Pushkin and Lermontov
T his course will acquaint students with two of
the seminal figures of 19th-century Russian lit­
erature, Aleksandr Pushkin and Mikhail Ler­
montov, looking at their criticism, dramatic
works, poetry and prose, as well as their cultur­
al and literary context.
2 credits.
N ot offered 2003-2004.

RUSS 104. Dostoevsky
Students will read the works o f this compelling
visionary in the original Russian. T h e course
will survey key works from Dostoevsky’s oeuvre,
examining Dostoevsky’s use of language and his
literary style. Dostoevsky’s art and ideas will be

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Modem Languages and Literatures

discussed in the context of major critical works
by Mikhail Bakhtin and others.
2 credits.
F all 20 0 3 . Komaromi.

the life-affirming force o f humor. W e will read
from his short stories, feuilletons and dramatic
works, ending the semester with his master­
piece, Master i M argarita, arguably the most fun
novel of the 20th century.

RUSS 105. Literature o! the Soviet Period

2 credits.

T his course treats the literature associated with
one of the most remarkable social experiments
in human history. Students will examine the
relation of literature to ideology and social re­
ality based on a selection o f works reflecting
the avant-garde experimentation o f the 1920s,
the official doctrine of Socialist Realism, un­
derground and émigré literature, and/or litera­
ture addressing the historical situation and the
legacy o f Stalinism.

Spring 2004. Komaromi.

RUSS 1 1 1 . Tsvetaeva and Mayakovsky
Poetic, dramatic and prose works of the “hys­
terical poets,” Marina Tsvetaeva and Vladimir
Mayakovsky, two o f the greatest Russian writ­
ers of the 20th century. Focus on their volcanic
poetic development, interactions, and creative
responses to gender, decadence, revolution,
civil war, emigration and Soviet repression.

2 credits.

2 credits.

N ot offered 2003-2004.

N ot offered 2003-2004.

RUSS 106. Russian Drama

RUSS 112 . The Acmeists

2 credits.

Several great Russian 20th-century poets led
the group called “Acmeists” for their emphasis
on verbal clarity, specificity of imagery, and at­
titude o f “nostalgia for world culture.” Nikolai
Gumilev was shot in 1921 for supposed partic­
ipation in a monarchist plot. Osip Mandel’sh­
tam spent years in “internal exile” for overly
honest writing and died in a camp in 1938.
A nna Akhmatova, perhaps the most translated
Russian poet into English, witnessed all the
horrors of Stalinism but survived to mentor a
new generation o f poets in the 1960s. The
course will concentrate on these three poets,
with attention to their literary and cultural
context.

N ot offered 2003-2004.

RUSS 10 7. Russian Lyric Poetry
2 credits.
N ot offered 2003-2004-

RUSS 108. Russian Modernism
T h e period spanning roughly 1890 to 1925 is
often referred to as the Silver Age o f Russian
literature. T his course will survey the rich
achievements o f Russian culture in the fin-desiècle, with opportunities to study particular
topics more deeply according to students’ in­
terests and preferences.
2 credits.

2 credits.

N ot offered 2003-2004.

N ot offered 2003-2004■

RUSS 109. Chekhov

RUSS 113 . Russian Cinema

Readings from Chekhov’s dramatic works and
stories, with attention to the rich body of
scholarship on the author in Russian and in
English.

Examples from Soviet avant-garde, High Stal­
inist, Thaw Era, perestroika and post-Soviet
Cinema, considering the role o f film as both
ideology and entertainment.

2 credits.

2 credits.

N ot offered 2003-2004.

N ot offered 2003-2004-

RUSS 110 . Bulgakov

RUSS 1 14 . Folklore in Russian Literature

Doctor, dramatist and dissident, M ikhail Bul­
gakov is one o f the most significant prose au­
thors of the Soviet period. His writings embody
scrupulous honesty, recognition of moral com ­
plexity, deeply thoughtful awareness of politi­
cal, religious and philosophical traditions, and

Folklore is both an enormous field of human
culture, and a rich source of literary plots, gen­
res, ideas and materials for writers, scholars,
and theorists of all directions. In this course, we
will read works o f Russian literature in which
folklore plays a significant role as well as ex­

278

plore several of the areas of Russian folklore
that have most influenced literature.

2 credits.
Not offered 2003-2004-

Spanish
The Spanish Program
The Spanish Section o f the Department of
Modem Languages and Literatures works with
students who want to learn the language and
familiarize themselves with the cultures of
Spain and Latin America, regardless o f their
intended majors. As Spanish becomes the sec­
ond language o f the United States, the pro­
gram recognizes the importance o f teaching
students whose engagement with literature is
not the main goal of language study. In addi­
tion, the program prepares a group o f specialists
in Spanish and Latin American literature as
majors and minors, in course or honors. N on­
specialists who have completed the four-semes­
ter sequence or its equivalent are welcome in
literature courses. T h e program also teaches lit­
erary courses in English (listed as L IT R in the
first part of the description o f the Department
of Modem Languages and Literatures), recog­
nizing the importance o f Spanish and Latin
American literary traditions for those who
wish to become acquainted with leading world
fiction and poetry. In all cases, the program
teaches language and literature within their di­
verse cultural and historical contexts as dy­
namic worlds.

Major
R equirem ents
Requirements for the major are the following:
The completion o f at least one semester of
study in a Spanish-speaking country in a pro­
gram approved by the Spanish section; (2) the
completion of a minimum of 8 credits o f work
in courses numbered 004B and above; (3) one
of these courses must be 011 or 013; (4) a stu­
dent may not present both 0 0 4B and 01 0 as
part of the 8-credit requirement. SPAN 006A
will not count toward fulfillment o f the major;
(5) 1 of the 8 credits of advanced work may be
taken in English from among those courses list­
ed in the catalog under Literatures in Transla­
tion, provided that it is a course pertinent to
the student’s major; (6 ) all majors are strongly

encouraged to take at least one seminar offered
by the section; (7) a minimum of 4 of the 8
courses must be taken at Swarthmore College;
and (8 ) seminars in the major count as two
courses.
A ll majors are strongly encouraged to maintain
a balance in their overall program by taking
advanced work in both Spanish American and
Spanish literature courses.

Minor
R eq u irem en ts
Requirements for the minor are the following:
(1) T h e completion of at least one semester of
study in a Spanish-speaking country in a pro­
gram approved by the Spanish section. Only
two o f the courses taken abroad that pertain to
the curriculum of the section may count to­
ward fulfillment of the minor; (2) all minors
must take a total of five course and/or seminar
offerings numbered 004B and above. Four of
these offerings may not overlap with the stu­
dent’s major or other minor. A student may not
present both 0 04B and 010 as part o f the fivecourse requirement. Only one o f these may sat­
isfy the requirement. SPAN 006A and courses
in English translation will not count toward
fulfillment of the minor; (3) all minors must
take either SPAN O il or 013 unless in special
cases the section deems it unnecessary and
therefore waives this requirement; (4) all mi­
nors are strongly encouraged to take seminars
offered by the section; and (5) seminars in the
minor count as one o f five courses.

Honois Program in Spanish
Candidates for the major or minor in Spanish
must meet the following requirements before
being accepted for the program in honors: (1)
a B average in Spanish course work at the C ol­
lege; (2) the completion at Swarthmore o f ei­
ther Spanish O il or 013 and one course num­
bered above 013; (3) the completion of at least
one semester o f study in a Spanish-speaking
country in a program approved by the Spanish
section; and (4) demonstrated linguistic ability
in the language. Students may present fields for
external examination based on any o f the fol­
lowing: (a) 2-credit seminars offered by the
section or (b) the combination o f two ad­
vanced courses numbered above 013 that form
a logical pairing. A ll majors in the Honors Pro­
gram must do three preparations for a total o f 6
units of credit, whereas all minors must com-

279

Modern Languages and Literatures

plete one preparation consisting o f two units of
credit.

Mode of Examination
Majors will take three three-hour written ex­
aminations prepared by the external examiners
as well as three 0.5-hour oral exams based on
the contents of each field o f preparation. M i­
nors will take one three-hour written examina­
tion prepared by the external examiner as well
as one 0.5-hour oral exam based on the con­
tents o f the written examination. A ll exams
will be conducted exclusively in Spanish.

COURSES
N ot all advanced courses are offered every year.
Students wishing to major in Spanish should
plan their program in consultation with the de­
partment.

SPAN 001B-002B, 003B. Intensive
Spanish
Students who start in the 0 0 1 B - 0 0 2 B sequence
must complete 0 0 2 B to receive credit for 0 0 I B .
For students who begin Spanish in college. De­
signed to impart an active command o f the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanato­
ry note on language courses above. Normally
followed by 004B , 010, O il, or 013.
1.5 credits.

SPAN 002B-2. Intensive Spanish
Offered each semester to students who have
had at least a year o f Spanish, but require a re­
view of basic concepts before moving forward.
1.5 credits.

SPAN 004B. Intensive Spanish
For majors and others who wish an advanced
language course. Much attention paid to pro­
nunciation, writing skills, speaking, and the
most complex concepts o f Spanish grammar.
A n ideal course before study abroad.
1.5 credits.

Students are required to read newspapers and
other contemporary journals, see movies, read
plays that might be performed for and by the
class, and prepare assignments that will gener­
ate conversation among the group. Not an ap­
propriate course for native speakers.
Prerequisite: 004B or its equivalent, or permis­
sion o f instructor.
0 .5 credit.
E ach sem ester. Friedman and Vargas.

SPAN OIOS. Culturas de España
Embark on a journey through contemporary
Spain! Focusing primarily on a linguistic and
cultural perspective, we will explore various
topics pertaining to contemporary society, cul­
ture, literature, history, politics, art, architec­
ture, music, cinematography, and the press. We
will study these aspects in relation to different
regions (Cataluña, Andalucía, Galicia, País
Vasco, Castilla) and particular cities (Madrid,
Barcelona, Sevilla). W e will examine how the
medieval description o f Spain, “las Españas,”
may still apply today with respect to the lin­
guistic and cultural diversity within Spain. As
a point of departure, we will incorporate dis­
cussions on the similar concept “las Américas.”
T h e student will develop fluency and accuracy
in speaking, writing, and reading in Spanish.
Prerequisite: 004B or its equivalent, or permis­
sion of instructor.
I credit.
F all 2003. Chiong Rivero.

SPAN 01 OSA. En busca de América Latina
Is there a Latin America? Is it a geographical,
cultural or political entity? How has it con­
structed itself through literature, films, music,
popular and fine arts, photography, cuisine?
How does it reconcile its deep roots in Europe,
Africa, and the Americas? This course explores
how Latin Americans see themselves and their
vibrant cultures. Emphasis is not literary but
linguistic and cultural. Students develop fluen­
cy in speaking, writing and reading in Spanish.
Prerequisite: 004B or its equivalent, or permis­
sion of instructor.

E ach sem ester.

1 credit.

SPAN 006A. Spanish Cnnversation

Spring 2004- Machuca.

A 0.5-credit conversation course that meets
once a week for 1.5 hours. T h e class will be di­
vided into small groups to facilitate discussion.

280

SPAN 011. Introducción a ia literatura
española
This course covers representative Spanish lit­
erary works from the 18th century to the pre­
sent. We will read about times of political and
civil upheaval, of soaring ideologies and crush­
ing defeats that depict the changing social,
economic, and political conditions in Spain
during the last three centuries. Each reading
represents a particular literary period; neoclas­
sicism, romanticism, realism, naturalism, the
Generation o f 98, vanguardism, surrealism, the
postwar, and postmodernism. T h e emphasis of
this course is to introduce students to literary
analysis to build a base for further study of
Spain’s literature.
Prerequisite: SPAN 004B or 0 10 or their equiv­
alent or permission of instructor.
Primary distribution cou rse. 1 credit.
Fall 2003. Guardiola.

SPAN 013. Introducción a la literatura
hispanoamericana
This course presents a selection of texts from
the mid-19th century until today. Students de­
velop skills in literary analysis, increase their
power to speak and write Spanish, and acquire
a foundation for the future exploration o f Latin
America’s literary production. Readings in­
clude narrative, essays, and poetry representing
the romantic, naturalist, realist, modernist,
vanguardist, and other contemporary trends,
studied in their historical context.
Prerequisite: SPAN 004B or 0 10 or their equiv­
alent or permission of instructor.
Primary distribution cou rse. 1 credit.

How does language express the concept of folly
and the world turned upside down? How do
gender roles play a part in the theatrical dy­
namics of the com edia, particularly surrounding
the figure of the gracioso? How are humor and
the language of folly used as vehicles o f possi­
ble subversion, inversion, and perversion?
Some works may include Lope de Rueda’s
Posos; Lope de Vega’s Fuenteovejuna and La
dam a boba; A larcón’s L a verdad sospechosa;
Tirso de M olina’s E l burlador de Sevilla and El
vergonzoso en palacio; and Calderón de la
Barca’s L a vida es sueño.
1 credit.
F all 2003. Chiong Rivero.

SPAN 062. Entre historia y ficción: textos
historiográficos y literarios de la Edad
Media a la epóca colonial
A course devoted to the comparative study of
how “history” is defined by the literary tradi­
tions, theories, and genres of the times, and
conversely, how fiction is often “historicized”
to reflect contemporary times. W e shall exam­
ine major “historiographical” works pertaining
to the fields o f medieval and renaissance liter­
ature and history in Spain. Particular attention
will be paid to the “chronicles” of the New
World by Spanish writers such as Cortés,
Cabeza de Vaca, López de Gómara, Bem al
Díaz, Garcilaso de la Vega el Inca, and others.
O f particular interest is the way in which re­
putedly “reliable” histories become infused
with blatant fictionalizations and falsifications
of historical events in such a way that the his­
toriographical product is a semblance o f histor­
ical veracity.

Spring 2004. Camacho de Schmidt.

1 credit.

N ote: SPAN O il or 013, or the equivalent, or
consent of instructor is prerequisite for the
courses in literature that follow:

Spring 2004- Chiong Rivero.

SPAN 061. La figura bufonesca del
gracioso en la comedia española del
Siglo de Oro

This course will examine Spanish post-Franquist cinema of the last three decades o f the
20th century as a cultural product. T h e repre­
sentations o f class, gender, race, sexuality, re­
gional and national identity will be analyzed to
question and revise the traditional notion of a
hegemonic, centralist ‘Spanish/Castilian’ cul­
ture. T h e films of the transition period (19768 2 ), basically concerned with recuperating a
historical past, denied or distorted during the
dictatorship, release the radical transformation

The course examines the recurring theme of
fools, folly, and humor in the major works of
Spanish 16th- and 17th-century playwrights.
Particular attention will be paid to the preva­
lent figure of the gracioso, a clown of sorts, and
his role within the Spanish com edia as a genre.
What are the social, political, and historical
implications behind the figure o f the gracioso?

SPAN 063. El cine de la democracia en
España

281

Modem Languages and Literatures

o f contemporary Spanish cinem a regarding
questions o f national identity, sexuality and
gender relations. Special emphasis will be
placed on the films produced by women direc­
tors in the ’90s.
1 credit.
F all 2004. Guardiola.

SPAN 065. Los indígenas en la literature
latinoamericana
In the language of conquest, Latin American
literature grapples with the meaning of being
“Indian” in a region that inscribes itself in
western civiliztion. T his course looks critically
at the representation of “Indians” in 20th-cen­
tury texts; studies the production o f Indigenism o
in the first half of the century; and looks at the
beginning o f a literary production in Indige­
nous languages translated into Spanish. Nov­
els, poetry and short stories by Arguedas, A s­
turias, Castellanos, IIncaza, López y Fuentes,
Monteforte Toledo, Scorza, Subcomandante
Marcos, Vasconcelos, Zepeda, and the Indige­
nous cooperatives o f Chiapas, Mexico.

am orosos and N ovelas ejem plares, and Sor Juana
Inés de la Cruz’ L a respuesta as well as her po­
etry and plays. Among the topics examined
will be the development of an authorial voice
by these three women writers, the (re)creation
and self-fashioning o f the individual self both
within the written text as well as within their
social milieu (the court and the convent), the
use of autobiography, and issues dealing with
gender, politics, and society o f 16th-and 17thcentury Spain and M exico. Literary theory and
criticism will be included. Readings and class
discussions in Spanish.
1 credit.
F all 2004. Chiong Rivero.

SPAN 079. El cuente hispanoamericano
T h e short story from mid- 19th century to the
present, with particular emphasis in the tech­
nical innovations o f the past 40 years. Authors
include Echeverría, Lillo, Quiroga, Borges,
Cortázar, G arcía Márquez, Rulfo, Allende,
Valenzuela, Ferré, Giardinelli, Délano, Monterroso.

1 credit.

1 credit.

Spring 2 0 0 5 . Cam acho de Schmidt.

Spring 2004. Hassett.

SPAN 069. Ciudad y literatura

SPAN 080. Narrativa chilena desde el
golpe militar

T h e city as a cultural artifact offers writers myr­
iad narrative possibilities: mere location, cul­
tural symbolism, or the link for values and con­
cepts that determine the place of human be­
ings in their own society and historical mo­
ment. T h e Spanish novels we will read use
urban space as a reflection o f the social and
theological rationale in H ispanic culture,
where urbanization equals civilization. Madrid
and Barcelona are the most important urban
centers in Spanish narrative space since the
19th century. T h e novels we will read present
both cities as part of the author’s personal story
as well as his or her creative vision. W e will see
these urban representations in novels by
Galdós, Pardo Bazán, Baroja, Laforet, Cela,
Rodoreda, Roig, and Mendoza.
1 credit.
F all 2 0 0 3 . Guardiola.

SPAN 072. La décima musa: Santa
Teresa, María de Zayas, Ser Juana Inés
de la Cruz
This course is devoted to Santa Teresa’s L a vida
and L as m oradas, María de Zayas’ D esengaños

282

This course will explore the literary responses
o f Chilean intellectuals to the more than 16
years of military dictatorship under Augusto
Pinochet. Emphasis will be given to the sociohistorical context of the period and of the nov­
els and short stories to be read. Authors will in­
clude both those who remained in Chile after
the coup in 1973 and those who were forced
into exile. Works by Hernán Valdés, José Le­
andro Urbina, Pia Barros, A ntonio Skármeta,
Elizabeth Subercaseaux, Isabel Allende, Luis
Sejúlveda, A lberto Fuguet, Poli Délano, Carlos
Cerda and Oscar Bustamante.
1 credit.
F all 2003. Hassett
C ou rses to b e o ffer ed in su b seq u en t y ea rs:
SPAN 066. Escritoras españolas del siglo 19
y 20
SPAN 067. La guerra civil española en la
literatura y el cine.
SPAN 070. Rebeldía y renovación artística:
el modernismo y la generación del 98

SPAN 071. Literatura española contem ­
poránea
SPAN 073. Representaciones del amor en la
literatura: de la Edad Media al Siglo de Oro
SPAN 075. La narrativa de Mario Vargas
Llosa
SPAN 076. Grandes voces de América: la
poesía latinoamericana del siglo X X
SPAN 077. La novela hispanoamericana del
siglo X X
SPAN 078. Movimientos sociales y literatura
en México
SPAN 082. La mujer mirando al hombre:
Escritoras hispanoamericanas del siglo X X
SPAN 083. El tirano latinoamericano en la
literatura
SPAN 084. Hacia Cervantes: el desarrollo de
la novela en España
SPAN 085. Narrativa Hispánica
Contemporánea de los Estados Unidos
SPAN 093. Directed Reading

SEMINARS

ods and genre’s o f Lorca’s literary production.
Poetry such as R om ancero G itan o, and Poeta en
N ueva York, and dramatic works, including D oña
Rosita la soltera, Yerma, L a casa de Bernarda A lba,
Bodas de sangre, and others.
2 credits.
Spring 2005. Guardiola.

SPAN 10 7. Héroes y villanos: el siglo XIX
español y la democratización literaria
From the liberal vindication of individualism
and the popular spirit, to the depiction of the
virtues and evils of the middle class. N ine­
teenth-century Spanish literature offers a wide
array of works: romantic plays such as El
trovador and D on Ju an tenorio, the poetry of
Rosalía de Castro and Bécquer, the critical and
nonconformist journalism of Larra, realist nov­
els by Valera and Galdós, and the later works of
Clarín and Emilia Pardo Bazán.
2 credits.
Spring 20 0 4 . Guardiola.
Seminars to B e O ffered in S u b seq u en t Y ears
(a ll fo r 2 c red its)
SPAN 102. Cervantes
SPAN 103. La guerra civil española

Students wishing to take seminars must have
completed at least one course in Spanish num­
bered 030 or above or obtained permission
from the instructor.

SPAN 104. La narrativa de Mario Vargas Llosa

SPAN 101. La novela hispanoamericana
del siglo XX

SPAN 108. La narrativa de Isabel Allende:
la excritura como subrevivencia

We will begin with a brief examination o f regionalist texts o f the ’20s and ’30s followed by
readings of psychological/existentialist novels
of the ’30s and ’40s. T h e remainder and bulk of
the seminar will be dedicated to the “Boom”
and “Post Boom” periods. Writers will include:
Gallegos, Bombai, Rulfo, Cortazar, Fuentes,
García Márquez, Vargas Llosa, Valenzuela, A l­
lende, Puig, Skarmeta and Giardinelli.

SPAN 109. Unamuno o el hambre de Dios

SPAN 105. Federico Garcia Lorca
SPAN 106. Visiones narrativas de Carlos
Fuentes

SPAN 110. Política y poética: los mundos
de Pablo Neruda, O ctavio Paz y Ernesto
Cardenal
SPAN 111. Teatro español de los siglos X IX
y XX
SPAN 112. Carmen Martín G aite

2 credits.
Fall 2004. Hassett.

SPAN 105. Federico García Lorca
We will examine the masterful literary produc­
tion of this internationally known Spanish
writer who speaks to the “outcasts:” Lorca’s
work synthesizes traditionally Spanish themes
and values with contemporary European
trends. T he readings will cover different peri­

283

Music and Dance

M U SIC

GERALD LEVINSON, Professor o f Music
MICHAEL MARISSEN, Professor of Music and Chair
JOHN ALSTON, Associate Professor o f Music
THOMAS WHITMAN, Assistant Professor of Music
JOEL FRIEDMAN, Visiting Assistant Professor (part time)
JONATHAN KOCHAVI, Visiting Assistant Professor (part time)
MICHAEL JOHNS, Associate in Performance (Music)
RICHARD STONE, Associate in Performance (Music)
DANIELA. WACHS, Associate in Performance (Music)
JUDY LORD, Administrative Coordinator
DA N CE

SHARON E . FRIEDLER, Professor o f Dance, Director of the Dance Program
KIM 0. ARROW, Associate Professor o f Dance (part tim e)1
SALLY HESS, Associate Professor of Dance (part tim e)12
PALLABI CHAKRAVORTY, Assistant Professor of Dance (part time)
La DEVA DAVIS, Associate in Performance (Dance)
DOLORES LUIS GMITTER, Associate in Performance (Dance)
AMANDA M ILLER, Associate in Performance (D ance)5
C. KEMAL NANCE, Associate in Performance (Dance)
JON SHERMAN, Associate in Performance (Dance)
PAULA SEPINUCK, A djunct Associate in Performance(Dance)6
LEAH STEIN, Associate in Performance (Dance)
STEPHEN WELSH, Associate in Performance (Dance)
JENNINE WILLETT, Associate in Performance (D ance)5
HANS BOMAN, Dance Accompanist
JUDY LORD, Administrative Coordinator
SARAH YARDNEY, Arts Administration Intern (part time)

1 Absent on leave, fall 2003.
2 Absent on leave, spring 2004.

MUSIC
T h e study o f music as a liberal art requires an
integrated approach to theory, history, and per­
formance, experience in all three fields being
essential to the understanding o f music as an
artistic and intellectual achievement. Theory
courses train the student to work with musical
material, to understand modes o f organization
in composition, and to evolve methods o f mu­
sical analysis. History courses introduce stu­
dents to methods of studying the development

284

5 Fall 2003.
6 Spring 2004.

o f musical styles and genres, and the relation­
ship o f music to other arts and areas of thought.
T h e department encourages students to devel­
op performing skills through private study and
through participation in the chorus, baroque
ensemble, gamelan, jazz ensemble, orchestra,
wind ensemble, and Chamber Music Coaching
Program, which it staffs and administers.
T h e department also assists instrumentalists or
singers to finance the cost o f private instruc­
tion. Up to 16 half-credits may be granted to­
ward graduation. (See “Individual Instruction

under the heading “Credit for Performance”
listed later.)
Major in the C ourse Program . Two semester
courses in theory, one semester course in his­
tory, and the successful completion o f one
repertory exam are prerequisite for acceptance
as a major. Majors will normally take five se­
mester courses in theory, four semester courses
in history (including M U SI 0 20 and either 021
or 022), meet the basic piano requirement, pass
five repertory exams, and pass the comprehen­
sive exam. Majors normally participate in at
least one o f the department’s performing orga­
nizations for four semesters.
Minor in the C ourse Program . O ne semester
course in theory and one semester course in
history are prerequisites fqr acceptance as a
minor. Minors will normally take two semester
courses in theory, two semester courses in his­
tory, and one elective (in performance, music
history, harmony and counterpoint, or compo­
sition). In addition, minors will normally par­
ticipate in a department ensemble for at least
one year and they will do one o f the following
as a cumulative exercise: a) pass the keyboard
exam (described later); or b) perform commu­
nity service related to music; c) perform a senior
recital; or d) complete a special project in music.
Major in the H onors Program . A student who in­
tends to major in the Honors Program will ful­
fill the same prerequisites as listed for the
course major, will pass five repertory exams,
will meet the basic piano requirement, and will
normally submit three preparations (including
at least one preparation in theory and one in
history), subject to departmental approval.
Any theory/composition course numbered 015
or higher, or any history course, can (with per­
mission of the instructor) be used as the basis of
a paper when augmented by a concurrent or
subsequent attached unit o f additional re­
search, or by directed reading, or by a tutorial.
Minor in the H onors Program . A student intend­
ing to minor in the Honors Program will fulfill
the same prerequisites as those for a major in
course, will meet the basic piano requirement,
and will normally submit one preparation in
music.

P roficiency on an instrum ent. A ll majors in
music will be expected to play a keyboard in­
strument well enough by their senior year to
perform a two-part invention o f J.S . Bach or a
first movement o f an easy late 18 th- or early
19th-century sonata. In addition, they must
demonstrate skill in score reading. T h e depart­
ment recommends that majors take two semes­
ters o f M U SI 042 to develop these skills. Score
reading is also taught within M U SI 018.
T he basic piano program . T his program is de­
signed to develop keyboard proficiency to a
point where a student can effectively use the
piano as a tool for study and also to help stu­
dents meet the keyboard requirements outlined
earlier. It is open to all junior or senior music
majors and to any student enrolled in a theory
course numbered 011 or higher. No academic
credit is given for basic piano.
A unique resource of the department is its en­
semble in residence, Orchestra 2001, directed
by Professor Emeritus James Freeman. T his na­
tionally renowned ensemble offers an annual
concert series at the College, focusing on con­
temporary music. T h e series features distin­
guished soloists and often includes advanced
Swarthmore students in its concerts.
P le a s e note th e follow in g : all requirements
concerning the repertory exams will change
starting for students submitting sophomorb pa­
pers in the academic year 2004-2005. Also be­
ginning in 2004-2005, M U SI O il will become
a prerequisite for all upper-level courses in
music history.
Special scholarships and aw ards in m usic include
the follow ing:
T h e Edwin B. Garrigues Music Awards: See
p. 90.
T h e Fetter String Quartet Awards: See p. 90.
T h e R enee Gaddie Award: See p. 90.
Music 048 Special Awards: See p. 92.
Friends o f Music and Dance Summer Awards:
See p. 90.
T h e Boyd Barnard Prize: See p. 89.
T h e Peter Gram Swing Prize: See p. 93.
T h e Melvin B. Troy Prize: See p. 93.

Language requirem ents fo r graduate schools. Stu­
dents are advised that graduate work in histor­
ical musicology and voice requires a reading
knowledge of French and German.

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Music and Dance

CREDIT FOR PERFORMANCE
N ote: A ll performance courses are for halfcourse credit per semester. A total o f not more
than 8 full credits (16 0.5-credit courses) in
music and dance may be counted toward the
degrees o f bachelor o f arts and bachelor o f sci­
ence. No retroactive credit is given fo r perform
m ance courses.

Individual Instruction (MUSI 048)
Music majors and members of the wind ensem­
ble, chorus, baroque ensemble, gamelan, jazz
ensemble, and orchestra may, if they wish, take
lessons for credit. Accomplished pianists may
satisfy this ensemble requirement by accompa­
nying. For further details, consult the M U SI
0 48 guidelines on the department W eb site.
Students who wish to take M U SI 048 (Indi­
vidual Instruction) must register for the course
by meeting in person with Judy Lord, the de­
partment coordinator, to fill out an application
to the department at the beginning o f each se­
mester. Forms are available in the department
office only. Although it is necessary for stu­
dents in M U SI 0 48 to be a member in good
standing of a department performance group, it
is not necessary to be registered for credit in
thatperforming group.
A student applying for individual instruction
should be at least at an intermediate level of
performance. T h e student will arrange to work
with a teacher of his or her choice, subject to
the approval of the department, which will
then supervise the course of study and grade it
on a credit/no credit basis. Teachers will submit
written evaluations, and the student will per­
form for a jury at the end o f the semester and
submit to the faculty a short paper on the piece
to be performed at the jury. T h e department
will then decide whether the student should
receive credit and whether the student may re­
enroll for the next semester.
For students enrolled in M U SI 048, at least
one-third o f the cost o f 10 one-hour lessons
will be paid to the teacher by the department.
Section leaders in department ensembles re­
ceive subsidies o f at least two-thirds of the cost
o f 10 one-hour lessons. Music majors in their
junior and senior years receive 100 percent
subsidies of the cost of 10 one-hour lessons
each semester. Garrigues and other scholar­
ships may subsidize up to the entire cost of pri­

286

vate lessons (i.e., including travel expenses) for
the most musically advanced students at the
College.
P Ie a s e n ote th e follow in g : As of 2003-2004,
the department requires that all students who
receive funding for private lessons must register
for M U SI 048.
A ll students enrolled in M U SI 048 are strong­
ly encouraged to perform in student chamber
music concerts and to audition for concertos
with the orchestra or solos with the chorus.

Orchestra, Chorus, Wind Ensemble,
Daroque Ensemble, Gamelan, Chamber
Music, Jazz Ensemble
Students may take Perform ance Chorus
(M U SI 0 44), Performance Orchestra (MUSI
043), Performance Jazz Ensemble (M U SI 041),
Performance W ind Ensemble (M U SI 046),
Performance Baroque Ensemble (M U SI 045),
Chamber Music (M U SI 047), or Gamelan
(M U SI 049) for credit with the permission of
the department member who has the responsi­
bility for that performance group. T h e amount
o f credit received will be a half-course in any
one semester. Students applying for credit will
fulfill requirements established for each activi­
ty (i.e., regular attendance at rehearsals and
performances and participation in any supple­
mentary rehearsals held in connection with
the activity). Students are graded on a cred­
it/no credit basis.
Students taking M U SI 047 (Chamber Music)
for credit must submit to the department at the
beginning o f the semester a proposal detailing
the repertory o f works to be rehearsed,
coached, and performed during the semester. It
should include the names of all students who
have agreed to work on the repertoire, and the
proposed date(s) for performance.
A student taking M U SI 047 for credit will re­
hearse with his or her group(s) at least two
hours every week and will meet with a coach
(provided by the department) at least every
other week. A ll members of the group should
be capable of working well both independently
and under the guidance o f a coach. It is not
necessary for every person in the group to be
taking M U SI 047 for credit, but the depart­
m ent expects that those taking the course for
credit will adopt a leadership role in organizing
rehearsals and performances.

COURSES AND SEMINARS
MUSI 001. Introduction to Music
This course is designed to teach intelligent lis­
tening to music by a conceptual rather than
historical approach. Although it draws on ex­
amples from popular music and various nonWestern repertories, the course focuses primar­
ily on the art music of Europe and the United
States, Prior musical training is not required. It
is assumed that M U SI 001 students will not
know how to read music. This course is taught
with little or no use of musical notation.
Open to all students without prerequisite.
1 credit.
Fall 2003. Marissen.

MUSI 002A. How to Read Music
An introduction to the elements o f music no­
tation and theory (clefs, pitch, and rhythmic
notation, scales, keys, and chords).
0.5 credit.
Fall 2003. W hitman.

MUSI 002B. How to Read Music—
Intensive
Same as M U SI 0 0 2 A but with an additional
weekly class focused on sight singing and gen­
eral musicianship. Recommended for students
who need additional preparation for M U SI O il
or other upper-level music courses.
1 credit.

Fall 2003. W hitman.

MUSI M 3 . Jazz History
This course traces the development of jazz from
its roots in West Africa to the free styles of the
1960s. T he delineation o f the various styles
and detailed analysis of seminal figures are in­
cluded. Emphasis is on developing the student’s
ability to identify both style and significant
musicians.
Open to all students without prerequisite.
Primary distribution course. 1 credit.
Fall 2003. Friedman.

MUSI 004. Opera
Combine great singing with the vivid colors of
an orchestra, with acting and theater, with po­
etry, dance, painting, spectacle, magic, love,
death, history, mythology, and social commen­
tary, and you have opera: an art of endless fas­

cination. T his course will survey the history of
opera (from Monteverdi through Mozart, Wag­
ner, and Verdi to Gershwin and Stravinsky),
with special emphasis on and study o f scenes
from selected works. A final project will in­
volve informal stagings o f some of these scenes,
with students acting, singing, directing, and pro­
viding technical assistance. No prior musical ex­
perience or performance skills are required.
Open to all students without prerequisite.
Prim ary distribution course.
I credit.
Spring 2004- ]. Freeman.

MUSI M 5 . Patterns of Asian Dance and
Music
(Cross-listed as D A N C 005)
T h e course will examine converging and di­
verging patterns in Asian dance and music.
Our focus will be on dance traditions of In­
donesia, India, Sri Lanka, Afghanistan, the
Philippines, and Japan and will incorporate
musical traditions that are integral to dance.
Readings will situate the traditions in their so­
ciocultural, religious, and aesthetic contexts.
This is a reading, viewing, listening, and wait­
ing intensive course. Qpen to all students,
without prerequisite.
Prim ary distribution cou rse. 1 credit.
N ot offered 2003-2004■

MUSI 006. Oeethoven and the Romantic
Spirit
A n introduction to Beethoven’s compositions
in various genres. We will consider the artistic,
political, and social context in which he lived
and examine his legacy among composers later
in the 19th century (Berlioz, Chopin, the
Schumanns, Brahms, Wagner, and Mahler).
Open to all students without prerequisite.
Prim ary distribution course. 1 credit.
Spring 2004. Whitman.

MUSI 007. W .A. Mozart
Study o f Mozart’s compositions in various gen­
res and o f interpretive problems in Mozart bi­
ography. Prior musical training is not required.
It is assumed that M U SI 007 students will not
know how to read music. This course is taught
with little or no use o f musical notation. Stu­
dents with a musical background may nonethe­
less find the class interesting.

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Music and Dance

Open to all students without prerequisite.

MUSI 012. Harmony and Counterpoint 2

1 credit.

W ritten musical exercises include composition
of original materials as well as commentary on
excerpts from the tonal literature.

N ot offered 2003-2004-

MUSI 008. The Music of Asia
A n introduction to selected musical traditions
from the vast diversity of non-W estem cul­
tures. T h e music will be studiecT in terms of
both its purely sonic qualities and its cultural/philosophical backgrounds.

A ll M U SI 012 students must register for one sec­
tion of M U SI 040B, with or without 0.5 credit.
Basic piano is also required for some students.
1 credit.
Spring 2004- Friedman.

O pen to all students without prerequisite.

MUSI 013. Harmony and Counterpoint 3

Prim ary distribution course.

Continued work with tonal harmony and
counterpoint at an intermediate level. De­
tailed study of selected works with assignments
derived from these works, as well as original
compositions.

1 credit.
This course counts toward a program in Asian
studies.
Spring 2004- Levinson.

MUSI 009. History of the Modern Musical
A survey o f the history and development of a
unique American creation: the musical. S e ­
lected musicals and their creators will be ex­
amined in-depth, illuminating the evolution
and structural design o f the genre with special
emphasis placed on the “Rodgers & Hammerstein model” that still holds sway today.
Open to all students without prerequisite.
I credit.
Spring 2 0 0 4 . Friedman.

A ll M U SI 013 students must register for one sec­
tion of M U SI 040C , with or without 0.5 credit.
Basic piano is also required for some students.
1 credit.
F all 2003. Levinson.

MUSI 014. Harmony and Counterpoint 4
Advanced work with chromatic harmony and
tonal counterpoint.
A ll M U SI 014 students must register for one sec­
tion of M U SI 040D, with or without 0.5 credit.
Basic piano is also required for some students.
Spring 2004. Levinson.

THEORY AND COMPOSITION
Students who anticipate taking further courses
in the department or majoring in music are
urged to take M U SI O il and M U SI 012 as
early as possible. Advanced placement is as­
signed on a case-by-case basis, after consulta­
tion with the theory faculty. Majors will nor­
mally take M U SI O il to 015.

MUSI 0 11. Harmony and Counterpoint 1
Musical exercises include harmonic analysis
and four-part choral style composition.
Prerequisite: knowledge o f traditional nota­
tion, major/minor scales; ability to play or sing
at sight simple lines in treble and bass clef.
A ll M U SI 011 students must register for one sec­
tion of M U SI 040A , with or without 0.5 credit.
Basic piano is also required for some students.
1 credit.
F all 2003 and spring 2004. Friedman.

288

MUSI 015. Harmony and Counterpoint 5
Detailed study of a limited number of works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: M U SI 014.
1 credit.
F all 2004. Kochavi.

MUSI 018. Conducting and Orchestration
A study o f orchestration and instrumentation
in selected works o f various composers and
through written exercises, in combination with
practical experience in conducting, score read­
ing at the piano, and preparing a score for re­
hearsal and performance.
1 credit.
N ot offered 2003-2004-

MUSI 019. Composition
1 credit.
F all 2003 and spring 2 0 0 4 . Levinson.

MUSI 061. Jazz Improvisation
A systematic approach that develops the abili­
ty to improvise coherently, emphasizing the
Bebop and Hard Bop styles exemplified in the
music of Charlie Parker and Clifford Brown.
1 credit.
Fall 2003. Alston.

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
extra-musical contexts will be considered.
Prerequisite: A knowledge of traditional notation.
1 credit.
Spring 2004. Marissen.

MUSI 021. Baroque and Classical Music
1 credit.
Not offered 2003-2004.

MUSI 022. Nineteenth-century European
Music
I

This survey will focus on romanticism, with
some discussion o f nationalism. Composers to
be studied include B eethoven, Schubert,
Chopin, Berlioz, Robert and Clara Schumann,
Wagner, Verdi, Brahms, and Musorgsky.
Prerequisite: A knowledge of traditional notation.

I

course will focus on the quartets of Haydn,
Mozart, and early Beethoven.
Prerequisite: A knowledge of traditional notation.
I credit.
F all 2003. Marissen.

MUSI 033. The Art Song
A study of various solutions by various com­
posers to the problems of relating poetry and
music. T h e emergence of the German Lied in
the 19th century (Schubert and Schumann);
its later development (Brahms, Strauss, Wolf,
Mahler, Schoenberg, and Berg); and its adapta­
tion by French (Debussy, Ravel, and Messiaen)
and American (Ives, Barber, and Crumb) com­
posers. For students who are either singers or
pianists, informal performances may replace
papers.
Prerequisite: A knowledge of traditional notation.
1 credit.
N ot offered 2003-2004.

MUSI 034. J .S . Bach
Study of Bach’s compositions in various genres.
For the instrumental music, this involves close
consideration of style and signification. For the
vocal music, it also involves study of ways
Bach’s music interprets, not merely expresses,
his texts.
T his is a lecture and discussion course; see also
M U SI 101 (B ach ), whose format and content
is quite different.
Prerequisite: A knowledge of traditional notation.

1 credit.

1 credit.

Fall 2003. Whitman.

N ot offered 2003-2004 ■

| MUSI 023. IWentieth-Century Music
I A study of the various stylistic directions in
music of the 20th century. Representative
works by composers from Debussy, Stravinsky,
and Schoenberg through Copland, Messiaen,
and postwar composers such as Boulez and
Crumb, to the younger generation will be ex­
amined in detail.

MUSI 035. Women Composers and Chore­
ographers
A survey o f women choreographers and com­
posers. Choreographers range from Sallé and
Duncan through Graham, Tharp, and Zollar;
composers from Hildegard through Zwilich.
Topics include form, phrasing, text, and social/
political comment. Open to all students.

I

Prerequisite: A knowledge of traditional notation.

1 credit.

I

1 credit.

N ot offered 2003-2004.

I

N ot offered 2003-2004.

| MUSI 032. History of the String Quartet
I A history of the string quartet from its origins
I to its development into one of the most prestiI gious genres of W estern classical music. T he

MUSI 036. Music Since 1945
A study of contemporary concert music, in­
cluding such composers as Messiaen, Crumb,
Boulez, Cage, Babbit, Carter, Lutoslawski, and
Ligeti. Electronic music, collage, chance and

289

Music and Dance

improvisation, and minimalism will also be ex­
amined as well as the current trends toward
neoromanticism and stylistic pluralism.

SEMINARS
MUS1100. Harmony and Counterpoint 5

1 credit.

(See M U SI 015)

N ot offered 2003-2004.

Prerequisite: M U SI 014.

MUSI 037. Contemporary American
Composers

F all 2003. Kochavi.

A study of the works and thought o f six impor­
tant American composers. T h e course will
stress intensive listening and will include dis­
cussion meetings with each o f the composers.
1 credit.
N ot offered 2003-2004.

MUSI 038. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
A study o f 20th century music focusing on the
great renewal of musical expressions, diverging
from the Austro-German classic-romantic tra­
dition, found in the works of these three very
individual composers, as well as the connec­
tions among them, and the resonance of their
music in the work o f their contemporaries and
successors.
Prerequisite: A knowledge o f traditional musi­
cal notation.
1 credit.

1 credit.

MUS110 1. J.S . Rach
(Compare with M U SI 034, which is a different
offering with different format, content, and
prerequisites.)
Study of Bach’s compositions in various genres,
examining music both as a reflection of and
formative contribution to cultural history.
Prerequisites: M U SI 012 and G ERM 001B
(higher levels in both strongly recommended;
RELG 004 also recommended), or permission
o f instructor.
1 credit.
N ot offered 2003-2004.

MUS1102. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
(See M U SI 038)
Prerequisite: M U SI 013 (concurrent enroll­
m ent possible by permission o f the instructor).

N ot offered 2003-2004.

1-credit sem inar.

MUSI 092. Independent Study

N ot offered 2003-2004

1 credit.

MUS1103. Mahler and Britten.

MUSI 093. Directed Reading

T his course is an intensive study o f the music
of two seminal 20th-century composers. We
will consider song cycles by both composers
and their conn ections to larger genres:
Mahler’s symphonies and Britten’s operatic
works, as well as the W ar Requiem .

1 credit.

MUSI 095. Ittorial
Special work in composition, theory, or history.
1 or 2 credits.

MUSI 096. Senior Thesis
l or 2 credits.

MUSI 099. Senior Honors Recital
Honors music majors who wish to present a se­
nior recital as one o f their honors preparations
must register for M U SI 099, after consultation
with the music faculty. See Honors Program
guidelines.

Prerequisites: M U SI O il, 012, 013, and 014;
a knowledge o f German is recommended. This
seminar may be counted as the fifth music
theory course required o f majors.
1 credit.
Spring 2004- Whitman.

PERFORMANCE
Note: T h e following performance courses are
for 0.5-course credit per semester. See p. 286
for general provisions governing work in per­
formance for credit toward graduation.

290

MUSI 040A. Elements of Musicianship I

MUSI 046. Performance (Wind Ensemble)

Sight-singing, rhythmic and melodic dictation.

0 .5 credit.

Required for all M U SI O il students, with or
without 0.5 credit. Also open to other students.

F all 2003 and spring 2004. Johns.

0.5 credit.
Fall 2003. Staff.

MUSI 047. Performance (Chamber Music)
(See guidelines for this course on p. 286.)
0 .5 credit.

MUSI (MOB. Elements of Musicianship li

F all 2003 and spring 2004. Johns.

Prerequisite: M U SI 040A .

MUSI 048. Performance (Individual
Instruction)

Sight singing, rhythmic and melodic dictation.
Required for all M U SI 012 students, with or
without 0.5 credit. Also open to other stu­
dents.
0.5 credit.

(See the guidelines for this course on p. 286.)
Specific and updated guidelines are distributed
at the beginning of each semester.
0 .5 credit.

Spring 2004■ Staff.

F all 2003 and spring 2004.

MUSI 040C. Elements of Musicianship III

MUSI 049. Performance (Balinese
Gamelan)

Prerequisite: Music 40B.
Sight singing, rhythmic, and melodic dictation.
Required for all M U SI 013 students, with or
without 0.5 credit. Also open to other students.
0.5 credit.
Fall 2003. Staff.

MUSI 0400. Elements of Musicianship IV
Prerequisite: M U SI 040C .
Sight singing, rhythmic and melodic dictation.
Required for all M U SI 0 14 students, with or
without 0.5 credit. Also open to other students.

Performance of traditional and modem compo­
sitions for Balinese Gamelan (Indonesian per­
cussion orchestra). Students will leam to play
without musical notation. No prior experience
in W estern'br non-W estern music is required.
T h e course is open to all students.
0 .5 credit.
F all 2003 and spring 2004- Whitman.

MUSI 0 71. Rhythmic Analysis and
Drumming

0.5 credit.

(Cross-listed as D A N C 071)

Spring 2004. Staff.

0 .5 credit.

MUSI 041. Performance (Jazz Ensemble)

Spring 2004- Arrow.

0.5 credit.

MUSI 078. Dance/Drum Ensemble

Fall 2003 and spring 2004. Alston.

(Cross-listed as D A N C 078)

MUSI 044. Performance (Orchestra)

This repertory course draws on a variety of
dancing and drumming traditions from around
the world as well as creating new hybrid forms.
In 2003, focus will be on material from Ghana
and Mali, and on fusion material created for
the ensemble. Guests will include Jeannine Osayande and others. Open to all students with­
out prerequisite. Students can participate as
dancers, drummers, or both.

0.5 credit.

0 .5 credit.

Fall 2003 and spring 2004. Wachs.

F all 2003. Arrow, Friedler.

MUSI 042. Keyboard Musicianship
0.5 credit.
Spring 2004. Wachs.

MUSI 043. Performance (Chnrus)
0.5 credit.
Fall 2003 and spring 2004- Alston.

MUSI 045. Performance (Baroque
Ensemble)
0.5 credit.
Fall 2003 and spring 2004- Roberts and Stone.

291

Music and Dance

MUSI 091. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as ED U C 071 and D A N C 091)
T his course is an introduction to the fields of
music and dance education. It will involve fre­
quent visits to schools, studios, and other edu­
cational institutions in the Philadelphia area.
W e will observe a variety of teaching methods
and discuss the guiding principles of music and
dance education. W e will also address such
questions as the place of music and dance in
higher education in general and at Swarthmore
in particular. In some cases, course work may
include practice teaching, depending on stu­
dent experience and inclination. Open to any
student who has taken at least one course in
music, dance, or education.
0 .5 credits (C R /N C R ).
Spring 2 0 0 4 . Arrow and Whitman.

DANCE
Dance, a program within the Music and Dance
Department, shares the department philosophy
that courses in theory and history should be in­
tegrated with performance. By offering a bal­
ance o f cognitive, creative, and kinesthetic
classes in dance, we present a program that
stands firmly within the tradition of Swarthmore’s liberal arts orientation. Dance instruc­
tors strive to create an atmosphere of coopera­
tive learning, one that affirms group process,
fosters camaraderie, and both offers and values
a wide variety o f dance traditions. Information
about the dance program in addition to that
listed in this bulletin is available via the World
W ide Web at the following address: http://www.swarthmore.edu/humanities/dance/.

REQUIREMENTS FOR THE MAJOR IN
COURSE: DANCE
Prerequisites for the Major
• D A N C 002, a dance course numbered 040061 appropriate to the student’s ability and
interest, or 071, and D A N C O il with a
grade o f B or better; and

292

• A conference with dance faculty to assess
familiarity with dance vocabularies and de­
termine additional course work in dance
technique(s).
C o u rse R eq u ire m en ts

Credits

C o m p o sitio n

2

D A N C 012. Dance Composition II (1 credit)
and either D A N C 013 Dance Composition
Tutorial (0.5 credit) (twice) or
D A N C 014- Special Topics in Dance
Composition (1 credit)
H isto ry (tw o o f th e follow in g six )

2

D A N C 021. History o f Dance: Africa and
Asia (1 credit)
D A N C 022. History of Dance: Europe’s
Renaissance Through 1900 (1 credit)
D A N C 023. History of Dance: 20th and 21st
Centuries (1 credit)
D A N C 024. Dance as Social History
(1 credit)
D A N C 025. Mapping Culture Through
Dance (1 credit)
D A N C 028. Special Topics in Dance History
(1 credit)
T h e o ry (tw o o f th e follow in g fiv e )

2

D A N C 035. Women Choreographers and
Composers (1 credit)
D A N C 036. Dancing Identities ( 1 credit)
D A N C 037. T h e Politics o f Dance
Performance (1 credit)
D A N C 038. Dance and the Sacred (1 credit)
D A N C 039. Music and Dance: Criticism and
Reviewing (1 credit)
T ech n iq u e (tw o o f th e follow in g)

1 .5 -2

D A N C 050. Performance Dance: Modem
Dance II (0.5 credit)
D A N C 051. Performance Dance: Ballet II
(0.5 credit)
D A N C 053. Performance Dance: African
Dance II (0.5 credit)
O n e o r tw o additional d ance tech n iq u e
co u rses fo r academ ic cre d it or

D A N C 094- Senior Project ( 1 credit)
R e p e rto ry (o n ce o r tw ic e )

0 .5 -1

D A N C 049. Performance Dance: Repertory
(0.5 credit)

Senior Project/Thesis*

1-2

DANC 094. Senior Project (1 credit) or

1

D A N C 021. History of Dance: Africa and
Asia (1 credit)

DANC 095. and/or 096: Senior Thesis
(1 or 2 credits)
Total credits for the major

H isto ry (o n e o f th e follow in g six )

D A N C 022. History of Dance: Europe’s
Renaissance Through 1900 (1 credit)

9 -1 1

The dance faculty encourages students to pur­
sue a senior project/thesis that incorporates a
comparison or integration o f dance and some
other creative/performing art (creative writing,
music, theater, or visual art) or another aca­
demic discipline o f the student’s interest.

D A N C 023. History of Dance: 20th and 21st
Centuries (1 credit)

Additional Requirements for the M ajor

D A N C 028. Special Topics in Dance History
(1 credit)

A comprehensive experience including essays
on course work, reading/video lists, and the
senior project/thesis.
A senior colloquium with monthly meetings
will be held during the final semester senior
year. These meetings, which will be led by
dance faculty, will be linked to concert perfor­
mances, guest lecturers, and assigned articles.

D A N C 024. Dance as Social History
(1 credit)
D A N C 025. Mapping Culture Through
Dance (1 credit)

T h e o ry (o n e o f th e follow in g fiv e )

1

D A N C 035. Women Choreographers and
Composers (1 credit)
D A N C 036. Dancing Identities ( 1 credit)
D A N C 037. T h e Politics of Dance
Performance ( 1 credit)
D A N C 038. Dance and the Sacred ( 1 credit)
D A N C 039. Music and Dance: Criticism
and Reviewing ( 1 credit)

REQUIREMENTS FOR THE MINOR IN
COURSE: DANCE

Technique

The goal of the course minor in dance is to ex­
pose a student to the broad scope of the field.
The distribution o f required courses for the
minor provides students with an introduction
to composition, history, technique, and theory
and allows them to direct their final credit in
the minor toward a specific area o f interest. It
is also possible for students to align required
courses within the minor to reflect that specif­
ic interest, if any. Minors will participate in the
senior colloquium and will be encouraged, but
not required, to develop an extended paper or
a significant dance performance piece as part of
the program.

Prerequisites for the Minor

Total prerequisite cred its
Course R eq u irem en ts

Additional C o u rse W o rk

1

One additional credit will be taken from any
single 1-credit course in the dance curriculum
or from any two 0.5-credit courses (such as
D A N C 049 (Repertory), D A N C 013 (Dance
Composition Tutorial), or additional dance
technique classes. This final credit will be se­
lected in consultation with a Dance Program
faculty adviser.
T o ta l cre d its fo r d ance m in or
T o ta l o f p rereq u isite and m in or cred its

• A Dance course numbered 041-061 appro­
priate to this student’s ability and interest,
or 071 (Rhythmic Analysis) and D A N C
002 (World Dance Forms) or Dance 140 (Ap­
proaches to Dance) at Bryn Mawr College

1

Two semesters o f dance technique for academ­
ic credit: one 0.5 course in a Western-based
technique and one 0.5 course in a non-W est­
ern-based technique.

5
6 .5

REQUIREMENTS FOR THE SPECIAL
COURSE MAJOR IN DANCE AND A SECOND
DISCIPLINE

1 .5
C red its

Composition

DANC O il. Dance Composition 1 (1 credit)

1

T h e program for a special major in dance com­
prises 12 units of course work: six in dance and
six in another discipline. T h e two disciplines
in this major may be philosophically linked or

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Music and Dance

may represent separate areas o f the student’s
interest.
R eq u ire d D a n c e C o u rses

T h e core program (totaling 5.5 credits) includes
the following courses:
1. Two composition/repertory (D A N C 012 or
0 14 [1 credit] and/or Dance 13 [0.5 credit]
and D A N C 0 49 [0.5 credit])
2. Two history/theory (one from D A N C 021025 or 0 28 [1 credit] and one from D A N C
035-039 [1 credit])
3. Two or three in performance technique
(D A N C 0 5 0 [0.5 credit] and one other tech­
nique at the 5 0 level or above [0.5 credit])
4. O ne senior project or thesis (D A N C 094,
09 5 , or 0 96 [1 credit])
These 6 credits from the core program will be
joined by 6 credits from (an)other disci­
plinéis). Courses for the program must be ap­
proved both by the faculty of the other departments(s) and by the dance faculty. T h e senior
project or thesis must also be approved and
monitored by those departments involved.

REQUIREMENTS FOR THE MAJOR IN
HONORS: DANCE
T h e minimum requirement for admission to
the major (honors) is at least two courses in
dance; normally an introductory history/theory
course (D A N C 002. 005, or 009) and Dance
Composition I (D A N C O il). Majors in the
Honors Program must also have an overall B
grade average before admission. In addition to
the guidelines noted later, each honors major
will be responsible for the material designated
on the reading and video lists for senior honors
study (S H S ) available from the department
office. Honors majors will also be expected to
participate in the senior colloquium.
A ll dance majors in the Honors Program must
do three preparations in the department and
one outside (in a related or unrelated minor).
Two o f the departmental preparations will be
based on course combinations (one in history/
theory and one in composition). T h e third will
take the form o f eith er a senior project
(D A N C 09 4 ) or a senior thesis (D A N C 095,
0 9 6 ). T h e portfolio submitted by each student
will include both written materials and a

294

videotape that provides examples o f the stu­
dent’s choreographic/performance work at
Swarthmore (a maximum o f 20 minutes in
length). Each student’s program will include
the following:
1. H istory/theory. O ne area of emphasis linking
a course from (D A N C 021-025 or 028) with
a course from (D A N C 035-039). Each stu­
dent will demonstrate this integration via a
paper written as an attachment. This paper,
along with appropriate papers from each his­
tory/theory class submitted for preparation,
will be sent to the examiner. T he written/
oral exam for this preparation will consist of
a response to three questions set by the
examiner.
2. Composition. Each student may submit a
com bination o f Composition I (DANC
011) plus either Composition II (DANC
0 1 2 ) , Special Topics in Composition
(D A N C 0 14), or two Composition Tutorials
(D A N C 013). T h e syllabi (where appropri­
ate), a videotape o f the final work, and a
paper concerning the choreographic process
from each class will be submitted to the
examiner.
3. Senior project/thesis. These projects/theses
will be individually determined. Each stu­
dent will be assigned a faculty adviser who
will assist the student in the creation of an
initial bibliography and/or videography as
well as an outline for the project or thesis. It
will then be the student’s responsibility to
proceed with the work independently.

REQUIREMENTS FOR THE MINOR IN
HONORS: DANCE
Students in the Honors Program who are pre­
senting a major in another discipline and a
minor in dance must do one preparation in
dance. This preparation will take the form of
either No. 1 or No. 2 described earlier in the
text concerning honors majors in dance. The
choice regarding focus for a student’s minor
will be determined in consultation with an ad­
viser from the dance faculty. Honors minors
will also be expected to participate in the
senior colloquium.

Majors Presenting a Related Minor
Dance majors in the Honors Program who are
presenting a related minor in another disci­
pline must follow the preparation guidelines
listed earlier. For these students, the third
preparation will take the form o f either a senior
project (D A N C 0 9 4 ) or a senior thesis
(DANC 095, 0 9 6 ), which, although it follows
the guidelines stated in No. 3 earlier, draws on
a cross-disciplinary perspective.
Cross-disciplinary project or thesis. These prepa­
rations will be individually determined. In
each case, the student will present either one
dance history/theory or one com position
course in combination with one upper-level
course outside the department. T hen , as an at­
tachment the student will submit a perfor­
mance (videotape) and/or a paper in which the
cross-disciplinary nature o f the study is dis­
cussed. Each student will be assigned a faculty
adviser, who will assist the student in the cre­
ation of an initial bibliography and/or videography as well as an outline for the project or
thesis. It will then be the student’s responsibil­
ity to proceed with the work independently.

Majors Presenting an Unrelated Minor
Students in the Honors Program who are pre­
senting a major in dance and a minor in an
unrelated discipline will follow the guidelines
described earlier for the major.
Additional guidelines concerning the honors
major and minor in dance are available from
the Department o f Music and Dance office or
from the director o f dance.

performance dance technique classes and in
music performance classes may be counted
toward the degrees of bachelor of arts and
bachelor o f science. No retroactive credit is
given for performance classes.

Dance Program Performance
Opportunities
A ll interested students are encouraged to en­
roll in repertory classes (D A N C 049) and/or to
audition for student and faculty works. These
auditions take place several times each semes­
ter; dates are announced in classes, in postings
outside the dance studios, and in the W eekly
N ew s. Formal concerts take place toward the
end of each semester; informal studio concerts
are scheduled throughout the year.
T h e Dance Program regularly sponsors guest
artist teaching and performance residencies,
which in 2003-2004 will include Project Bandaloop, Jill Sigman, Silvana Cardel, and Dance
T heatre Ludens and the Tamagawa Taiko
Group. In addition, the program regularly hosts
guest choreographers who work with student en­
sembles in repertory classes. During 2003-2004,
Amanda Miller, Jeannine Osyande, and Jennine
W illett will be working in that capacity.

Scholarships and Awards
Scholarships for summer study in dance are
available through funds provided by T h e
Friends of Music and Dance. T h e Halley Jo
Stein Award for Dance and T h e Melvin B.
Troy Award for Composition are also awarded
annually by the department.

Foreign Study Initiatives
Q h an a P rogram

ADDITIONAL INFORMATION REGARDING
THE DANCE PROGRAM
Performance Dance: Technique Courses
In a typical semester, more than 25 hours of
dance technique classes are offered on graded
levels presenting a variety of movement styles.
Technique courses, numbered 04 0 through
048, 050 through 058, and 0 60 or 061, may be
taken for academic credit or may be taken to
fulfill physical education requirements. A d­
vanced dancers are encouraged to audition for
level III technique classes and for Dance
Repertory (D A N C 0 4 9 ). A total o f not more
than 8 full credits (16 0.5-credit courses) in

T h e Dance Program has an ongoing relation­
ship with the International Centre for African
Music and Dance and the School of Perform­
ing Arts at the University of G hana in Legon,
a suburb o f the capital city, Accra. Students
choosing to study in Ghana can anticipate op­
portunities that include a composite of class­
room learning, tutorials, some organized travel,
and independent study and travel. Beyond
credits in dance, music, theater, A frican stud­
ies, and intensive Twi (an A kan language
widely spoken in G hana), a menu of tutorials is
available. Students participating are able to en­
roll for the equivalent o f a full semester’s cred­
it (4 to 5 credits). Interested students should
contact the director o f the Dance Program as

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Music and Dance

early as possible for advising purposes and for
updated information. Please see the programs
in Dance and Theater catalog listings for infor­
mation on the types of academic credit offered.
P olan d P rogram
T h e programs in Dance and Theater offer a
semester-abroad program based at the Silesian
Dance Theatre (Slacski Teatr Tanca) in Bytom
in conjunction with the Jagiellonian Universi­
ty o f Cracow and other institutions in the
vicinity. T h e program provides participating
students with a combination of foreign study
and the experience o f working in various ca­
pacities (dance performance, arts administra­
tion, scenography, etc.) within the environ­
ment o f a professional dance theatre company
for credit. Participating students are housed in
Bytom and attend weekly tutorials in Cracow.
Intensive study o f Polish while in the country
will be required of all participating students.
Students participating are able to enroll for the
equivalent of a full semester’s credit (4 to 5
credits). Participation in the Annual Interna­
tional Dance Conference and Performance
Festival hosted by Silesian Dance Theatre in
June and July is highly recommended for cer­
tain types of credit. Beyond credits in theater,
dance, and intensive Polish, a menu o f possible
tutorials is available in Polish literature and
history, environmental studies, film, religion,
Jewish and Holocaust studies, and other fields.
Interested students should contact Professor
A llen Kuharski, chair o f theater, as early as
possible for advising purposes and updated in­
formation on the status o f the program. See
course listings in both dance and theater for
types o f academic credit offered.

INTRODUCTORY COURSES
DANC 002. World Dance Forms
A survey course that introduces students to
theoretical and practical experiences in dance
forms from various cultures and periods
through a combination o f lectures, readings,
video and film viewings, as well as discussions
and workshops with a wide variety o f guest
artists from the field. T he particular forms will
vary each semester but may include African,
Asian, and Native American forms, flamenco,
contemporary social dances, and various forms

296

of concert dance. Open to all students; no prior
dance training required.
Prim ary distribution course. 1 credit.
F all 2003. Friedler.

DANC 005. Patterns of Asian Dance
and Music
(Cross-listed as M U SI 005)
T h e course will examine converging and di­
verging patterns in Asian dance and music.
Our focus will be on dance traditions of In­
donesia, India, Sri Lanka, Afghanistan, the
Philippines, and Japan and will incorporate
musical traditions that are integral to dance.
Readings will situate the traditions in their so­
ciocultural, religious, and aesthetic contexts.
This is a reading, viewing, listening, and writ­
ing intensive course. Open to all students with­
out prerequisite.
Prim ary distribution course. I credit.
N ot offered 2003-2004.

DANC 009. Music and Dance of Africa
A n introduction to selected musical and dance
traditions of Africa. This course will involve all
students in the practice o f dancing and drum­
ming as well as in the study of those forms
through lectures, reading, listening, and view­
ing. No prior musical or dance training required.
N ot offered 2003-2004.

DANC 010. Dance Improvisation
(Cross-listed as T H E A 010)
Designed as a movement laboratory in which
to explore the dance elements: space, time,
force, and form as well as theatrical elements of
focus, breath, psychological and movement
motivation, voice, text, and movement as
metaphor. Members o f the class will investigate
improvisation as a performance technique and
as a tool for dance composition. Individuals
work on a personal vocabulary and on devel­
oping a sense of ensemble. A journal and paper
are required, and a concurrent course in dance
technique is strongly recommended. Three
hours per week.
0 .5 credit.
N ot offered 2003-2004.

COMPOSITION/HISTORY/THEORY COURSES

DANC 014. Special Topics in Dance
Composition

DANC 011. Dance Composition I

A course that focuses on intensive study o f spe­
cific compositional techniques and/or subjects.
Topics may include autobiography, dance and
text, partnering, interdisciplinary collabora­
tion, reconstruction, and technology/videography. Choreography o f a final piece for perfor­
mance is required. Weekly meetings with the
instructor, directed readings, video and concert
viewing, and a journal will be required. A
course in dance technique must be taken con­
currently.

A study of the basic principles o f dance composi­
tion through exploration of the elements of time,
space, and force, movement invention, and
movement themes to understand various choreo­
graphic structures. Considerable reading, video
and live concert viewing, movement studies,
journals, and a final piece for public performance
in the Troy dance lab are required. A course in
dance technique must be taken concurrently.
Prerequisite: A ny dance course or permission
of the instructor.
I credit.

Prerequisite: D A N C O il.
1 credit.

Fall 2003. Hess.

N ot offered 2003-2004■

DANC 012. Dance Composition II

DANC 021. History of Dance: Africa
and Asia

An elaboration and extension of the material
studied in D A N C O il. Stylistically varying ap­
proaches to making work are explored in com­
positions for soloists and groups. Course work
emphasizes using various approaches and
methods (e.g., theme and variation, m otif and
development, structured improvisation, and
others). Reading, video and live concert view­
ing, movement studies, journals, and a final
piece for public performance that may include
a production lab component are required. A
course in dance technique must be taken con­
currently. Students must have previously taken
DANC O il or its equivalent.
1 credit.
Spring, 2004. Arrow.

DANC 013. Dance Composition: Tutorial
Designed as a tutorial for students who have
previously taken D A N C 011 or the equivalent.
The student enrolling for a tutorial will enter
the semester having identified a choreographic
project and will be prepared to present materi­
al weekly. Projects in any dance style are en­
couraged. A ll students proposing tutorials are
advised to discuss their ideas with a member of
the dance faculty prior to enrollment.
Choreography o f a final piece for public perfor­
mance is required. Weekly meetings with the
instructor and directed readings and video and
concert viewings. A journal may also be re­
quired. A course in dance technique must be
taken concurrently.
0.5 credit.
Fall 2003. Hess. Spring 2004■ Friedler.

T his course will move through an exploration
of dance forms from Africa, from A frican cul­
tures and from Asian cultures, from the per­
spectives o f stylistic characteristics, underlying
aesthetics, resonances in general cultural traits,
and developmental history. Course work will
occasionally focus on one dance style for close
examination. Study will be facilitated by guest
lecturers, specialists in particular dance forms
from these cultures.
Prerequisite: D A N C 002. Two lectures and
one-hour video viewing per week.
1 credit.
N ot offered 2003-2004.

DANC 022. History of Dance: Europe’s
Renaissance Through 1900
A study of social and theatrical dance forms in
the context o f various European societies from
the Renaissance through the 19 th century. In­
fluential choreographers, dancers, and theorists
representative of the periods will be discussed.
Prerequisite: D A N C 002; D A N C 024 strongly
recommended. Two lectures and one-hour
video viewing per week.
I credit.
N ot offered 2003-2004-

DANC 023. History of Dance: 20th and
21st Centuries
This course is designed to present an overview
o f 20th and 21st century social and theatrical
dance forms in the context of Western soci­
eties with an emphasis on N orth America. Fo-

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Music and Dance

cusing on major stylistic traditions, influential
choreographers, dancers, and theorists will be
discussed. Through readings, video and concert
viewings, research projects, and class discus­
sions, students will develop an understanding
o f these forms in relation to their own dance
practice.
Prerequisite: D A N C 002; D A N C 021 and 022
strongly recommended. Two lectures and onehour video viewing per week.
1 credit.
N ot offered 2003-2004.

DANC 024. Dance as Social History
This course focuses on dance as a locus for dis­
cussing power relations through gender, race,
and class in the period from 1880 to the 1950s
in Europe, N orth America, the Caribbean, and
South America. Analysis o f a variety o f dance
forms in their historical/cultural context.
Readings, video and concert viewings, research
projects, and class discussions are all included.
Prerequisite: D A N C 002 or permission o f the
instructor.
Three hours per week.
1 credit.
N ot offered 2003-2004.

DANC 025. Mapping Culture Through
Dance
T his course will use anthropological approach­
es to examine the interrelationship o f dance
with social relations o f culture and power. T he
course will be shaped as a cross-cultural jour­
ney, which will include East Indian, Brazilian,
H aitian, A frican, and oth er dance styles.
Dance will be analyzed in terms o f ritual, national/gender identity, and spirituality and as
commodities o f value and resistance. T h e over­
all approach will be to situate dance forms in
their historical and contemporary social, polit­
ical, and economic contexts.
Prerequisite: D A N C 0 0 2 , an introductory
course in anthropology, or permission of the in­
structor.
1 credit.
F all 2003. Chakravorty.

DANC 028. Special Tupics in Dance
History: Politics and Aesthetics of
Classical Indian Dance
T h is course will exam ine classical Indian
dance in the context o f national and gender
identity formation. In the process, it will also
examine notions of tradition, modernity, and
globality in relation to dance in contemporary
India. There will be two major elements: a his­
torical analysis of the nationalist and revivalist
movement in India that shaped classical dance,
focusing on issues of gender, class, and religion
in the formation o f ideology; and, second, situ­
ating classical Indian dance in the current con­
text of cultural globalization. Anthropological,
culture studies, and feminist theories will be
used to analyze the changing meaning of clas­
sical dance in India.
1 credit.
Spring 2004. Chakravorty.

DANC 035. Women Choreographers and
Composers
This course is a survey of women choreogra­
phers and composers. Choreographers range
from Salle and Duncan through Graham,
Bausch, Tharp, and Zollar, composers from
Hildegard through Zwilich. Topics include
form, phrasing, text and social/political com­
ment. Open to all students.
1 credit.
N ot offered 2003-2004-

DANC 036. Dancing Identities
This course explores ways that age, class, gen­
der, and race have informed dance, particular­
ly performance dance, since 1960. T he impact
o f various cultural and social contexts will be
considered. Lectures, readings, and video/concert viewings will all be included. Students will
be expected to design and participate in
dance/movement studies as well as submit writ­
ten work.
Prerequisite: D A N C 002 or permission of the
instructor.
1 credit.
N ot offered 2003-2004-

DANC 037. Current Trends in Dance
Performance
A n investigation of the aesthetic principles of
perception, symbolism, abstraction, and cre­
ativity in relation to the viewing and interpre­

298

tation of dance performance. Emphasis will be
placed on political interpolation and ramifica­
tions of the act o f public performance. Topics
of discussion will include the “politically cor­
rect” paradox, government funding, art as cul­
tural intervention, the evolution o f styles, and
various historical perspectives. Open to all stu­
dents without prerequisite.
1 credit.
Not offered 2003-2004.

DANC 038. Dance and the Sacred
Planned both as a studio and a lecture class.
We will explore movement and readings/discussions regarding the presence of the sacred
through performance and contemplative prac­
tices in several dance traditions from the an­
cient (India) to the contemporary (American
modem dance). Students will be expected to
design and participate in dance/movement
studies as well as to write. Som e dance experi­
ence necessary in any technique.

DANC 040. Performance Dance: Modern I
A n introduction to basic principles o f dance
movem ent: body alignm ent, coordination,
strength and flexibility, and basic locomotion.
No previous dance experience necessary. If taken
for academic credit, concert attendance and one
or two short papers are required.
0 .5 credit.
F all 2 0 0 3 . Friedler.
Sirring 20 0 4 . Arrow, Friedler.

DANC 041. Performance Dance: Ballet I
A n introduction to the fundamentals o f classi­
cal ballet vocabulary: correct body placement,
positions o f the feet, head and arms, and basic
locomotion in the form. N o previous experi­
ence necessary. If taken for academic credit,
concert attendance and one or two short pa­
pers are required.
0 .5 credit.
F all 2003 and spring 2004. Sherman.

1 credit.

DANC 043. Performance Dance: African I

Not offered 2003-2004.

African Dance I introduces students to U m fiindalai. In a contemporary context, the U m fundalai dance tradition surveys dance styles of
African people who reside on the continent of
Africa and in the Diaspora. Upon completion
o f the course, students will gain a beginning
understanding o f how to approach African
dance and the aesthetic principles implicit in
A frican-oriented m ovem ent. Students en­
rolled in D A N C 043 for academic credit are
required to keep a weekly journal and write
two short papers.

DANC 039. Music and Dance: Criticism
and Reviewing
(Cross-listed as M U SI 039)
This course will be team taught by music and
dance faculty with supplemental visits by guest
lecturers who are prominent in the field o f re­
viewing. It will cover various aspects o f writing
about the performance of music and dance:
previewing, reviewing, the critic’s role and re­
sponsibilities, and the special problems of re­
lating performance to the written word.
Prerequisite: O ne previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission of the instructor.
1 credit.
Spring 2004. Friedler and guests.

DANCE TECHNIQUE AND REPERTORY
COURSES
Note: Technique courses (040-048, 050-058,
060, and 061) may be taken for 0.5 academic
credit or may be taken for physical education
credit.

0 .5 credit.
F all 2003 and spring 2004- Nance.

DANC 044. Performance Dance: Tap
This course is available to all tappers, from be­
ginning to advanced. Such forms as soft-shoe,
waltz-clog, stage tap, and “hoofin” will be
explored. If taken for academic credit, concert
attendance and one or two short papers are
required.
0 .5 credit.
Spring 2004- Davis.

DANC 045. Performance Dance:
Hatha Yoga
T h e course will focus on experience/understanding of a variety o f asanas (physical pos­
tures) from standing poses to deep relaxation.

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Music and Dance

Following the approach developed by B.K.S.
Iyengar, its aim is to provide the student with a
basis for an ongoing personal practice. If taken
for academic credit, required reading and one
paper. O pen to all students.
0 .5 credit.
F all 2003. Hess. Spring 2004. Staff.

DANC 048. Performance Dance: Special
Topics in Technique
Intensive study o f special topics falling outside
the regular dance technique offerings. Topics
may include such subjects as Alexander tech­
nique, various classical East Indian dance
forms, co ntact improvisation, jazz, pilates,
and/or musical theater dance. If taken for aca­
demic credit, concert attendance and one or
two short papers are required.
0 .5 credit.
F all 2003 and spring 2004. Section 1: Flamenco,
Gmitter.
Spring 2004. Section 2 : C ontact Improvisation,
Stein.
F all 2003 and spring 2004. Section 3 : Kathak,
Chakravorty.
This course will introduce the basic principles
o f performance technique in the N orth Indian
classical form Kathak. T h e focus will be on
studying abstract movements and miming/expressive gestures and the rhythmic musical pat­
terns that structure the dance vocabulary. In
addition, videos, photographs, paintings, and
live performances will be used to provide con­
text. Students who are enrolled for academic
credit will be required to write papers and/or
create performance texts/choreographies. No
previous dance experience necessary.

DANC 049. Performance Dance: Repertory
(Cross-listed as T H E A 007)
T h e study of repertory and performance. Stu­
dents are required to perform in at least one
scheduled dance concert during the semester.
Placement by audition or permission of the in­
structor. Three hours per week. A course in
dance technique should be taken concurrently.

Theatre. It is particularly recommended for
students who are considering participation in
the one-semester Study Abroad Program in
Poland in conjunction with this dance compa­
ny. T h e instructor, a former member of the
company, will be reconstructing appropriate
sections o f company repertoire for participat­
ing students.
Several lecture/video screenings will be sched­
uled outside of class time. Open to all students
with some previous dance or theater training.
F all 2003. Section 3 : Kathak, Chakravorty.
T h e two aspects o f Kathak technique nrtta (ab­
stract movement) and nritya (expressive ges­
tures) will be used to create a dance. Work will
include teen tala or metrical scales of 16 beats
to leam complex rhythmical structures (hols).
T h e various patterns o f b ob such as tukra, tehai,
and paran will also be explored.
F all, 2003. Secton 4: Ballet, Miller.
This class, taught by Amanda Miller, former
member of the Pennsylvania Ballet and a
founding member o f Phrenic New Ballet, will
use ballet vocabulary to explore a contempo­
rary theme. Possible directions include rework­
ing a ballet currently in the Phrenic repertoire
and exploring improvisation structures in rela­
tion to ballet.
Spring 2004- Section 1: Hiphop, Evans.
Spring 2004- Section 2 : African, Nance.
Spring 2004- Section 3 : Le Coq and the Theatre
o f Gesture, Bauriedel.
This class will offer an orientation to move­
ment-based acting through various approaches:
traditional performance traditions in Bali and
elsewhere, com m edia dell’arte, the teachings of
Jacques Lecoq, etc. Taught by Gabriel Quinn
Bauriedel o f the Pig Iron Theatre Co. in
Philadelphia. T h e class will require rehearsal
with other students outside of class time and
will end with a public showing of work gener­
ated by the students.
Prerequisites: T H E A 001 or 002, any dance
course number 040-044, or consent of instruc­
tor.

0 .5 credit.

1 credit.

E ach sem ester.

Spring 2004- Bauriedel.

F all 2 0 0 3 . Section 1■: Tap, Davis.

DANC 050. Performance Dance: Modern II

F all 2003. Section 2 : Modem, W illett.

A n elaboration and extension of the principles
addressed in D A N C 040 for students who have
taken D A N C 04 0 or the equivalent. If taken

This class will offer an orientation to the tech­
nique and repertory of Poland’s Silesian Dance

300

for academic credit, concert attendance and
one or two short papers are required.

DANC 060. Performance Dance:
Modern III

0.5 credit.

Continued practice in technical movement
skills in the modem idiom, including ap­
proaches to various styles. Placement by audi­
tion or permission o f the instructor.

Fall 2003 and spring 2004■ Welsh.

DANC 051. Performance Dance: Ballet II
An elaboration and extension of the principles
addressed in Ballet I for students who have
taken Ballet I or its equivalent. If taken for aca­
demic credit, concert attendance and one or
two short papers are required.

If taken for academic credit, concert atten­
dance and one or two short papers are required.
0 .5 credit.
F all 2003 and spring 2004. Welsh.

0.5 credit.

DANC 061. Performance Dance: Ballet III

Fall 2003 and spring 2004- Sherman.

Continued practice in technical movement
skills in the ballet idiom with an emphasis on
advanced vocabulary and musicality. Place­
ment by audition or with permission of the in­
structor. If taken for academic credit, concert
attendance and one or two short papers are
required.

DANC 053.Performance Dance: African II
African Dance for experienced learners gives
students an opportunity to strengthen their
technique in African Dance. T h e course will
use the U m fundalai technique allied with some
traditional West African Dance forms to en­
hance students’ learning. Students who take
African Dance II for academic credit should be
prepared to explore and access their own
choreographic voice through a choreographic
project.

0 .5 credit.
F all 2003 and spring 2004- Sherman.

UPPER-LEVEL CROSS-LISTED COURSES

0.5 credit.
Fall 2003 and spring 2004. Nance.

DANC 055. Performance Dance:
Hatha Yoga II
Open to students who have completed D A N C
045 or the equivalent with permission o f the
instructor. A continuation and deepening of
practice of the asanas explored in D A N C 045.
Work in several of the more advanced asanas,
particularly in the backward bending and in­
verted poses.
If taken for academic credit, required reading
and one paper.
0.5 credit.
N ot offered 2003-2004-

DANC 058. Performance Dance: Special
Topics in Technique II
An elaboration and extension o f principles ad­
dressed in DA N C 048. If taken for academic
credit, concert attendance and one or two
short papers are required.
Permission of the instructor required.
0.5 credit.
Not offered 2003-2004.

DANC 070. Theater of Witness
(Cross-listed as Theater 070)
Open to juniors and seniors, Theater of W it­
ness is a model of theater performance that
presents the personal and collective life stories
of people whose voices are usually not heard in
our society. T h e stories, woven together in spo­
ken word, music, and dance are collaboratively
crafted into an original theater piece and per­
formed by the people themselves. T h e class
will focus both on the process of creating orig­
inal theater from real-life stories as well as ex­
ploring the social, political, psychological, and
spiritual effects of Theater of Witness as a com ­
munity building process o f healing, education,
and transformation. Three hours per week plus
internship.
1 credit.
Spring 2004- Sepinuck.

DANC 0 71. Rhythmic Analysis and
Drumming
(Cross-listed as M U SI 071)
A theoretical and practical analysis o f rhyth­
mic structure applying techniques o f AfroCuban drumming and East Indian rhythmic

301

Music and Dance

theory. For the general student, emphasis will
place the investigation of rhythmic structure
within a cultural and contemporary context.
For students o f dance, additional focus will be
provided on the uses of drumming in dance
composition, improvisation and as accompani­
ment in the teaching o f dance technique.
Open to all students. Three hours per week.
0 .5 credit.
N ot offered 2003-2004-

DANC 073. Arts Administration for
Performance
(Cross-listed as T H E A 073)
Available to students participating in the
Poland Program. W ill require students to ex­
tend their stay in Poland through early July
2004.
By arrangement with A llen Kuharski.
1 credit.
Spring 2004.

DANC 074. Scenography for Dance
Theatre Performance

without prerequisite. Students can participate
as dancers, drummers, or both.
0 .5 credit
F all 2003. Friedler and guests.

Dance 076. Movement and Cognition
(Cross-listed as LIN G 057 and MATH 007)
English, Scottish, and Italian folk dance are
analyzed, using group theory, graph theory,
morphological theory, and syntactic theory, in
an effort to understand the temporal and spatial symmetries of the dances. O ne focus will be
a comparison o f the insights offered by the
mathematical and linguistic approaches.

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Prerequisites: O ne course in linguistics, a willingness to move your body and learn some
basic math.

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J credit.
N ot offered 2003-2004.

DANC 091. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as E D U C 071 and M U SI 091)

Available to students participating in the
Ghana or Poland Programs.

This course is an introduction to the fields of
music and dance education. It will involve fiequent visits to schools, studios, and other educational institutions in the Philadelphia area.
W e will observe a variety of teaching methods
and discuss the guiding principles o f music and
dance education. W e will also address such
questions as the place of music and dance in
higher education in general and at Swarthmore
in particular. In some cases, course work may
include practice teaching, depending on stu­
dent experience and inclination. Open to any
student who has taken at least one course in
music, dance, or education.

By arrangement with Sharon Friedler.

0 .5 credits (C R fN C R ).

Prerequisites: D A N C 002 or 011 or consent of
dance program director.

Spring 2004. Arrow and Whitman.

(Cross-listed as T H E A 074)
Available to students participating in the
Poland Program. W ill require students to ex­
tend their stay in Poland through early July
2004.
Prerequisites: T H E A 004B and 014.
1 credit.
Spring 2004.

DANC 075. Special Topics in Dance
Theatre

I

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1 credit.
F all 2003 and spring 2004.

DANCE 078. Dance/Drum Ensemble
(Cross-listed as M U SI 078)
This repertory course draws on a variety of
dancing and drumming traditions from around
the world as well as creating new hybrid forms.
In 2003, focus will be on material from Ghana
and Mali, and on fusion material created for
the ensemble. Guests will include Jeannine
Osayande and others. Open to all students

302

ADVANCED INDEPENDENT WORK
DANC 092. Independent Study
Available on an individual or group basis, this
course offers students an opportunity to do special work with performance or compositional
emphasis in areas not covered by the regular
curriculum. Students will present performances
and/or written reports to the faculty supervisor,
as appropriate. Permission must be obtained

i
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from the program director and from the super­
vising faculty.
1 credit.
Each sem ester. Staff.

DANC 093. Directed Reading
Available on an individual or group basis, this
course offers the student(s) an opportunity to
do special work with theoretical or historical
emphasis in areas not covered by the regular
curriculum. Students will present written re­
ports to the faculty supervisor. Permission must
be obtained from the program director and
from the supervising faculty.

must be submitted to the dance faculty for
approval during the semester preceding
enrollment.
1 or 2 credits.
E ach sem ester. Friedler, Hess, or Arrow.

DANC 199. Senior Honors Study
A close study of a single dance work, from the
multiple points o f view o f dance history, com­
positional analysis, and/or performance.
1 credit.
E ach sem ester. Friedler, Hess, or Arrow.

1 credit.
Each sem ester. 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. T h e major part o f the se­
mester is spent conducting independent re­
hearsals in conjunction with weekly meetings
under an adviser’s supervision. T h e project cul­
minates in a public presentation and the stu­
dent’s written documentation of the process
and the result. A n oral response to the perfor­
mance and to the documentation follows in
which the student, the adviser, and several
other members of the faculty participate. In the
case of honors majors, this also involves exter­
nal examiners. Proposals for such projects must
be submitted to the dance faculty for approval
during the semester preceding enrollment. Pre­
vious or concurrent enrollment in an ad­
vanced-level technique course or demonstra­
tion of advanced-level technique is required.
1 credit.
Each semester. Friedler, Hess, or Arrow.

DANC 095,096. Senior Thesis
Intended for seniors pursuing the special major
or the major in course or honors, the thesis is
designed by the student in consultation with a
dance faculty adviser. T h e major part of the se­
mester is spent conducting independent re­
search in conjunction with weekly tutorial
meetings under an adviser’s supervision. T h e
final paper is read by a committee of faculty or,
in the case of honors majors, by external ex­
aminers who then meet with the student for
evaluation of its contents. Proposals for a thesis

303

Peace and Conflict Studies

Chair:

AMANDA BAYER (Economics)3
Jenny Gifford (Administrative Assistant)

Committee:

Wendy E . Chmielewski (Peace Collection)
Raymond F. Hopkins (Political Science)
Jennie Keith (Sociology and Anthropology)
Lee A . Smithey (Sociology and Anthropology)
Andrew H. Ward (Psychology)

3 Absent on leave, 2003-2004.

T h e Peace and C onflict Studies Program at
Swarthmore College provides students with
the opportunity to examine conflict and coop­
eration within and between nations. T h e mul­
tidisciplinary curriculum explores the causes,
practices, and consequences o f collective vio­
lence and terrorism as well as peaceful or non­
violent methods o f conflict management and
resolution. T h e program offers courses in the
following areas: ( 1 ) alternatives to fighting as a
way of settling disputes, including conflict res­
olution, rituals, nonviolence, m ediation,
peace-keeping forces, private peace-fostering
organizations, arms control, economic sanc­
tions, international law, and international or­
ganizations; (2 ) the causes o f collective vio­
lence, including aggression and human nature,
the state system and international anarchy, sys­
tem ic injustice, com petition for scarce re­
sources, diplomacy, ethnocentrism, ideological
and religious differences, insecure boundaries,
minorities within states, and arms races; (3)
the nature o f war and conflict, including civil­
ian and military objectives, the political econ­
omy of war, strategy and tactics, deterrence
theory, low-intensity conflict, psychology of
battle, prisoners of war, neutral rights, draft and
conscientious objectors, the experience of war
by soldiers and civilians, conventional, nu­
clear, and guerrilla wars, how to end a war, and
the aftereffects o f war; and (4) the evaluation
of war and violence, including the morality of
war and violence, Just W ar Theory, pacifism,
war mentality, the utility o f war, war novels,
and the responsibilities of citizens directly or
indirectly involved in war and violence.
Students with any major, whether in course or
in the Honors Program, may add a course

304

minor in peace and conflict studies. Alterna­
tively, students in the Honors Program may
choose an honors minor in peace and conflict
studies. Students who intend to minor in peace
and conflict studies should submit a copy of
their sophomore paper to the chair of the pro­
gram during the spring of the sophomore year,
after consultation with program faculty mem­
bers. T h e paper should present a plan of study
that satisfies the requirements stated later,
specifying the courses to count toward the
minor. A ll applications must be approved by
the Peace and Conflict Studies Committee.

REQUIREMENTS AND RECOMMENDATIONS
Minor
A minor in peace and conflict studies consists
o f 6 credits, of which only 2 may be taken in
the student’s major., Introduction to Peace
Studies (PE A C 015) is the only required
course.
Student programs can include an internship or
fieldwork component (e.g., in a peace or con­
flict management organization such as the
U nited Nations or Suburban Dispute Settle­
m ent). A n internship is highly recommended.
Fieldwork and internships normally do not re­
ceive credit. However, students can earn up to
1 credit for special projects that are developed
with an instructor and approved in advance by
the Peace and C onflict Studies Committee.

Honors Minor
Students in the Honors Program who choose
an honors minor in peace and conflict studies

must complete one preparation for external
examination. This 2-credit preparation can be
a seminar, a combination o f two courses in dif­
ferent departments, a 2-credit thesis, or a com­
bination of a thesis and a course. Any thesis
must be multidisciplinary. T h e proposed prepa­
ration must be approved by the Peace and
Conflict Studies Committee.
Any student who minors in peace studies must
meet the requirement o f six units o f study, of
which no more than 2 credits can come from
the major department. Introduction to Peace
Studies (PEAC 01 5 ) is required and should be
taken no later than the junior year. Again,
fieldwork or an internship is highly recom­
mended.
Students whose minor in peace studies can be
incorporated into the final requirements for se­
nior honors study in the major should do so.
The Peace and Conflict Studies Committee
will work out the guidelines for the integration
exercise with the student and the major
department.

PEAC 056. Human Rights, Refugees, and
International Law
This course will explore international human
rights vis-à-vis the United Nations and related
agencies (including the politics leading to their
development, their mandate, and their limits).
In addition, the course will analyze major
human rights treatises and the politics o f their
enforcement in the international arena. Final­
ly, the course will examine causes and effects of
human rights violations, resulting in refugees
and their search for asylum.
1 credit.
Not offered 2003-2004.

PEAC 070. Research Internship/Fieldwork
C redit hours to be arranged with the chair.

PEAC 090. Thesis
C redit hours to be arranged with the chair.
ECO N 012. Games and Strategies
ECO N 051. T h e International Economy*
ECO N 053. International Political Economy*
ECO N 081. Econom ic Development*

COURSES
The following courses constitute the founda­
tion for work in peace and conflict studies. Stu­
dent programs may, subject to prior approval by
the comm ittee, also include independent
study; special attachments to courses that are
not listed here; and courses offered at Haverford College, Bryn Mawr College, the Univer­
sity of Pennsylvania and abroad.

ECO N 082. Political Economy o f Africa
ECO N 151. International Economics:
Sem inar*
H IS T 028. Nations and Nationalism in
Eastern Europe: 1848-1998
H IS T 037. History and Memory: Perspectives
on the Holocaust
H IS T 049. R ace and Foreign Affairs
H IS T 134. U .S . Political and Diplomatic
History

PEAC 015. Introduction to Peace Studies

PO LS 004. International Politics

This course addresses not only the proliferation
of coercive and violent means o f conducting
conflict but especially the growth o f nonvio­
lent alternatives, both institutional and grass­
roots, global and local. These include nonvio­
lent collective action, diplomacy, mediation,
peacekeeping, community relations work, so­
cial work, and aid and development work. Sev­
eral theoretical and philosophical lenses will
be used to explore human nature, conflict in
human societies, and conceptualizations of
peace. The course will take an interdisciplinary
approach with significant contributions from
the social sciences.

PO LS 045. Defense Policy
PO LS 047- G lobal Policy and International
Institutions: Hunger and Environmental
Threats
PO LS 068. International Political Economy*
PO LS 074. International Politics: Special
Topics*
PO LS 111. International Politics: Seminar
PSYC 047. Applications of Social
Psychology*
RELG 006. War and Peace
RELG 026B . Buddhist Social Ethics

1 credit.

RELG 110. Religious B elief and Moral A ction

Fall 2003. Smithey.

SO A N 003B . Nations and Nationalism

305

Peace and Conflict Studies

SO A N 022E. Indigenous Resistance and
Revolt in Latin America
SO A N 022G . Social Movements in Latin
America
SO A N 026C . Power, Authority, and Conflict
SO A N 046B . Social Inequality
SO A N 056B . Standoffs, Breakdowns, and
Surrenders
Please consult departmental course listings for
descriptions and scheduling.
* Courses marked with an asterisk are eligible
for a peace and conflict studies minor on spe­
cial arrangement with the instructor and the
program chair.

306

Philosophy

RICHARD ELDRIDGE, Professor and Chair
HANS F. OBERDIEK, Professor
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor
GRACE M. LEDBETTER, Associate Professor
TAMSIN LORRAINE, Associate Professor2
ALAN R. BAKER, Assistant Professor
DONNA MUCHA, Administrative Assistant

2 Absent on leave, spring 2004.

Philosophy analyzes and comments critically
on concepts that are presupposed, embodied,
and developed in other disciplines and in daily
life: the natures o f knowledge, meaning, rea­
soning, morality, the character o f the world,
God, freedom, human nature, justice, and his­
tory. Philosophy is thus significant for everyone
who wishes to live and act in a reflective and
critical manner.

REQUIREMENTS AND RECOMMENDATIONS
Prerequisites
The Philosophy Department offers several
kinds of courses designed to engage students in
philosophical practices. Courses and seminars
are offered to introduce students to the major
systematic works o f the history o f Western
philosophy and works by Plato and Aristotle
(Ancient Philosophy); Descartes, Hume, and
Kant (Modem Philosophy); Hegel and Marx
(19th-Century Philosophy); Kierkegaard,
Nietzsche, Sartre, Heidegger, and de Beauvoir
(Existentialism); and Russell and W ittgenstein
(Contemporary. Philosophy). Som e courses
and seminars consider arguments and conclu­
sions in specific areas o f philosophy: Theory of
Knowledge, Logic, Moral Philosophy, M eta­
physics, Aesthetics, and Social and Political
Philosophy. O ther courses and seminars are
concerned with the conceptual foundations of
various other disciplines: Aesthetics, Philoso­
phy o f Scien ce, Philosophy o f Language,
Philosophy o f Law, Philosophy of the Social
Sciences, Philosophy o f Psychology, Philoso­

phy o f Mathematics, and Philosophy o f R eli­
gion. From time to time, courses and seminars
are offered on meaning, freedom, and value in
various domains of contemporary life: Values
and Ethics in Science and Technology, Femi­
nist Theory, and Biotechnology and Society.
Students majoring in philosophy must com­
plete at least one course or seminar in Logic
and either A ncient or Modem Philosophy and
earn a total of 8 credits, not counting senior
course study or senior honors study. In addi­
tion, students majoring in philosophy are urged
to take courses and seminars in diverse fields of
philosophy. Prospective majors should com­
plete the logic requirement as early as possible.
Course majors are encouraged to enroll in sem­
inars. Mastery of at least one foreign language
is recommended. A ll course majors will com­
plete senior course study in philosophy.
Students may complete a minor in philosophy
by earning any 5 credits in philosophy courses.
N o distribution requirement exists for the
minor.
Satisfactory completion o f either any section of
PHIL 001: Introduction to Philosophy or PHIL
012: Logic are prerequisites for taking any fur­
ther course in philosophy. A ll sections of In­
troduction to Philosophy are primary distribu­
tion courses in the humanities. Students may
no t take two different sections of Introduction
to Philosophy, with one exception: the section
o f Introduction to Philosophy that focuses on
the philosophy o f science may be taken after
completing another section o f Introduction to
Philosophy.

307

Philosophy

COURSES

PHIL 016. Philosophy of Religion
(See RELG 015B )

PHIL 001. Introduction to Philosophy

PHIL 0 17. Aesthetics

Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few o f these questions
to introduce a range o f sharply contrasting po­
sitions. Readings are typically drawn from the
works o f both traditional and contemporary
thinkers with distinctive, carefully argued, and
influential views regarding knowledge, moral­
ity, mind, and meaning. Close attention is paid
to formulating questions precisely and to the
technique o f analyzing arguments through
careful consideration o f texts.

O n the nature of art and its roles in human life,
considering problems o f interpretation and
evaluation and some specific medium of art:
W ho should care about art? Why? How?

Primary distribution cou rse. 1 credit.
E ach sem ester. Staff.

1 credit.
Not offered 2003-2004-

PHIL 018. Philosophy of Science
Topics to be considered may include: scientific
method (induction, fallibilism), criteria for
theory choice, justification vs. discovery, ex­
planation, laws o f nature, reductionism science
vs. pseudoscience, realism, and the role of val­
ues in science.

PHIL 0 11. Moral Philosophy

1 credit.

Though there will be some attention paid to
contemporary thinkers, the focus o f this course
will be traditional views o f substantive ethics.
W e will discuss and compare views o f how one
should live, contrasting different views on the
relative importance and relationship of, for ex­
ample, knowledge, freedom, and pleasure.
O ther values that may be discussed are tran­
quillity, human relationships, autonomy, and
the search for objective good.

Spring 2004- Baker.

1 credit.
Spring 2004. Schuldenffei.

PHIL 012. Logic
A n introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects o f logical systems. T h e place
o f logic in philosophy will also be examined.
No prerequisite. Required of all philosophy
majors.
1 credit.
F all 2003. Baker.

PHIL 019. Philosophy of Social Science
This course examines the various kinds of
explanations (rational choice, structural, func­
tional, etc.) used in the social sciences, ques­
tions o f relativism and the testing of social sci­
ence proposals, the roles that values play and
ought to play in social science, and differences
between the natural and the social sciences.
1 credit.
N ot offered 2003-2004-

PHIL 020. Plato
(Cross-listed as C L A S 020)
A n examination of Plato’s ethical, metaphysi­
cal and epistemological thought including the
cultural and historical setting of the dialogues,
the emergence of philosophy from literary/
mythological tradition, the relation between
literary form and philosophical argument, and
Socrates and Plato in current philosophical
traditions.

PHIL 013. Modern Philosophy

1 credit.

Masterpieces o f metaphysics and theory of
knowledge from Descartes’ M editations on First
Philosophy (1 641) through Kant’s Critique o f
P ure R eason (1 7 8 7 ), w ith readings from
Spinoza, Leibniz, Locke, Berkeley, Hume.

Spring 2004- Ledbetter.

1 credit.
Spring 2 0 0 4 . Raff.

308

PHIL 021. Social and Political Philosophy
(See PHIL 121)
1 credit.
F all 2 0 0 3 . Schuldenffei.

PHIL 023. Contemporary Philosophy
Current topics in metaphysics.
1 credit.
Not offered 2003-2004.

PHIL 024. Theory of Knowledge
Issues about the nature and limits of knowledge
address, among other topics, skepticism, sense
perception, self-knowledge, intuition, and
common sense. Readings sample current and
classical approaches.
1 credit.
Fall 2003. Raff.

PHIL 025. Philosophy of Mathematics
Topics will include the nature o f mathematical
objects and mathematical knowledge, proof
and truth, mathematics as discovery or cre­
ation, the character o f applied mathematics,
and the geometry of physical space. A consid­
erable range o f 20th-century views on these
topics will be investigated including logicism
(Frege and Russell), formalism (H ilbet), intuitionism (Brouwer and Dummett), platonism
(Gödel), and empiricism (Kitcher). Important
mathematical results pertaining to these top­
ics, their proofs, and their philosophical impli­
cations will be studied in depth (e.g., the para­
doxes of set theory, Gôdel’s incompleteness
theorems, and relative consistency proofs for
non-Euclidean geometries).
Prerequisites: Logic, acceptance as a major in
mathematics, or approval of instructor.
I credit.
Not o ffered 2003-2004.

PHIL 026. Language and Meaning
(See PHIL 116)
1 credit.
Spring 2004. Eldridge.

PHIL 029. Philosophy of Modern Music
This course will survey the rise and evolution
of so-called absolute music as a significant form
of cultural expression from 1750 to the present.
The focus o f attention will be various historicphilosophical accounts of the meanings and
functions o f such musical works in culture. A n
ability to follow a score and some awareness
(but not substantial music historical knowl­
edge) of the relative dates o f major composers
of Western art music (e.g., Beethoven is just
before Schubert) is required. Som e attention

will be paid both to 20th-century develop­
ments (serialism, modal composition, John
Cage, New Romanticism, etc.) and to contem ­
porary popular music. Major theorists o f music
who will be covered include Leonard Meyer,
Carl Dahlhaus, T heodor Adorno, Susan
McClary, Rose Rosengard Subotnik, Lawrence
Kramer, and Jacques A ttali.
1 credit.
N ot offered 2003-2004.

PHIL 039. Existentialism
In this course, we will examine existentialist
thinkers such as Nietzsche, Kierkegaard, H ei­
degger, Sartre, Beauvoir, and Camus to explore
themes o f contemporary European philosophy,
including the self, responsibility and authen­
ticity, and the relationships between body and
mind, fantasy and reality, and literature and
philosophy.
1 credit.
N ot offered 2003-2004-

PHIL 040. Semantics
(See LIN G 040)

PHIL 044. Tnrah and Logos: Judaism and
Philosophy
(Cross-listed as RELG 045)
This course will compare and contrast two world
views: Judaism and philosophy. Among the
topics we will examine are ethics, history and
memory, the role o f reason, and hermeneutics.
1 credit.
N ot offered 2003-2004-

PHIL 048. German Romanticism
T his colloquium will focus on theories o f sub­
jectivity, aesthetic experience and ethical life
developed in the immediate post-Kantian con­
text. T h e principal figures considered will be
Schiller, Hölderlin, and Schlegel.
1 credit.
Foil 2003. Eldridge.

PHIL 049. Marx, Nietzsche, and Freud
This course will examine the work o f three
19th-century “philosophers o f suspicion”/who
challenged the self-presence o f consciousness
by considering consciousness as an effect of
other forces. T heir investigations into one’s
understanding o f truth as the effect of will-topower (Nietzsche), one’s understanding of real-

309

Philosophy

ity as the effect of class position (M arx), and
consciousness as the effect o f unconscious
forces (Freud) provide an important back­
ground to contemporary questions about the
nature o f reality, human identity, and social
power.
W riting-intensive course. Limited to 12 stu­
dents.
1 credit.
N ot offered 2003-2004.

PHIL 055. Philosophy of Law
A n inquiry into major theories o f law, with em­
phasis on implications for the relation between
law and morality, principles o f criminal and
tort law, civil disobedience, punishment and
excuses, and freedom o f expression.
1 credit.
Spring 2004- Oberdiek.

PHIL 079. Poststructuralism
T h is course will exam ine poststructuralist
thinkers such as Foucault, Derrida, Kristeva,
and Deleuze in light of contemporary questions
about identity, embodiment, the relationship
between self and other, and ethics.
1 credit.
N ot offered 2003-2004-

PHIL 086. Philosophy of Mind and
Psychology
This course will deal with the concept o f mind,
the relation of the mental and the physical, the
nature o f consciousness and intentionality, the
nature o f personhood, and related topics.
1 credit.
N ot offered 2003-2004.

PHIL 093. Directed Reading
E ach sem ester. Staff.

PHIL 096. Thesis
E ach sem ester. Staff.

PHIL 099. Senior Course Study
Spring sem ester. Staff.

their justification. T h e focus will be primarily
on contemporary treatments o f moral philoso­
phy. A central question o f seminar will be the
possibility and desirability o f moral theory.
2

credits.

Spring 2 0 0 4 . Oberdiek.

PHIL 102. Ancient Philosophy
A study of the origins of Western philosophical
thought in A ncient Greece, from the preSocratics through the Hellenistic schools. We
will examine the doctrines o f the Milesians,
Heraclitus, Parmenides, Plato, Aristotle, the
Epicureans, the Stoics, and the Skeptics.
2 credits.
F all 20 0 3 . Ledbetter.

PHIL 103. Selected Modern Philosophers
Philosophical masterpieces by one or more
17 th- or 18th-century philosophers: Descartes,
Spinoza, Locke, Leiniz, Berkeley, Hume, Kant.
2 credits.
Spring 2004. Raff.

PHIL 104. Contemporary Philosophy
Twentieth-century classics by Frege, Moore,
Russell, and W ittgenstein selected for treat­
ment and as ground for intensive study o f one
current philosophical issue or a single text.
2 credits.
N ot offered 2003-2004.

PHIL 106. Aesthetics and Theory of
Criticism
O n the nature of art and its roles in human life,
considering problems o f interpretation and
evaluation and some specific medium of art.
2 credits.
N ot offered 2003-2004■

PHIL 109. Semantics
(See LIN G 109)

PHIL 1 1 1 . Philosophy of Religion
(See Religion Department)
Preparation by course and attachment.

PHIL 113 . Theory of Knowledge
SEMINARS

Current issues about knowledge and its limits.

PHIL 10 1. Moral Philosophy

N ot offered 2003-2004■

2 credits.
A n examination of the principal theories of
value, virtue, and moral obligation, and of

310

PHIL 114. Nineteenth-Century Philosnphy

Behaviorist theories o f meaning, cognitivist
theories of meaning, and conceptions o f lan­
guage as a social practice will be surveyed and
criticized.

ics as discovery or creation, the character of ap­
plied mathematics, and the geometry o f physi­
cal space. A considerable range of 20th-centu­
ry views on these topics will be investigated in­
cluding logicism (Frege and Russell), formal­
ism (H ilbet), intuitionism (Brouwer and Dumm ett), platonism (G odel), and empiricism
(Kitcher). Important mathematical results per­
taining to these topics, their proofs, and their
philosophical implications will be studied in
depth (e.g., the paradoxes o f set theory, Godel’s
incompleteness theorems, and relative consis­
tency proofs for non-Euclidean geometries).

The historical treatment o f such topics as
knowledge, morality, God’s existence, and free­
dom in Kant, Fichte, Hegel, Feuerbauk, Marx,
and Nietzsche.
2 credits.
Not offered 2003-2004.

PHIL 116. Language and Meaning

2 credits.

2 credits.

Spring 2004- Eldridge.

Spring 20 0 4 . Baker.

PHIL 118. Philosophy of Mind and
Psychology

PHIL 139. Phenomenology,
Existentialism, and Poststructuralism

This course explores the extent to which the
categories of explanation o f thought and ac­
tion that come from practical life (reasons and
goals) constrain or limit scientific explanations
of the kinds put forward in cognitive psychol­
ogy, behaviorism, and artificial intelligence
theory.

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. W e will
consider thinkers such as Nietzsche, Husserl,
Heidegger, Derrida, and Irigaray to place con­
temporary themes o f poststructuralist thought
in the context o f the phenomenological, exis­
tential, and structuralist thought out of which
they emerge.

2 credits.
Fall 2003. Baker.

PHIL 119. Philosophy of Science

2 credits.

Selected issues, for example, the nature of sci­
entific explanation and evidence, the relation­
ship between theory and observation, the ra­
tionality of science, and the alleged value of
freedom of science.

N ot offered 2003-2004.

2 credits.
Not offered 2003-2004.

PHIL 121. Social and Political Philosophy
The general subject o f the seminar is contem ­
porary political liberalism and its critics.
Among those studied are Rawls, Kymlicka,
Dworkin, Sher, Raz, Sandel and Taylor. Specif­
ic topics include rights, justice, equality and
freedom.
2 credits.

PHIL 145. Feminist Theory Seminar
If the power o f a social critique rests on its abil­
ity to make general claims, then how do we ac­
count for the particularity of women’s various
social situations without sacrificing the power
o f a unified theoretical perspective? In this
course, we will explore possibilities opened by
poststructuralist theory, postcolonial theory,
French feminist theory, and other forms o f fem­
inist thought, to examine questions about de­
sire, sexuality, and embodied identities, and
various resolutions to this dilemma.
2 credits.
N ot offered 2003-2004■

Fall 2003. Oberdiek.

PHIL 180. Thesis

PHIL 122. Philosophy of Law

A thesis may be submitted by majors in the de­
partment in place of one honors paper, on application by the student and at the discretion
o f the department.

Not offered 2003-2004-

PHIL 125. Philosophy of Mathematics
Topics will include the nature o f mathematical
objects knowledge, proof and truth, mathemat­

PHIL 199. Senior Honors Study
Spring sem ester.

311

Physical Education and Athletics

ROBERT E . WILLIAMS, Professor and Chair
SUSAN P. DAVIS, Professor
MICHAEL L . MULLAN, Professor
LEE WIMBERLY, Professor
KAREN BORBEE, Associate Professor
ADRIENNE SHIBLES, Associate Professor
ADAM HERTZ, Director o f A thletics
AMY L . BRUNNER, Coach/Instructor
PAT GRESS, Coach/Instructor
FRANK AGOVINO, Coach/Instructor
PETER CARROLL, Coach/Instructor
MARK DUZENSKI, Sports Information Director/Coach/Instructor
JEREM Y LOOMIS, Coach/Instructor
HARLEIGH LEACH, Coach/Instructor
ERIC WAGNER, Coach/Instructor
KELLY WILCOX, Coach/Instructor
SHARON GREEN, Administrative Assistant
MARIAN FAHY, Administrative Assistant

T h e aim of the department is to contribute to
the total education o f all students through the
medium o f physical activity. W e believe this
contribution can best be achieved through en­
couraging participation in a broad program of
individual and team sports, aquatics, physical
fitness, and wellness. T h e program provides an
opportunity for instruction and experience in a
variety of these activities on all levels. It is our
hope that participation in this program will
foster an understanding o f movement and the
pleasure o f exercise and will enhance, by prac­
tice, qualities o f good sportsmanship, leader­
ship, and cooperation in team play. Students
are also encouraged to develop skill and inter­
est in a variety of activities that can be enjoyed
after graduation.
T h e Intercollegiate A thletic Program is com­
prehensive, including varsity with teams in 22
different sports: 10 for men and 12 for women.
Ample opportunities exist for large numbers of
students to engage in intercollegiate competi­
tion, and those who qualify may be encouraged
to participate in regional and national champi­
onship contests. Several club teams in various
sports are also organized, and a program of in­
tramural activities is sponsored.

312

Students are encouraged to enjoy the instruc­
tional and recreational opportunities offered by
the department throughout their college
careers. A ll students not excused for medical
reasons are required to complete a four-quarter
(two-semester) program in physical education.
A ll students must pass a survival swimming test
or take up to one quarter of swimming in­
struction. T h e swim test and the two semesters
of physical education are requirements for
graduation.

REQUIREMENTS AND RECOMMENDATIONS
Courses offered by the department are listed
subsequently. Credit toward completion of the
physical education requirement will also be
given for participation in intercollegiate ath­
letics as well as the listed dance courses, which
are semester-long courses. To receive credit for
any part of the program, students must partici­
pate in their chosen activity a minimum of
three hours a week. Students are encouraged to
complete the requirement by the end of their
sophomore year. Independent study for physi­
cal education is not permitted.

Aerobics

Aerobics

Aikido I, II

Aikido I, II
Aquatics Techniques and Fitness

Aquatics I, II, III
Basketball

***

* * * * Cross-Country
t

*t

Baseball
Fitness Training

Field Hockey

Folk Dance (continued)

Fitness Training

G olf

Folk Dance

Lacrosse

Introduction to Orienteering

Power Yoga

Power Yoga

Softball

Soccer

Swiss Ball Training

Squash

Tennis

Tennis

Track and Field

Vechi Ryu Karate

Ultim ate Frisbee
Vechi Ryu Karate

* * Volleyball

Volleyball

Winter Activities
Aerobics
Aikido I, II
**

Badminton

*t

Basketball
Fencing
Fitness Training

****

Folk Dance
indoQ,- Track and Field
Lifeguard Training

$
course instruction for men and women.
**
2
* * * Intercollegiate competition for men.
Intercollegiate competition for men and
women.

Power Yoga
Squash
****

Swimming
Swiss Ball Training
Tennis
Vechi Ryu Karate
Volleyball

313

Physics and Astronomy

JOHN R. BOCCIO, Professor
AMY L.R . BUG, Professor and Chair3
PETER J . COLLINGS, Professor and A cting Chair
FRANK A . MOSCATELLI, Professor
MICHAEL R. BROWN, Associate Professor
CARL H. GROSSMAN, Associate Professor3
DAVID H. COHEN, Assistant Professor of Astronomy3
CATHERINE H. CROUCH, Assistant Professor
ERIC L.N . JENSEN, Assistant Professor of Astronomy
PAUL C. BLOOM, Visiting Assistant Professor
CHRISTOPHER BURNS, Visiting Assistant Professor
LEONIDAS PANTELIDIS, Visiting Assistant Professor
MARY ANN KLASSEN, Lecturer
PRUDENCE G. SCHRAN, Lecturer
JAMES HALDEMAN, Instrumentation/Computer Technician
STEVEN PALMER, M achine Shop Supervisor
CAROLYN R. WARFEL, Administrative Assistant

3 Absent on leave, 2003-2004.

T h e program of the Physics and Astronomy
Department stresses the concepts and methods
that have led to an understanding o f the
fundamental laws explaining th e physical
universe.
Throughout the work o f the department, em­
phasis is placed on quantitative, analytical rea­
soning, as distinct from the mere acquisition of
facts and skills. Particular importance is also
attached to laboratory work because physics
and astronomy are primarily experimental and
observational sciences.
W ith the awareness that involvement in re­
search 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 mem­
bers of the faculty, on campus.
Several research laboratories are maintained by
the department to support faculty interests in
the areas of laser physics, high-resolution
atomic spectroscopy, plasma physics, computer
simulation, liquid crystals, biophysics, and ob­
servational and theoretical astrophysics.
T h e department maintains the historic Sproul
telescope, a 61-cm refractor, equipped with a

314

C C D camera, plus several small telescopes for
instructional use. A monthly visitors’ night at
the observatory is announced in T he W eekly
N ew s.
Two calculus-based introductory sequences are
offered. PH YS 003 and 004 cover both classi­
cal and modem physics and is an appropriate
introductory physics sequence for those stu­
dents majoring in engineering, chemistry, and
biology. PHYS 007 and 008, on the other
hand, which is normally preceded by PHYS
006, PHYS 006H , or A S T R 003, is at a higher
level. It is aimed toward students planning to
do further work in physics or astronomy and is
also appropriate for engineering and chemistry
majors. T h e four-course sequence 006H , 007,
008, and 014 is designed to provide a compre­
hensive introduction to all major areas of
physics.
Additional information is available via the World
Wide Web at http://physics.swarthmore.edu/.

REQUIREMENTS AND RECOMMENDATIONS
Major Degree Requirements
The basic Physics Program is intended for stu­
dents not planning to pursue graduate work. It
consists of PHYS 006H (or PHYS 006 or
A STR 003), 0 0 7 ,0 0 8 ,0 1 4 , and 050 in the first
two years followed by PH YS 111, 1 1 2 ,1 1 3 ,and
114 in the last two years. In addition, the shop
course PHYS 063 and the advanced laboratory
courses EN G R 0 7 2 A and PH YS 082 and
MATH 005, 006A , 006B , 016, and 018 must
be taken.
The basic program in astronomy is intended for
students not planning to pursue graduate work.
It consists o f A S T R 003 (or PHYS 006H or
PHYS 006), and PHYS 007, 008, 014, and
A STR 016. In addition, four astronomy semi­
nars and MATH 00 5 , 006A , 006B , and 018
must be taken.
The basic programs listed earlier cover all of
the fundamental areas in the discipline. How­
ever, students preparing for graduate study in
physics or astronomy should consider one of
the advanced programs listed later.
The advanced program in physics is PHYS
006H (or A S T R 003 or PHYS 006), and PHYS
007, 008, 014, and 050 in the first two years
followed by PHYS 111, 1 1 2 ,1 1 3 ,1 1 4 , and 115
in the last two years. In addition, the shop
course PHYS 063 and the advanced laboratory
courses EN G R 072A and PHYS 082, and
MATH 005, 006A , 006B , 016, and 018 must
be taken.
The advanced program in astrophysics is
A ST R 003 (or PHYS 006H or PH YS 006) and
PHYS 007, 0 0 8 ,0 1 4 , 050, and A S T R 016, fol­
lowed by PHYS 111, 112, 113, and 114, plus
two astronomy seminars. In addition, MATH
0 0 5 ,006A , 006B, 016, and 018 must be taken.
Students wishing an even stronger background
for graduate work and a deeper look at one or
more special fields may take an extended pro­
gram by adding elective seminars in physics or
astronomy and/or a research project/thesis.
Seniors not taking the external examinations
must complete a comprehensive exercise in the
senior year, which is not only intended to en­
courage review and synthesis but also requires
students to demonstrate mastery of fundamen­
tals studied during all four years.

Criteria for Acceptance as a Major
Students applying to become a physics major
should have com pleted or be com pleting
PHYS 014, PHYS 050, and M ATH 018. If ap­
plying for an astrophysics or astronomy major,
they should also have completed A S T R 016.
Applicants must normally have an average
grade in all physics and/or astronomy courses as
well as in M ATH 016 and 018 of C or better.
Because almost all advanced work in physics
and astronomy at Swarthmore is taught in sem­
inars, where the pedagogical responsibility is
shared by the student participants, an addi­
tional consideration in accepting (retaining)
majors is the presumed (demonstrated) ability
o f the students not only to benefit from this
mode o f instruction but also to contribute pos­
itively to the seminars.

Advanced Laboratory Program
T h e advanced laboratory courses, namely,
EN G R 072A (electronics lab), PH YS 063, and
PHYS 082 (each 0.5 credit) require approxi­
mately one afternoon a week. Students en­
rolled in these must arrange their programs so
that they can schedule a time for lab each
week, free of conflicts with other classes, semi­
nars, extracurricular activities, and sports.

Independent Work
Physics and astronomy majors are encouraged
to undertake independent research projects,
especially in the senior year, either in conjunc­
tion with one o f the senior seminars or as a spe­
cial project for separate credit (PHYS/ASTR
0 94). Many opportunities exist for students to
work with faculty members on research proj­
ects during the summer or semester. In prepa­
ration for independent experimental work,
prospective physics majors are urged to take
the required course PHYS 063: Procedures in
Experimental Physics during the fall semester
o f their sophomore year, which will qualify
them to work in the departmental shops.

Teacher Certification
W e offer teacher certification in physics
through a program approved by the state? of
Pennsylvania. Because of a change in teacher
certification regulations th at occurred in
November 2000, students completing certifica­
tion during 2003 will need to fulfill somewhat
different course requirements from those who
complete certification in 2004 and beyond. For

315

Physics and Astronomy

further information about the relevant set of
requirements, please contact the Educational
Studies Department chair, the Physics Depart­
ment chair, or the Educational Studies Depart­
m ent W eb site: www.swarthmore.edu/Soc
Sci/Education/.

Minor Degree Requirements
Our department offers two types o f course mi­
nors: one in physics and one in astronomy.
T h e physics minor consists o f PHYS 006H (or
PH YS 006 or A S T R 0 0 3 ), PH YS 0 0 7 ,* PHYS
0 0 8 ,* PHYS 014, PH YS 050, and PH YS 111
and PHYS 113.+ Corequisites are M A TH 005,
006, and 018. (*In some cases, PHYS 003
and/or PH YS 004 may be substituted for PHYS
007 and/or PHYS 0 0 8 .) (+Minors should have
two advanced seminars, preferably one in “clas­
sical” and one in “quantum” physics. PHYS
111 is a prerequisite for the future seminars and
fulfills the “classical” requirement. Although
we recommend PHYS 113 as the second ad­
vanced seminar, a different seminar may be
substituted on consultation with the chair.)
T h e astronomy minor consists o f PHYS 006H
(or A S T R 003 or PH YS 006), PH YS 007 or
PH YS 003, PH YS 008 or PHYS 004, A S T R
016, one astronomy seminar numbered 100 or
above, and one semester o f A S T R 061 (0.5
credits). Corequisites are M A TH 005 and 006.

EXTERNAL EXAMINATION PROGRAM
To be accepted into the External Examination
Program in the department, the applicant must
normally have an average grade in all physics
and/or astronomy courses o f B or better.
External examinations are based on the topics
covered in the following seminars: Physics:
PH YS 111, 112, 113, 114, and 115, plus a re­
search or library thesis; Astrophysics: three of
the following (PH YS 111, 112, 113, or 114);
two o f the following (A S T R 121, 123, 126, or
128), plus a research or library thesis; Astrono­
my: A S T R 121, 123, 126, and 128, plus a 2creait research or library thesis.
Minors in physics, astrophysics, and astronomy
take an external exam ination based on two
seminars from the previous lists.

316

PHYSICS COURSES
PHYS 003. General Physics I
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of par­
ticles, and rigid body rotation. Possible addi­
tional topics are special relativity, and thermo­
dynamics. Includes one laboratory weekly.
Prerequisite: M ATH 005 (can be taken con­
currently).
1 credit.
F all 2003. Bloom.

PHYS 004. General Physics II
Topics include wave phenomena, geometrical
and physical optics, electricity and magnetism,
direct and alternating-current circuits. A possi­
ble additional topic is introductory quantum
physics. Includes one laboratory weekly.
Prerequisite: M A TH 006A (can be taken con­
currently). PH YS 003 or permission.
1 credit.
Spring 2004. Moscatelli.

PHYS 006. The Character of Physical Law
A n introduction to the concepts of physics and
the thought processes inherent to the disci­
pline. T h e primary emphasis of the course will
be on the accepted principles of physics and
their application to specific areas. Attention
will be given to philosophical aspects of
physics, discussions of what kind of problems
physicists address, and how they go about
addressing them. T h e course includes a sub­
stantial writing component. There are three
lecture/discussion sections per week and a
laboratory.
Prim ary distribution cou rse. 1 credit.
F all 2003. Moscatelli.

PHYS 006H. The Character of
Physical Law
For first-year students only. Seminar format
that covers the material of PHYS 006 but more
quickly and in greater detail. Designed for stu­
dents seeking a more rigorous course as a prepa­
ration for further work in physics.
Prim ary distribution cou rse. 1 credit.
F all 20 0 3 . Collings.

RHYS 007. Introductory Mechanics

PHYS 021. Light and Color

An introduction to classical mechanics and
continuation (from PHYS 006 or 006H or
A STR 00 3 ) o f the study o f special relativity.
Includes the study o f the kinematics and dy­
namics of point particles; conservation princi­
ples involving energy, momentum, and angular
momentum; rotational motion o f rigid bodies;
oscillatory motion; and relativistic dynamics.
Includes one laboratory weekly.

T h e fundamentals o f light from the classical
and quantum physical viewpoint. Extensive
use o f examples from art, nature, and technol­
ogy will be made. Two or three lectures per
week plus a special project/laboratory.

Prerequisites: M ATH 0 0 6 A (can also be taken
concurrently), PH YS 006H (or PH YS 006 or
A STR 0 03 ), or permission.

A nonmathematical introduction to the spe­
cial and general theories o f relativity as devel­
oped by Einstein and others during the 20th
century.

I credit.
Spring 2004. Boccio.

PHYS 008. Electricity, Magnetism, and
Waves
A sophisticated introductory treatm ent of
wave and electric and magnetic phenomena,
such as oscillatory motion, forced vibrations,
coupled oscillators, Fourier analysis o f progres­
sive waves, boundary effects and interference,
the electrostatic field and potential, electrical
work and energy, D.G . and A .C . circuits, the
relativistic basis of magnetism, and Maxwell’s
equations. Includes one laboratory weekly.
Prerequisites: PHYS 007; M ATH 006A or
006C; 016 or 018 (can be taken concurrently).
1 credit.
Fall 2003. Crouch.

PHYS 014. Thermodynamics and
Quantum Physics
An introduction to thermodynamics and tem­
perature, heat, work, and entropy. Introduction
to quantum mechanics using one-dimensional
systems. Includes one laboratory weekly.

1 credit.
N ot offered 2003-2004.

PHYS 023. Relativity

Prim ary distribution course. 1 credit.
N ot offered 2003-2004.

PHYS 025. In Search of Reality
By investigating the assumptions, theories, and
experiments associated with the study of reality
in quantum physics, we will attempt to decide
whether the question o f the existence of an in­
telligible external reality has any meaning.
1 credit.
N ot offered 2003-2004.

PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted approach
to the question: “W hat are the connections be­
tween a person’s gender, race, or class and their
practice of science?” T h e history of science, the
education o f women, and feminist pedagogy
and philosophy o f science will be addressed.
Physical science will be the principal focus. In­
cludes some laboratory work.
1 credit.
N ot offered 2003-2004.

Prerequisites: PHYS 003 and 004 or PHYS 007
and 008.

PHYS 050. Mathematical Methods of
Physics

1 credit.

A survey of analytical and numerical tech­
niques useful in physics, including multivari­
able calculus, optimization, ordinary differen­
tial equations, partial differential equations
and Sturm-Liouville systems, orthogonal func­
tions, Fourier series, Fourier and Laplace trans­
forms, and numerical methods.

Spring 2004- Bloom.

PHYS 020. Principles nf the Earth
Sciences
An analysis of the forces shaping our physical
environment, drawing on the fields o f geology,
geophysics, meteorology, and oceanography.
Includes some laboratory and fieldwork.
Primary distribution course. 1 credit.
Spring 2004. Collings.

Prerequisites: M A TH 016 and either 006fc or
0 1 8 ; a knowledge o f some programming
language.
1 credit.
Spring 2004- Brown.

3 17

Physics and Astronomy

PHYS 093. Directed Reading

PHYS 113 . Quantum Theory

This course provides an opportunity for an in­
dividual student to do special study, with either
theoretical or experimental emphasis, in fields
not covered by the regular courses and semi­
nars. T h e student will present oral and written
reports to the instructor.

Postulates o f quantum mechanics, operators,
eigenfunctions, and eigenvalues, function
spaces and hermitian operators; bra-ket nota­
tion, superposition and observables, fermions
and bosons, time development, conservation
theorems, and parity; angular momentum,
three-dimensional systems, matrix mechanics
and spin, coupled angular momenta, time-independent and time-dependent perturbation
theory.

0 .5 , l , or 2 credits.
E ach sem ester. Staff.

PHYS 094. Research Project
Initiative for a research project may come from
the student, or the work may involve collabo­
ration with ongoing faculty research- T h e stu­
dent will present a written and an oral report to
the department.
0 .5 ,

1

,

or 2 credits.

E ach sem ester. Staff.

PHYSICS SEMIMARS
PHYS 1 1 1 . Analytical Dynamics
Intermediate classical mechanics. M otion o f a
particle in one, two, and three dimensions,
Kepler’s laws and planetary motion, phase
space, oscillatory motion, Lagrange equations
and variational principles, systems o f particles,
collisions and cross sections, motion o f a rigid
body, Euler’s equations, rotating frames of ref­
erence, small oscillations, and normal modes,
and wave phenomena.
Prerequisites: PHYS 0 14 and 050; M ATH 018.
1 credit.
F all 2 0 0 3 . Boccio.

PHYS 112 . Electrodynamics
Electricity and magnetism using vector calcu­
lus, electric and magnetic fields, dielectric and
magnetic materials, electrom agnetic induc­
tion, Maxwell’s field equations in differential
form, displacement current, Poynting theorem
and electromagnetic waves, boundary-value
problems, radiation and four-vector formula­
tion of relativistic electrodynamics.
Prerequisite: PHYS 014 and 050; M A TH 018.
1 credit.
F all 2 0 0 3 . Brown.

3 18

Prerequisites: PHYS 111 and M ATH 016.
1 credit.
Spring 2004- Crouch.

PHYS 114 . Statistical Physics
T h e statistical behavior of classical and quan­
tum systems; temperature and entropy; equa­
tions of state; engines and refrigerators; statisti­
cal basis o f thermodynamics; microcanonical,
canonical, and grand canonical distributions;
phase transitions; statistics o f bosons and
fermions; black body radiation; electronic and
thermal properties of quantum liquids and
solids.
Prerequisites: PHYS 111 and M ATH 006C or
018.
1 credit.
Spring 2004- Pantelidis.

PHYS 115 . Quantum Applications and
Optics
Approximately one-third o f this seminar is de­
voted to applications on Quantum Theory as
developed in PH YS 113. This will include
basic atomic theory, scattering, and electro­
magnetic interactions. A study of physical op­
tics is for the remaining two-thirds of the sem­
inar and will include wave propagation, inter­
ference, diffraction, polarization, and optical
instrumentation.
Prerequisites: PHYS 111, 112 (or concurrently
with instructor’s permission), and 113.
1 credit.
F all 2003. Pantelidis.

PHYS 130. General Relativity
Newton’s gravitational theory, special relativi­
ty, linear field theory, gravitational waves, mea­
surement of space-time, Riemannian geometry,
geometrodynamics and Einstein’s equations,
the Schwarzschild solution, black holes and

Not offered 2003-2004-

problem, Kochen-Specker Theorem , logic of
Quantum propositions, nonlocality, EPR and
Bell Inequalities, nonlocality versus Contextuality, Gleason’s Theorem , and logical aspects of
inseparability are explored.

PHYS 13 1. Particle Physics

Prerequisites: PHYS 113 and 115.

gravitational collapse, and cosmology.
Prerequisites: PH YS 111 and 112.
1 credit.

A study o f the ultimate constituents o f matter
and the nature o f the interactions between
them. Topics include relativistic wave equa­
tions, symmetries and group theory, Feynman
calculus, quantum electrodynamics, quarks,
gluons, and quantum chromodynamics, weak
interactions, gauge theories, the Higgs particle,
and some o f the ideas behind lattice gauge
calculations.

1 credit.
N ot offered 2003-2004.

PHYS 135. Solid-State Physics

N ot offered 2003-2004.

Crystal structure and diffraction, the reciprocal
lattice and Brillouin zones, lattice vibrations
and normal modes, phonon dispersion, Ein­
stein and Debye models for specific heat, free
electrons and the Fermi surface, electrons in
periodic structures, the Bloch Theorem , band
structure, sem iclassical electron dynamics,
semiconductors, magnetic and optical proper­
ties o f solids, and superconductivity.

PHYS 132. Nonlinear Dynamics and Chaos

Prerequisites: PHYS 1 1 3 ,1 1 4 , and 115.

Nonlinear mappings, stability, bifurcations and
catastrophe, conservative and dissipative sys­
tems, fractals, and self-similarity in chaos theory.

N ot offered 2003-2004.

Prerequisites: PH YS 113 and 115.
1 credit.

Prerequisite: PH YS 111.
1 credit.

N ot offered 2003-2004■

PHYS 133. Atomic Physics and
Spectroscopy
Review of quantum theory, hydrogen atom,
multielectron atoms, atoms in external fields,
optical transitions and selection rules, hyperfine structure, lasers, atom ic spectroscopic
techniques: atomic beams methods, Dopplerfree spectroscopy, time-resolved spectroscopy,
and level crossing spectroscopy.
Prerequisites: PH YS 113 and 115.
1 credit.
N ot offered 2003-2004.

PHYS 134. Quantum Mechanics:
Mathematical and Physical Foundations
What is measurement? Repeatable, maximal
and consecutive tests, Bayesian probability, in­
finite dimensions, projection operators, Spec­
tral Theory for self-adjoint operators, logical
structure of classical physics, rules of Quantum
Theory, mixed states and density matrices,
time development, uncertainty relations,
quantum correlations, Schm idt Decomposi­
tion, meaning of probability, reduction of State
Vector, quantum entanglement, measurement

1 credit.

PHYS 136. Quantum Optics and Laséis
Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode
structure, gain and gain saturation, nonlinear
effects, coherent transients and squeezed states,
pulsed lasers, and super-radiance.
Prerequisites: PH YS 113 and 115.
1 credit.
N ot offered 2003-2004.

PHYS 13 7. Cnmputational Physics
Computer simulations are a powerful way of
solving problems in various fields o f physics.
Students will learn concepts o f robust scientif­
ic computing and explore techniques like
M onte Carlo, finite-element, FFT, and molec­
ular dynamics. O ther topics may include highperformance computing and making the Web a
part of one’s problem-solving and informationdissemination strategies. As a culmination to
the seminar, students will do an extended in­
dependent project o f their choice.
Prerequisite: PH YS 050 and 111 and, taken
previously or concurrently, PHYS 113 and 114.
1 credit.
N ot offered 2003-2004-

319

Physics and Astronomy

PH YS138. Plasma Physics
A n introduction to the principles o f plasma
physics. Treatment will include the kinetic ap­
proach (orbits of charged particles in electric
and magnetic fields, statistical mechanics of
charged particles) and the fluid approach (sin­
gle fluid magnetohydrodynamics, two fluid
theory). Topics may include transport process­
es in plasmas (conductivity and diffusion),
waves and oscillations, controlled nuclear fu­
sion, and plasma astrophysics.
Prerequisite: PH YS 112.
1 credit.
Not offered 2003-2004.

PHYS 139. The Physical Basis of
Biomolecular Structure and Function
(Cross-listed as CH EM 110)
Introduction to the interdisciplinary field of
biophysics in which biological systems are ex­
plored using the quantitative perspective o f the
physical scientist. Topics will include electro­
statics o f solvated biomolecules, statistical
thermodynamics o f polymers, physical m eth­
ods for studying macromolecules, and biologi­
cal energy transduction.
Prerequisites: CH EM 01 0, CH EM 0 3 4 , or
CH EM 038; PH YS 014; or permission of the
instructors.
1 credit.
Not offered 2003-2004-

PHYS 180. Honnrs 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 o f the stu­
dent’s final year.

PHYSICS LABORATORY PROGRAM
PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design of exper­
imental apparatus; shop practice; printed cir­
cuit design and construction. This is a 0.5credit course open only to majors in physics,
astrophysics, or astronomy.
0 .5 credit.
F all 2003. Technical staff.

EHGR 072A. Electronic Circuit
Applications
(See Engineering for description)

PHYS 082. Advanced Laboratory
Experiments in m echanics, electricity and
magnetism, waves, therm al and statistical
physics, atomic, and nuclear physics.
0 .5 credit.
E ach sem ester. Staff.

ASTRONOMY COURSES
ASTR 001. Introductory Astronomy
T h e scientific investigation of the universe by
observation and theory, including the basic no­
tions of physics as needed in astronomical ap­
plications. Topics include astronomical instru­
ments and radiation; the sun and planets; prop­
erties, structure, and evolution of stars; the
Galaxy and extragalactic systems; the origin
and evolution o f the universe. Includes some
evening labs.
Primary distribution course. 1 credit.
Spring 2004. Jensen.

0 .5 , 1, err 2 credits.

ASTR 003. The Physical Universe

E ach sem ester. Staff.

This is an introductory astrophysics course em­
phasizing three major areas o f astronomy and
modem physics. These include birth of the
universe, the theory of special relativity, and
the formation of the solar system. Questions re­
garding the presence of life beyond the earth
are also addressed.

PHYS 199. Senior Honors Study
A review of the subject matter covered in
PH YS 111, 1 1 2 ,1 1 3 , 114, and 115. Open only
to students in the External Exam ination
Program.
0 .5 credit.
Spring 2004. Staff.

320

Primary distribution cou rse. 1 credit.
E ach sem ester. Bums.

ASTR 016. Modern Astrophysics
This is a one-semester introduction to astro­
physics as applied to stars, the interstellar
medium, galaxies, and the large-scale structure
of the universe. T h e course includes some
evening laboratories and observing sessions.

static and thermal equilibrium, radiative and
convective transfer nuclear energy generation,
degenerate matter, calculation of stellar mod­
els, interpretation o f spectra, stellar evolution,
white dwarfs and neutron stars, nucleosynthe­
sis, supemovae, and star formation.
Prerequisite: A S T R 016.

Prerequisites: M A TH 005 and 006A and 006B ,
PHYS 003 and 004, or PH YS 007 and 008.
(PHYS 004 or 0 08 may be taken concurrently.)

A lternate years.

I credit.

N ot offered 2003-2004-

Each sem ester. Jensen.

ASTR 061. Current Problems in Astronomy
and Astrophysics

1 credit.

ASTR 126. The interstellar Medium

Reading and discussion of selected research
papers from the astronomical literature. Tech­
niques of journal reading, use of abstract ser­
vices, and other aids for the efficient mainte­
nance of awareness in a technical field. May be
repeated for credit. Credit/no credit only.

Study of the material between the stars and ra­
diative processes in space, heating and cooling
mechanisms, phyics o f interstellar dust, chem­
istry o f interstellar molecules, magnetic fields,
emission nebulae, hydrodynamics and shock
waves, supernova remnants, star-forming re­
gions, active galactic nuclei, X-ray and gammaray sources.

Prerequisite: A S T R 016.

Prerequisite: A S T R 016.

0.5 credit.

1 credit.

Each sem ester. Biifns and Jensen.

A lternate years.

ASTR 093. Directed Reading

F all 2003. Jensen.

(See PHYS 093)

ASTR 128. Galaxies and Galactic
Structure

ASTR 094. Research Project
(See PHYS 094)

ASTRONOMY SEMINARS
ASTR 121. Research Techniques in
Observational Astronomy
This course covers many of the research tools
used by astronomers. These include instru­
ments used to observe at wavelengths across
the electromagnetic spectrum; techniques for
photometry, spectroscopy, and interferometry;
and various methods by which images are
processed and data are analyzed. Students will
perform observational and data analysis proj­
ects during the semester.

Study o f ou r own galaxy and other galaxies.
Galaxy morphology; observational properties
o f galaxies; kinematics: stellar motions, galaxy
rotation, spiral density waves, and instabilities;
galaxy and star formation; starburst galaxies;
quasars and active galaxies; galaxy clusters and
interactions; and large-scale structure o f the
universe.
Prerequisite: A S T R 016.
1 credit.
A lternate years.
Spring 2004- Bums.

ASTR 180. Honors Thesis
(See PH YS 180)

ASTR 199. Senior Honors Study

Alternate years.

A review of the subject matter covered in ad­
vanced physics and astronomy courses. Open
only to students in the External Examination
Program.

Not offered 2003-2004.

0 .5 credit.

ASTR 123. Stars and Stellar Structure

Spring 2004. Staff.

Prerequisite: A S T R 016.
1 credit.

An overview of physics of the stars, both at­
mospheres and interiors. Topics include hydro­

321

Political Science

RAYMOND F. HOPKINS, Professor
JAM ES R. KURTH, Professor
CAROL NACKENOFF, Professor2
RICHARD L . RURIN, Professor (part time)
KENNETH E . SHARPE, Professor
RICHARD VALELLY, Professor
CYNTHIA PERWIN HALPERN, Associate Professor
KEITH REEVES, Associate Professor
TYRENE WHITE, Associate Professor and Chair
RENJAMIN BERGER, Assistant Professor
JEFFR EY MURER, Assistant Professor
KATHLEEN KERNS, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant

2 Absent on leave, spring 2004.

COURSE OFFERINGS AND PREREQUISITES
Courses and seminars offered by the Political
Science Department deal with the place o f pol­
itics in society and contribute to an under­
standing o f the purposes, organization, and op­
eration o f political institutions, domestic and
international. T h e department offers courses in
all four of the major subfields o f the discipline:
American politics, comparative politics, inter­
national politics, and political theory. Ques­
tions about the causes and consequences o f po­
litical action and normative concerns regard­
ing freedom and authority, power and justice,
human dignity, and social responsibility are ad­
dressed throughout the curriculum.

Prerequisites
Students planning to study political science are
advised to start with two of the following in­
troductory courses: Political Theory, American
Politics, Comparative Politics, and Interna­
tional Politics (PO LS 001 to 004). Normally,
any two o f these courses constitute the prereq­
uisite for further work in the department.

REQUIREMENTS
Major
Prerequisites and general recom m endations. Stu­
dents who intend to major in political science

322

should begin their work in their first year at
college if possible. Completion o f at least two
courses at the introductory level (POLS 001,
002, 003, and 004) is required for admission to
the major. Supporting courses strongly recom­
mended for all majors are Statistical Thinking
or Statistical Methods (M A TH 001 or 002)
and Introduction to Economics (ECO N 001).
C ourse requirem ents fo r m ajors. To graduate
with a major in political science, a student
must complete the equivalent o f at least eight
courses in the department. T h e department ex­
pects that at least five o f these eight courses be
taken at Swarthmore. N o more than one
course may be an Advanced Placement.
D istribution requirem ents. A ll political science
majors are required to take one course or semi­
nar in each o f the three subfield areas: (1)
American politics, (2) comparative or interna­
tional politics, and (3) political theory. Com­
pletion of any o f the following will satisfy the
political theory requirement: POLS O il, 012,
100, or 101.
T h e department recommends that majors plan
course and seminar programs that afford some
exposure above the introductory level to at
least three of the four major subfields of politi­
cal science (listed in the introductory para­
graph earlier).
C om prehen sive requ irem en t. Majors in the
course program can fulfill the College compre­
hensive requirement in one o f two ways. The

preferred option is the oral thesis. Students are
examined orally on a body o f literature that
best captures their interests and range of prepa­
ration within the discipline. Under the second
option, the written thesis, students complete a
written thesis based on in-depth research into
a topic of their choice. To be eligible for this
option, students must normally have at least an
A- average in their political science courses,
demonstrate the merit and rigor of their pro­
posal, and secure the approval of a faculty ad­
viser. Detailed information about these options
is available at the beginning of the junior year.

Honors Major
To be accepted into the Honors Program, stu­
dents should normally have at least an average
of 3.5 or better (both inside and outside the de­
partment) and should give evidence o f their
ability to work independently and construc­
tively in a seminar setting. Seminars will nor­
mally be limited to eight students, and admis­
sion priority will go to honors majors. Political
science honors majors must meet all current
distributional requirements for majors, includ­
ing the political theory requirement. They
need 10 political science credits. Normally, 6 of
these credits will be met with three, two-unit
preparations, which will help prepare honors
majors for outside written and oral examina­
tions. These two-unit preparations will nor­
mally be either a 2-credit honors seminar or a
“course-plus” option. O f these three two-unit
preparations, no more than two may be in a
single field in the department. T h e “courseplus” option will normally consist of two oneunit courses or seminars that have been desig­
nated to count as an honors preparation. One
example is PO LS 013 (Feminist Political T h e­
ory) plus either PO LS 031 (Difference and
Dominance) or PO LS 032 (Gender, Politics,
and Policy in Am erica). A nother example is
POLS 068 (International Political Economy)
plus POLS 047 (Global Policy). T h e depart­
ment does not normally advise theses, course
attachments, or directed readings as a substi­
tute for the honors seminars and “course-plus”
options.
All prospective honors majors should have
completed one of their four honors prepara­
tions before their senior year.
Senior honors majors are invited to take the
Senior Honors Colloquium when it is offered.
This 2-credit colloquium is sometimes offered

in the fall term of the senior year. T h e work
done in this colloquium will satisfy the C ol­
lege’s senior honors study (SH S) requirement
and will be submitted to the external examin­
ers, subject to the department word limit for
SH S papers. Honors majors who do not take
the colloquium will register for a 0.5 credit
SH S and revise a seminar paper for submission
to external examiners.

Honors Minor
Honors minors in political science will be re­
quired to have at least 5 credits in political sci­
ence. Among these 5 credits, minors must nor­
mally meet the subfield distribution require­
ment, that is, at least one course in American
politics, in political theory, and in comparative
politics/intemational relations. Minors will be
required to take one of the two-unit honors
preparations offered by the department. There
is no senior honors study requirement for hon­
ors minors.

Honors Exams
T h e honors exams will normally consist of a
three-hour written exam in each of the stu­
dent’s seminars and an oral exam conducted by
the external examiner.

CONCENTRATION IN PUBLIC POLICY
Students have the option o f pursuing interdis­
ciplinary work as an adjunct to a major in po­
litical science in the public policy concentra­
tion. Comprehensive requirements (for course
majors) or the external examination require­
ments (for candidates for honors) will be ad­
justed to allow students to demonstrate their
accomplishments in the concentration. For
further information, consult the separate cata­
log listing for public policy (p. 3 42). Robinson
Hollister is the acting coordinator of the con­
centration in public policy for 2003-2004.

THE DEMOCRACY PROJECT
T h e purpose o f this project is to deepen stu­
dents’ understanding o f and commitment to
democratic citizenship in a multicultural soci­
ety through participation in community poli­
tics. A central feature o f the Democracy Pro­
je ct is community-based learning through pub-

323

Political Science

lie service and community organizing intern­
ships as part o f the course work. By integrating
reflection and experience, the project will
enable students to study the ways in which
diverse communities define and seek to em­
power themselves in the United States and to
discover the relationship between individual
activism, social responsibility, and political
change at the grassroots level.

most important themes, problems, and texts. It
seeks to elicit understanding o f theory as a way
o f thinking about the world, as related to polit­
ical practices and institutions, and as a form of
politics. Different instructors and sections will
emphasize different central issues of politics
such as (1) justice, (2) freedom, (3) power and
knowledge, and (4) religion and politics.
Primary distribution course. 1 credit.
F all 2003. Berger, Halpem, Sharpe.

ADVANCED PLACEMENT
T h e department grants one unit of college
credit to students who have achieved a score of
5 on the College Board Advanced Placement
(A P) examination in Government and Politics
(either United States or Comparative but not
both). T his credit may be counted toward the
major and toward satisfaction of the College
distribution requirement in the social sciences.
Normally, students awarded A P credit will still
be expected to complete two introductory
courses at Swarthmore as a prerequisite for
more advanced work in the department.

POLS 002. American Politics
How do American institutions and political
processes work? To what extent do they pro­
duce democratic, egalitarian, or rational out­
comes? T h e course examines the exercise and
distribution of political power. Topics include
presidential leadership; legislative politics; 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.
Prim ary distribution course. 1 credit.
F all 2003. Reeves, Valelly.

POLS 003. Comparative Politics
TEACHER CERTIFICATION
Political science majors can complete the re­
quirements for teacher certification through a
program approved by the state o f Pennsylvania.
Because o f a change in teacher certification
regulations that occurred in November 2000,
students completing certification during 2003
will fulfill the requirements for social studies
certification and those who complete certifica­
tion in 2004 and beyond will complete the re­
quirements for Citizenship Education. For fur­
ther information about the relevant set of re­
quirements, please contact the Educational
Studies Department director, the Political S c i­
ence Department chair, or the Educational
Studies Department W eb site: www.swarthmore.edu/SocSci/Education/.

COURSES

A n introduction to the major themes and
methods of comparative political analysis
through a study o f the history and character of
contemporary politics in various states and
world regions. Topics include the formation of
states, the growth o f nationalism and ethnic
conflict, patterns of state building and socio­
economic development, the role o f institutions
and social transformation in promoting politi­
cal change, the causes o f regime change, and
pathways to democracy.
Prim ary distribution course. I credit.
F all 2003 and spring 2004. Murer.

POLS 004. International Politics
A n introduction to the analysis of the contem­
porary international system and its evolution
in the 20th and 21st centuries. T h e course will
exam ine various approaches to explaining
major international wars, ethnic conflicts, and
economic problems.
Prim ary distribution course. 1 credit.
Spring 2004. Hopkins, Kurth.

POLS 001. Political Theory
This course is an introduction to political
theory by way of an introduction to some of its

324

POLS 0 11. Ancient Political Theory: Plato
Through Machiavelli
Two traditions constitute the origins of W est­
ern politics. W e will begin with Greek tragedy
and Athenian democracy against which Greek
political theory arose (Sophocles, Plato, and
Aristotle). W e will contrast this tradition with
that of the Hebrew Bible (the prophets Jeremi­
ah, Ezekiel, and Deutero-Isaiah) as a different
way of understanding justice, order, suffering,
community, and politics. These two traditions
converge in the New Testament era (selected
gospels from Paul and from Gnostic gospels).
We will conclude with Augustine, a point of
convergence for the both o f these traditions.
1 credit.
Fall 2003. Halpem.

POLS 012. Modern Political Theory
This course will deal with the nature of moder­
nity, theory, and politics. W e will study the
roots of modernity in the Reformation and the
Renaissance (Luther, Calvin, and M achiavel­
li); the foundations of modernity in the con­
struction of liberty, property, and equality
(Hobbes, Locke, and Rousseau); the culmina­
tion of modernity in the Enlightenment proj­
ects of Kant, Mill, and Marx; and the break­
down of the Enlightenment (Freud, Nietzsche,
and Foucault). W e will analyze historical con­
text and theory, authority, and revolution,
which contributed to the great democratizing
impulse in the West.

1 credit'.
Spring 2004. Halpem.

POLS 013. Feminist Political Theory
Key contributions and debates in feminist po­
litical, philosophical, and legal theory, drawing
on feminist psychoanalytic theory, poststruc­
turalist theories, and queer theory to engage
the contentious issues at the heart o f contem ­
porary theory. T h e course engages feminists
from non-Western cultures on the capacity of
Western feminists to speak to different experi­
ences, considers various feminist problematizations of traditional concepts o f human nature
and the public and the private, and emphasizes
the centrality of the body in political theoriz­
ing from several perspectives.

POLS 015. Ethics and Public Policy
This course will examine the nature and valid­
ity o f ethical arguments about moral and polit­
ical issues in public policy. Specific topics and
cases will include ethics and politics, violence
and war, public deception, privacy, discrimina­
tion and affirmative action, environmental
risk, health care, education, abortion, surrogate
motherhood, world hunger, and the responsi­
bilities of public officials. This course may be
counted toward a concentration in public
policy.
1 credit.
Spring 2004.

POLS 016. Liberal Individualism
This course will explore the conceptions of
human nature that underlie liberalism in mod­
em society, with attention to what current re­
search and theory in psychology have to say
about these assumptions.
1 credit.
N ot offered 2003-2004.

POLS 0 17. American Political Thought
Explorations in American political thought
and political culture. Topics include national
identity; struggles of inclusion/exclusion; indi­
vidualism and community; moral cmsades;
democratic visions; race, class, ethnicity, and
gender; and the role of the state.
1 credit.
N ot offered 2003-2004.

POLS 019. Democratic Theory and
Practice
W hat is democracy in theory and practice?
W hat does it mean for the people to rale them­
selves? W hat happens if many do not partici­
pate, whether as a result of exclusion or ap­
athy? W hat might be done to make modem
democracies more appealing, inclusive, and
just? W e examine democracy not only as a
modem concern but one with roots stretching
back over two millennia. This course combines
the study of classic texts alongside student en­
gagement with public service internships.
1 credit.
Spring 2004. Berger.

I credit.
N ot offered 2003-2004.

325

Political Science

POLS 022. American Elections: Ritual,
Myth, and Substance

relationships are examined and compared.

A n examination o f the role of policy issues,
candidate images, media, marketing, and polit­
ical parties in the American electoral process.

N ot offered 2003-2004.

1 credit.
N ext offered fa ll 2 0 0 4 . Nackenoff, Reeves.

POLS 024. American Constitutional Law
T h e Supreme Court in Am erican political life,
with emphasis on civil rights and civil liberties
and on constitutional development. T h e class
examines the court’s role in political agenda
setting in arenas, including economic policy,
property rights, separation o f powers, federal­
ism, presidential powers and war powers, and
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Exploration of judicial review, judicial
activism and restraint, and theories o f consti­
tutional interpretation.
1 credit.
Not offered 2003-2004.

POLS 029. Polling, Public Opinion, and
Public Policy
Public opinion polling has become an essential
tool in election campaigning, public policy de­
cision making, and media reporting o f poll re­
sults. As such, this course focuses on helping
students interested in these areas learn the fun­
damental skills required to design, empirically
analyze, use, and critically interpret surveys
measuring public opinion. Because the course
emphasizes the application of polling data
about public policy issues and the political
process, we will examine the following topics:
abortion, affirmative action, the economy, gun
control, foreign policy, and social security re­
form. T his course may be counted toward a
concentration in public policy.
Prerequisite: PO LS 002 or permission o f the
instructor.
1 credit.
N ot offered 2003-2004-

POLS 031. Difference, Dominance, and
the Struggle for Equality
This course examines how unequal power rela­
tions are maintained and legitimated and ex­
plores different strategies and routes for achiev­
ing equality. Struggles involving gender, race,
ethnicity, class, and colonial and postcolonial

326

1 credit.

POLS 032. Gender, Politics, and Policy
in America
Gender issues in contemporary American poli­
tics, policy, and law. Policy issues include fem­
inization o f poverty, employment discrimina­
tion, pornography, surrogate parentage, privacy
rights and sexual practices, workplace hazards,
and fetal protection.
1 credit.
N ot offered 2003-2004.

POLS 033. Race, Ethnicity, and Public
Policy: African Americans
T his course investigates the relationship of
race, American political institutions, and the
making of public policy. Race, class, and ethnic
analyses are made with particular focus on how
racial policy was made through the electoral
system, the courts, the Congress, and the pres­
idency. T h e separation between black and
white is analyzed over time and in contempo­
rary politics and also in comparative perspec­
tive with other groups. In 2003, we will crit­
ically examine recent U .S. Supreme Court de­
cisions covering affirmative action. This course
may be counted toward a concentration in
public policy.
1 credit.
F all 2003. Reeves and Rubin.

POLS 034. Race, Ethnicity,
Representation, and Redistricting
in America
This course will explore the controversial po­
litical and public policy questions surrounding
the reshaping and redrawing o f congressional
districts to increase minority black, Latino, and
Asian political representation in the United
States. W hy was stringent and comprehensive
voting rights legislation needed in 1965? What
has been the impact o f the Voting Rights Act
on minority disenfranchisement? How have
minority voters and candidates fared in the
American electoral process? Has the Voting
Rights A ct evolved into an “affirmative action
tool in the electoral realm”? How will the U .S.
Supreme Court’s developing jurisprudence of
racial redistricting alter the political and racial
landscape o f this country? W hat are the public
policy implications against the backdrop of the

Court’s rulings where the decennial census is con­
cerned? This course may be counted toward a
concentration in public policy and black studies.
1 credit.

by federal judges, representation, and the caus­
es and impact o f increased congressional office­
holding by women, African-Americans, and
Hispanic-Americans.

Not offered 2003-2004.

1 credit.

POLS 036. Multicultural Politics in the
United States

Fall 2003. Valelly.

Is the United States a melting pot; a mosaic; or
a battlefield o f racial, ethnic, and cultural dif­
ferences? This course explores past and present
multicultural politics, including the efforts of
subordinated groups to empower themselves,
and such issues as immigration, poverty, affir­
mative action, and cultural identity.
1 credit.
Not offered 2003-2004. .

POLS 030. Public Service, Community
Organizing, and Social Change
Through community-based learning, this sem­
inar explores democratic citizenship in a multi­
cultural society. Semester-long public service
and community organizing internships, dia­
logue with local activists, and popular educa­
tion pedagogy allow students to integrate re­
flection and experience.
1 credit.
Not offered 2003-2004

POLS 041. Political Economy and Social
Policy in the United States
Considers how government buffers the risks for
individuals of a market system and what that
means for citizenship. Also treats macroeco­
nomic policy making and how it affects poli­
tics. The third major topic is the governance of
the labor market.
Prerequisite: POLS 002.
1 credit.
N ot offered 2003-2004.

POLS 042. Congress in the American
Political System
The persistence of Congress, lawmaking, and
the uses o f roll-call voting information for un­
derstanding American politics are the primary
topics. Other issues may include House-Senate
differences, how congressional elections shape
the institution, lobbying and campaign fi­
nance, public dissatisfaction with Congress,
congressional control of the bureaucracy, con­
gressional intent and statutory interpretation

POLS 043. Environmental Policy and
Politics
Topics will include environmental politics,
policy, and law. In U .S. domestic politics, there
will be an emphasis on the role and impact of
the environmental movement; regulation and
proposals for more flexible responses to achieve
environmental goals; collective action and
free-rider problems; the role o f science in envi­
ronm ental policy making in a democracy;
courts and the impact of federalism, commerce
clause, and rights on regulation. Because envi­
ronmental problems cross both state and na­
tional boundaries, we will not only examine
the role o f national, but also supranational or­
ganizations and institutions in managing envi­
ronmental problems, with special attention to
the European U nion and additional attention
to developed/developing world environmental
controversies. W e seek to understand patterns
o f responses to environmental problems and
possible future options in different issues areas.
1 credit.
N ext offered fa ll 20 0 4 . Nackenoff.

POLS 044. Social Choice, Game Theory,
and Politics
Introduction to formal discovery and descrip­
tion o f various paradoxes, limits, and equilibria
in different sorts o f dem ocratic political
processes. Applications may include party com­
petition, legislative agenda control, taxation,
group formation, protest, and other topics. No
special background of any kind required.
I credit.
Spring 2004. Valelly.

POLS 045. Defense Policy
Analysis o f American defense policy, with par­
ticular emphasis on foreign interventions, mil­
itary strategies, weapons systems, and race and
gender issues. This course may be counted
toward a concentration in public policy.
Prerequisite: PO LS 004.
I credit.
F all 2003. Kurth.

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Political Science

POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
Causes and proposed solutions to major global
problems— hunger, poverty, and environmen­
tal loss— are explored. T h e role o f government
policy, shaped by international institutions, in
food production, distribution and consumption
and the effects on the environment are ana­
lyzed. Cases include the American experience
and its global impact, the special problems of
developing countries, the dynamics of trade
and aid, the special problems o f developing
countries, and the role o f international institu­
tions. A n early final exam and a substantial
paper are features o f the course. A “laboratory”
session replaces a regular class meeting. Stu­
dents with little work in political science may
be admitted with consent o f the instructor.
This course may be counted toward the con­
centration in public policy.
1 credit.
F all 2003. Hopkins.

POLS 048. The Politics of Population
Examines the critical role o f population and
demographic trends in local, national, and
global politics. Topics will include the relation­
ship between population and development; the
causes o f fertility decline in different cultural
settings; the impact and ethics o f global and
national family planning programs; and con­
temporary issues such as population aging,
global migration, and the A ID S pandemic.
This course may be counted toward a minor in
public policy.
1 credit.
Spring 2004-

POLS 051. Socialism in Europe
This course traces more than 150 years of so­
cialist political efforts in Europe. Beginning
with the revolutions o f 1848, we will examine
the political circumstances and theories that
made revolution possible as well as the condi­
tions that threatened these movements. Stu­
dents will encounter the Marxist and Christian
Socialist movements of the late 19th and early
20th centuries and the many Soviet revolu­
tionary movements after World W ar I— from
Moscow to M unich and froip B erlin to
Budapest. W e will examine the socialist resis­
tance to fascism in Vienna and Spain and trace

328

the development of Western European leftist
movements, both communist and social demo­
cratic. T h e last half of the course will compare
the socialist welfare systems in Western Europe
and attempts to build socialism with a “human
face” in Eastern Europe during the 1950s and
1960s. Finally, the course will examine the fail­
ures o f leftist terrorist organizations and of
“realized socialism.”
1 credit.
N ot offered 2003-2004.

POLS 053. The Politics of Eastern Europe:
Polities in Transition
T his course will examine the challenges facing
the states of Central and Eastern Europe since
the end of the Cold War. It will trace the
events that brought about the end of “realized
socialism” in the region and explore the diffi­
culties these societies have faced since those
heady days in 1989 through 1991. Students
will examine the processes o f political and eco­
nom ic transformation within the context of a
global neo-liberal project. Thus, students will
explore the meaning o f democracy, the tension
between collective and individual rights, the
place o f economic steering initiatives within
any society, and the integration of. institutions.
T h e course will also explore antiliberal reac­
tions in the region, including the rise of xeno­
phobia, conflicts of ethnic nationalism, and
the resurgence o f fascist economic and political
movements.
1 credit.
N ot offered 2003-2004-

POLS 055. China and the World
Examines the rise o f China in the late 20th and
early 21st centuries and its implications for do­
mestic, regional, and international politics.
Topics include C hina’s reform and develop­
ment strategy, the social and political conse­
quences o f reform and the prospects for regime
liberalization and democratization. Also exam­
ines C hina’s changing role in East Asia, its re­
lationship with the U nited States, and its
growing influence in world affairs.
This course may be counted toward a program
in Asian studies or a minor in public policy.
I credit.
F all 2003.

POLS 056. Patterns of Asian Development
Examines patterns of political and economic
development in East Asia, comparing paths
with development, the role of authoritarianism
and democracy in the development process,
and the impact o f regional and global forces on
domestic politics.

NATO.
1 credit.
F all 2003. Murer.

POLS 061. American Foreign Policy

Not offered 2003-2004.

A n examination o f the making o f American
foreign policy and o f the major problems faced
by the United States in the contemporary era.
T h e course will focus on the influence of polit­
ical, bureaucratic, and economic forces and on
the problems o f war, intervention, globaliza­
tion, and human rights.

POLS 057. Latin American Politics

Prerequisite: POLS 004 or equivalent.

This course may be counted toward a minor in
Asian studies,
i credit.

A comparative study o f the political economy
of the region focusing on M exico, C hile,
Guatemala, Nicaragua, Colombia, and Cuba.
Topics include the tensions between represen­
tative democracy, popular democracy, and mar­
ket economies; the conditions for democracy
and authoritarianism; the sources and impact
of revolution; the political impact o f neo­
liberal economic policies and the economic
impact of state intervention; and the role of
the United States in the region.
1 credit.

1 c r ed it.

N ot offered 2003-2004.

POLS 064. American-East Asian Relations
Examines the historic and contemporary world
views of the major Pacific countries and inter­
national relations across the Pacific. Topics in­
clude the impact of growing Chinese power
and the role o f culture and perception in crossPacific affairs.
T his course may be counted toward a minor in
Asian studies.

Spring 2004. Sharpe.

1 credit.

POLS 058. Africa: Politics, Economics
and Welfare

N ot offered 2003-2004-

An examination of the political economy and
welfare: o f Africa. Special attention will be
given to institutions and the policy problems of
food security and civil order.
Prerequisite: PO LS 0 68 and permission o f the
instructor. Available only as an honors attach­
ment.
1 credit.
Not offered 2003-2004.

POLS 059. Contemporary European
Politics
Europe today is a microcosm o f global politics.
This course will explore the effects of global­
ization, increasingly integrated economies, and
new capital flows that alter earlier equilibriums
of finance and development, while also exam­
ining issues of migrations and the necessity and
affordability o f state welfare systems. Students
will examine new approaches to international
cooperation that are challenged by continued
ethnic conflicts, xenophobia, and localism.
This course will explore the roles o f institu­
tions like the European U nion (E U ) and

POLS 068. International Political
Economy
(Cross-listed as ECO N 053)
This course uses political and economic per­
spectives to analyze the international econ­
omy. Topics include the rise and decline of
hegemonic powers, the controversy over “free”
versus “fair” trade under the W T O , foreign
debt and default, the role o f the state in eco­
nom ic development, international financial
markets, the history o f the international
monetary system. This course may be counted
toward a concentration in public policy.
Prerequisite: POLS 004 and ECON 001.
1 credit.
Spring 2004. Hopkins, Golub.

POLS 072. Constitutional Law:
Special Topics
A n in-depth exploration o f several recent is­
sues and controversies, most likely drawn from
First-, Fourth-, Fifth-, Sixth -, and/or 14thAmendment jurisprudence. A ttention will also
be given to theories of interpretation. Designed

329

Political Science

for students who want to deepen their work in
constitutional law.
Prerequisite: PO LS 0 24 and permission o f the
instructor.

Enrollment limited and by permission of the
instructors (applications available from either
department).
1 credit.

1 credit.

F all 2003. Sharpe, Schwartz.

N ot offered 2003-2004.

POLS 090. Directed Readings in Poiitical
Science

POLS 073. Comparative Politics:
Special Topics
1 credit.
N ot offered 2003-2004.

POLS 074. International Politics:
Special Topics
Each year, this course will study a major topic
in international politics and examine the de­
velopment o f the topic from historical origins
to contemporary issues. In 2003 the topic will
be the contemporary American empire (i.e.,
the role o f the United States as the sole super­
power, the engine o f globalization, the leader
o f the information revolution, and the creator
o f a new kind o f multicultural society). R eac­
tions and resistances will also be examined
(e.g., Islamic terrorism).
Prerequisite: PO LS 004.
1 credit.
Foil 2003. Kurth.

POLS 076. Theory, Method, and Research
Design in the Social Sciences
1 credit.
N ot offered 2003-2004.

POLS 0 77. Practical Wisdom
(Cross-listed as PSYC 029)
W h at is practical wisdom (what A ristotle
called “phronesis”)? Is it necessary to enable
people to flourish in their friendships, loving
relations, education, work, community activi­
ties, and political life? W hat is the relevance of
this Aristotelian concept for the choices peo­
ple make in everyday life, and how does it con­
trast with contemporary Kantian, utilitarian,
and emotivist theories o f moral judgment and
decision making? W hat does psychology tell us
about the experience and character develop­
m ent necessary for practical wisdom and moral
reasoning? A nd how do contemporary eco­
nom ic and political factors influence the de­
velopment of practical wisdom? 1
Prerequisites: Som e background in psychology
and in philosophy or political theory.

330

Available on an individual or group basis, sub­
je c t to the approval o f the chairman and the
instructor.
1 credit.

POLS 095. Thesis
A 1-credit thesis, normally written in the fell
of the senior year. Students need the permis­
sion o f the department chair and a supervising
instructor.
1 credit.

SEMINARS
T h e following seminars prepare for examina­
tion for a degree with honors:

POLS 100. Political Theory: Plato to
Hobbes
T h e development o f political thought in the
ancient and medieval periods and the emer­
gence o f a distinctively modem political out­
look. Special attention to the differences be­
tween the way the ancients and the modems
thought about ethics, politics, democracy, law,
knowledge, power, justice, the individual, and
the community. Key philosophers include Plato,
Aristotle, Augustine, and Hobbes.
2 credits.
F all 20 0 3 . Sharpe.

POLS 10 1. Political Theory: Modern
In this seminar, we will study the construction
o f the modem liberal state and capitalism
through the works of Hobbes, Locke, and
Rousseau, and then in more detail we will ex­
amine the greatest critics of the modem age—
Marx, Nietzsche, Freud, and Foucault. The
question of how to read and contextualize
texts, and how competing perspectives and
theories construct and reconstruct the nature
of the real and the political, contribute to an
inquiry into the politics o f theory and interpre­
tation in the modem era and what doing the

work of political theory means and accomplishes.
2 credits.
Spring 2004.

POLS 104. American Political System
Seminar aims to confound simple views o f con­
temporary American politics and its perfor­
mance by empirically emphasizing the com­
plexity of American politics. Standard topics
are covered, though topical emphasis may vary
from year to year.
Prerequisite: PO LS 002 or intermediate Amer­
ican politics course.
2 credits.
Spring 2004. Valelly.

POLS 105. Constitutional Law in the
American Polity
The Supreme Court in Am erican political life,
with emphasis on civil rights, civil liberties,
and constitutional development. T h e seminar
examines the Court’s role in political agenda
setting in arenas, including economic policy,
property rights, separation of powers, federal­
ism, presidential powers and war powers, and
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Exploration of judicial review, judicial
activism and restraint, and theories o f consti­
tutional interpretation.

POLS 10 7. Comparative Politics:
Greater Europe
This course traces the development o f the con­
cept of Europe. W e will examine the array of
state forms from the early modem to the con­
temporary period and engage the historical
processes and conceptual orientations that
have contributed to the social pattemings of
difference that have qualified Europe at differ­
ent moments as East/West, Northem/Southem , socialist/capitalist and so forth. Students
will follow the development of liberalism and
market capitalism in Europe as well as study
the forces that grew to form oppositions. From
the fall o f autocracy to the rise o f fascism and
socialism, students will examine the political
formation o f Europe as a series o f conflicts over
the power of liberalism that continues today.
2 credits.
Sirring 2004. Murer.

POLS 108. Comparative Politics: East Asia

Fall 2003. Nackenoff.

T his course examines the politics of China,
Japan, the two Koreas, Vietnam and Taiwan. It
compares pathways to development, the role of
authoritarianism and democracy in the devel­
opment process, the conditions that promote
or impede transitions to democracy, and the
impact o f regional and global forces on domes­
tic politics and regime legitimacy. It also explores
the ideas and cultural patterns that influence so­
ciety and politics, and the role of social change
and protest in regime transformation.

POLS 106. The American Polity and
Urban Policy.

This course may be counted toward a minor in
public policy or a minor in Asian studies.

This seminar is a critical examination o f some
of the most pressing (and contentious) issues
surrounding the nation’s inner cities today: the
nature, origins, and persistence o f ghetto
poverty; racial residential segregation and af­
fordable public housing; social organization,
civic life, and political participation; crime and
incarceration rates; family structure; adoles­
cent street culture and its impact on urban
schooling and social mobility; and labor force
participation and dislocation. W e conclude by
examining how these issues impact distressed
urban communities, such as the neighboring
city of Chester.

2 c r ed its.

2 credits.

2 cred its.

Spring 2004. Reeves.

F all 2 0 0 3 . W hite.

POLS 109. Comparative Politics:
Latin America
A comparative study of the political economy
o f the region focusing on M exico, C hile,
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 eco­
nom ic impact of state intervention; and the
role of the U nited States in the region.
2 c r ed its.

Spring 2004.

331

Political Science

POLS 110 . Comparative Politics: Africa
A review of the historical evolution and cur­
rent problems in politics o f sub-Saharan
Africa. Topics will include colonial legacies,
nationalism, class, ethnicity, economic devel­
opment, and the character of the state. Prob­
lems of public policy will be given special at­
tention. Readings will focus on selected coun­
tries in Southern Africa, East Africa, and West
Africa. This course may be counted toward a
concentration in public policy.
2 credits.
N ot offered 2003-2004.

POLS 1 1 1 . International Politics
A n inquiry into problems in international pol­
itics. Topics include major theories of interna­
tional politics, war and the uses o f force, and
the management o f various global economic
issues.
Prerequisite: PO LS 004 or equivalent.
2 credits.
Spring 2004. Hopkins.

POLS 180. Thesis
W ith the permission of the department, honors
candidates may write a thesis for double course
credit.

POLS 199. Senior Honors Studies
Integrative revisions of earlier work in a semi­
nar or the senior colloquium.

|

332

Psychology

ALFRED H. BLOOM, Professor*
KENNETH J . GERGEN, Professor
DEBORAH G. KEMLER NELSON, Professor
JEANNE MARECEK, Professor*2
ALLEN M. SCHNEIDER, Professor2
BARRY SCHWARTZ, Professor2
FRANK H. DURGIN, Associate Professor and Chair
ANDREW H. WARD, Associate Professor
JANE E . GILLHAM, Assistant Professor (part tim e)3
WENDY A. HORWITZ, Visiting Assistant Professor (part time)
EDWARD T. KAKO, Assistant Professor
MICHELE REIMER, Visiting Assistant Professor (part time)
JULIA L. WELBON, Academic Coordinator
JOANNE M. BRAMLEY, Administrative Coordinator

* President o f the College.
2 Absent on leave, spring 2004.

3 Absent on leave, 2003-2004.

The work of the Department of Psychology
concerns the systematic study of human be­
havior and experience. Processes of perception,
learning, thinking, and motivation are consid­
ered in their relation to the development of
the individual. T he relations o f the individual
to other persons are also a topic o f study.

Senior Comprehensive Project. T h e minimum
requirement excludes courses cross-listed in
psychology that are taught solely by members
of other departments. Four should be core
courses (with course numbers in the 030s):
Physiological Psychology, Perception, Cogni­
tive Psychology, Psychology o f Language,
Social Psychology, Thinking, Judgment and
Decision Making, Concepts o f the Person,
Abnorm al Psychology, and Developmental
Psychology.

The courses and seminars of the department
are designed to provide a sound understanding
of the principles and methods of inquiry o f psy­
chology. Students learn the nature o f psycho­
logical inquiry and psychological approaches to
various problems encountered in the humani­
ties, the social sciences, and the life sciences.
A special major in psychobiology is offered in
cooperation with the Department of Biology.
Consult either department chair.

REQUIREMENTS AND RECOMMENDATIONS
PSYC 001: Introduction to Psychology is a prerequisite for further work in the department.
The department does not grant credit or place­
ment for the Advanced Placement examina­
tion in psychology.
A course major consists of at least 8 or 8.5
credits for students who meet the comprehen­
sive requirement by completing P SY C 098:

Students are required to meet a comprehensive
requirement in their majors. In psychology,
this may be accomplished in one of two ways.
T he first way, open to all majors, is to complete
the comprehensive project, a substantial paper
on a topic o f the student’s choice in psycholo­
gy, approved by the faculty. See P SY C 098 and
the department brochure. Students who meet
the comprehensive requirement in the depart­
ment with the comprehensive project must
meet the eight-course requirement for the psy­
chology major in addition to receiving 0.5
credit for the project.
T h e second way is to complete a 2-credit se­
nior thesis (1 credit each semester of the senior
year). T h e senior thesis program is open to stu­
dents who have B+ averages both in psychol­
ogy and overall. Students must have an accept-

333

Psychology

able proposal, an adviser, and sufficient back­
ground to undertake the proposed work. See
P SY C 096, 097, and the department brochure.
Students should take at least one course that
provides them with experience in conducting
research, ordinarily P SY C 025: Research De­
sign and Analysis.
Students majoring in psychology who wish to
include study abroad are advised to complete
the time away before the second semester of
the junior year.
Students intending to pursue graduate work in
psychology should take either ST A T 002 or
002C , offered by the Department of M athe­
matics and Statistics. In addition, they should
take P SY C 025: Research Design and Analysis.
If possible, students should complete first Sta­
tistics and then Research Design before their
senior year.
A course minor consists o f at least 5 credits in
psychology taken at Swarthmore. These five
courses must include P SY C 001: Introduction
to Psychology and two core courses.

The Honois Program in Psychology
T h e Psychology Department offers qualified
students the option of study in the Honors Pro­
gram. Students majoring in psychology in hon­
ors must prepare three fields for external exam­
ination. Two o f these preparations involve a 1credit seminar and its approved prerequisite.
T h e third is a thesis, completed over the course
of the senior year. There is no senior honors
study in psychology. Students must also meet
the requirement for study in four core areas, as
previously described.
T h e Psychology Departm ent also offers a
minor in the Honors Program. Students with
honors minors in psychology must take at least
5 credits in psychology at Swarthmore, includ­
ing two core courses. They must prepare one
field for external examination, involving a 1credit seminar and its approved prerequisite. A
detailed description o f the program is available
in the department brochure.

TEACHER CERTIFICATION
Students who wish to pursue certification at
the secondary school level should consult fac­
ulty in the Department o f Educational Studies.

334

Psychology majors can complete the require­
ments for teacher certification through a pro­
gram approved by the state of Pennsylvania.
Because o f a change in teacher certification
regulations that occurred in November 2000,
students completing certification through 2003
will fulfill the requirements for social studies
certification, and those who complete certifi­
cation in 2004 and beyond will complete the
requirements for social science certification.
For further information about the relevant set
o f requirements, please contact the Education­
al Studies Department chair, the Psychology
Department chair, or the Department of Edu­
cational Studies W eb site: www.swarthmore.edu/SocSci/Education/.

COURSES
PSYC 001. Introduction to Psychology
A n introduction to the basic processes under­
lying human and animal behavior— studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which nor­
mal and abnormal behaviors are determined by
learning, motivation, neural, cognitive, and
social processes.
In addition to the course lectures, students are
required to participate in a total of four small
group discussions during the semester, each
meeting for one hour and 15 minutes during
the Monday and Wednesday (1:15 p.m. to 4
p.m .), or Friday (2:15 p.m. to 5 p.m.) class pe­
riods. Students will be assigned to a group after
classes begin but should keep at least one peri­
od open.
P SY C 001 is a prerequisite to further work in
the department.
1 credit.
E ach sem ester. Staff.

COGS 001. Introduction to Cognitive
Science
(See C O G S 001)
Formerly offered in the Psychology Depart­
ment, this course is now C O G S 001 in the cog­
nitive science concentration. C O G S 001 will
count toward the minimum required credits in
a psychology major when a member of the Psy­
chology Department teaches this course.
Spring 2004. Kako.

PSYC 005. Hature and Nurture
An entry-level course that focuses on how na­
ture and nurture combine to produce human
universals as well as human differences. It
draws on insights derived from studies of the
human infant, language and language acquisi­
tion, the perception and experience of emo­
tions, and human intelligence. Consideration
is given to the variety of methodologies and
approaches that can shed light on nature/nurture issues— including those of evolutionary
psychology and behavior genetics. PSYC 005
does not serve as a prerequisite for further work
in psychology.

PSYC 023. Adolescence
(See E D U C 023)
Spring 2 0 0 4 . Smulyan.

PSYC 025. Research Design and Analysis

Primary distribution course. I credit.

How can one answer psychological questions?
W hat counts as evidence for a theory? This
course addresses questions about the formula­
tion and evaluation of theories in psychology.
T h e scientific model of psychological hypothe­
sis testing is emphasized, including a treatment
of statistical inference and the rigorous evalua­
tion of empirical evidence. Emphasis is placed
both on issues surrounding the formation of an ef­
fective research program and on developing crit­
ical skills in the evaluation of theories. Pitfalls
and alternative approaches are also discussed.

Spring 2004- Kemler Nelson.

Workshop format.

PSYC 006. Writing Psychology

Prerequisite: P SY C 001.

No prerequisite.

Through discussion, fieldwork, and writing,
students explore current and past controversies
in psychology, including the nature of emotion
and reason, “mind” and brain, the role of early
experience in development, psychiatric diag­
nosis, and the uses o f qualitative data. This
writing-intensive course uses a workshop for­
mat, with particular attention to the following
skills: framing and beginning a project, editing,
peer review, and revision.
Students have the opportunity to try different
forms, such as field notes, popular article, em­
pirical report, critical essay and case study. T h e
class also examines the psychology o f the writ­
ing process itself. (T h e class is appropriate for
majors and non-majors. Because of the empha­
sis on writing, reading assignments are shorter
than in the usual social science class.)
No prerequisite.
Primary Distribution C ourse; uniting intensive
course ( “W ”) . 1 credit.
Fall 2003. Horwitz.

1 credit.
F all 2003. Ward.

PSYC 029. Practical Wisdom
(Cross-listed as PO LS 077)
W hat is practical wisdom (what Aristotle
called “phronesis”)? Is it necessary to enable
people to flourish in their friendships, loving
relations, education, work, community activi­
ties, and political life? W hat is the relevance of
this Aristotelian concept for the choices peo­
ple make in everyday life, and how does it con­
trast with contemporary Kantian, utilitarian,
and emotivist theories of moral judgment and
decision making? W hat does psychology tell us
about the experience and character develop­
ment necessary for practical wisdom and moral
reasoning? And how do contemporary eco­
nom ic and political factors influence the de­
velopment of practical wisdom?
Prequisites: Som e background in psychology,
philosophy, or political theory.

N ote: T he Department of Educational Studies
offers the following three courses. They do not
count toward the minimum required credits for
a psychology major.

Enrollment limited and by permission of the
instructors (applications available from either
department).

PSYC 021. Educational Psychology

F all 2003. Schwartz and Sharpe.

1 credit.

(See EDUC 021)

PSYC 030. Physiological Psychology

Fall 2003. Renninger.

A survey o f the neural and biochem ical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and clin­
ical implications are considered.

PSYC 022. Counseling
(See EDUC 025)
Fall 2003. Brenneman.

335

Psychology

Prerequisite: P SY C 001.

PSYC 035. Social Psychology

1 credit.

Social psychology argues that social context is
central to human experience and behavior.
This course provides a review of the field with
special attention to the historical context of
theory and research. T h e dynamics of coopera­
tion and conflict, group identity, conformity,
social influence, help giving, aggression, persua­
sion, attribution, and attitudes are discussed.

N ot offered 2003-2004- Schneider.

PSYC 032. Perception
Is seeing really as simple as opening your eyes?
W hy don’t trees have eyes ? W hy do unfamiliar
languages seem to be spoken so rapidly? Per­
ception is sometimes assumed as the founda­
tion o f our knowledge about the world, but
how does perception work? T his course covers
the science of vision and other modes of per­
ception in order to explain how we can avoid
assuming that inside our head is a little ho­
munculus watching the world. Required labo­
ratory held four times in the semester.

Prerequisite: PSYC 001.
1 credit.
Spring 2004. Ward.

PSYC 036. Thinking, Judgment, and
Decisinn Making

A n overview of the psychology of knowledge
representation, beginning from the founda­
tions o f perception, attention, memory, and
language to examine concepts, imagery, think­
ing, decision making, and problem solving.

(Formerly P SY C 049) People in the modem
world are flooded with major and minor deci­
sions on a daily basis. T h e available informa­
tion is overwhelming, and there is little cer­
tainty about the outcomes of any of the deci­
sions 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, uncer­
tain world; and how the gap between the two
can be closed.

Prerequisite: P SY C 001.

Prerequisite: PSYC 001.

Prerequisite: P SY C 001.
Prim ary D istribution C ourse. 1 credit.
F all 2003. Durgin.

PSYC 033. Cognitive Psychology

1 credit.

1 credit.

Spring 2004- Durgin.

F all 2004- Schwartz.

PSYC 034. The Psychology of Language

PSYC 037. Concepts of the Person

(Cross-listed as LIN G 034)

A n exploration o f central conceptions of psy­
chological functioning from historical, cultur­
al, and ideological perspectives. Central atten­
tion is given to the developing concept of the
person within the discipline o f psychology
from the turn o f the century to the present.
Theories o f Freud, Jung, and the neo-Freudians
receive attention as well as more recent cogni­
tive and trait formulations. Special attention is
given to the conception o f the person emerg­
ing within the postmodern period.

T h e capacity for language sets the human mind
apart from all other minds, both natural and ar­
tificial, and so contributes critically to making
us who we are. In this course, we ask several
fundamental questions about the psychology of
language: How do children acquire it so quick­
ly and accurately? How do we understand and
produce it, seemingly without effort? W hat are
its biological underpinnings? W hat is the rela­
tionship between language and thought? How
did language evolve? A nd to what extent is the
capacity for language “built in” (genetically)
versus “built up” (by experience)?
Prerequisite: P SY C 001 or permission of the
instructor.
1 credit.
F all 2003. Kako.

336

Prerequisite: PSYC 001 or permission of the
instructor.
I credit.
F all 20 0 3 . Gergen.

PSYC 038. Abnormal Psychology
A consideration of major forms o f psychologi­
cal disorder in adults and children. Biogenetic,
sociocultural, and psychological theories of ab­
normality are examined, along with their cor­
responding modes of treatment.

Prerequisite: PSYC 001.
1 credit.
Fall 2003. Reimer.
Spring 2004- Horwitz.

PSYC 039. Developmental Psychology
A selective survey of cognitive and social de­
velopment from infancy to adolescence. Major
theoretical perspectives on the nature of devel­
opmental change are examined, including
those of Piaget and his critics. Topics include
the formation of social attachments; the foun­
dations and growth of perceptual, cognitive,
and social skills; gender typing; moral develop­
ment; and the impact of parents and other so­
cial agents on the development of the child.
Prerequisite: P SY C 001.
1 credit.
Fall 2003. Kemler Nelson.

PSYC 041. Children at Risk
Chronic illness, divorce, war, homelessness,
and chronic poverty form the backdrop of
many children’s lives. T his course considers
children’s responses to such occurrences from
clinical, social, and developmental perspec­
tives. Special emphasis is placed on the contri­
butions of family and the social environment
to the child’s well-being or distress.

minds, endowing us with abilities and habits of
thought that increase the chances we’ll pass
our genes on to future generations. In this
course, we apply the framework of natural se­
lection to six questions about human psychol­
ogy: W hy do we eat the foods we do? How do
we decide who our mates will be? W hat is
friendship? W hy do we have a sense of justice,
o f right and wrong? W hat is the nature of in­
telligence? W hy do we have language? W e also
explore the limits of this approach as an ac­
count o f human nature.
Prerequisite: P SYC 001.
1 credit.
Foil 2003. Kako.

PSYC 044. Psychology and Gender
This course concerns psychological approaches
to studying gender and gender relations as well
as feminist critiques o f psychological theories
and methods o f inquiry. Specific topics include
gendered experiences o f the body, genderlinked violence, and constructions of sexuality.
In addition, we study the ways that gender is
represented in research and clinical theories
and in popular psychology.
Prerequisite: P SY C 001.
1 credit.
N ot offered 2003-2004- Marecek.

Prerequisite: P SYC 001.

PSYC 046. Psychology of Self-Control

1 credit.

W hat are the processes and strategies involved
in the control o f our own emotions, thoughts,
and behaviors? W hen do these strategies serve
us well, and when do they contribute to
pathology? T his course examines the principle
o f self-control from a number of perspectives.
Topics include delay of gratification, dieting,
aggression, emotional regulation (e.g., control
of anger and depression) and the disinhibiting
effects o f alcohol. Emphasis is placed on suc­
cesses and failures o f self-control and their con­
sequences for physical and psychological well­
being.

N ot offered 2003-2004. Horwitz.*

PSYC 042. Human Intelligence
This course adopts a broad view o f its topic,
human intelligence. O ne major set of subtopics
is drawn from the intelligence-testing (IQ ) tra­
dition. Other concerns include cognitive theo­
ries of intelligence, developmental theories of
intelligence, everyday conceptions o f intelli­
gence, the relation between infant and adult
intelligence, and the relation between human
and animal intelligence.
Prerequisite: PSYC 001.
1 credit.
Fall 2003. Kemler Nelson.

PSYC 043. Evolutionary Psychology
Psychologists have recently begun to explore
human nature through the lens of evolution by
natural selection. Just as it has shaped our bod­
ies, natural selection has also shaped our

Prerequisite: P SY C 001.
I credit.
N ot offered 2003-2004. Ward.

PSYC 047. Applications of Social
Psychology
In what areas have the lessons of more than 50
years of social psychological research been ap­
plied, and how have those applications fared?

337

Psychology

This course examines both the successes and
failures o f those who have tried to put the the­
ories and findings o f social psychology into
practice. Domains o f inquiry include the appli­
cation o f social psychology to law, education,
business, public policy, gender relations, clini­
cal disorders, and peace and conflict.
Prerequisite: PSYC 001.

consider concepts o f normality, gender and
power in family functioning, ethnicity, and
socio-cultural influences.
Prerequisites: PSYC 001 and instructor’s per­
mission.
I credit.
Spring 2 0 0 4 . Reimer.

1 credit.

PSYC 056. Modes of Psychotherapy

N ot offered 2003-2004■ Ward.

W e consider mainstream psychotherapies
(such as cognitive-behavior therapy, psychody­
nam ic therapies, and family systems therapies)
and therapies informed by social critique (such
as narrative, feminist, and multicultural thera­
pies). W e also study new community-based in­
terventions for persons with chronic mental
illnesses. W hat works? How do we know? We
ask how current developments such as man­
aged care, the burgeoning psychopharmacolo­
gy industry, and the profusion of self-help
groups are reshaping psychotherapy.

PSYC 048. Technology, Self, and Society
T his course brings critical attention to the
technological transformation o f cultural life.
Discussions treat issues of personal and cultur­
al identity; conceptions o f rationality and the
body; and the production o f intimacy. T h e im­
plications for freedom and control, the democ­
ratization o f pedagogy, and the potentials for
community are also discussed.
Prerequisite: P SY C 001 or permission o f the
instructor.
1 credit.
Spring 2 0 0 4 . Gergen.

PSYC 050. Abnormal Child Psychology
This course covers several psychological disor­
ders that often first appear in childhood and
adolescence, including autism and other devel­
opmental disorders, attention deficit disorder,
conduct disorder, eating disorders, and emo­
tional disorders. Theories about the causes and
treatment are discussed. A heavy emphasis is
on current research questions and empirical
findings related to each disorder.
Prerequisite: PSYC 001 and either Abnormal
(PSY C 03 8 ) or Developmental (P SY C 039)
Psychology or instructor’s permission.
N ot offered 2003-2004. Gillham.

PSYC 055. Family Systems Theory and
Psychological Change
In this course we explore family systems per­
spectives on mental illness and therapeutic
change. W e use theoretical readings to chal­
lenge our understanding o f human interaction
in school and health care settings, and to envi­
sion new research on development and psy­
chopathology. Theoretical readings are supple­
mented by fictional and non-fictional narra­
tives as we critically analyze dramatic family
encounters from popular film, documentaries,
and therapeutic case histories. Throughout, we

338

Prerequisite: P SYC 001.
1 credit.
F all 2 0 0 3 . Marecek.

PSYC 057. Psychology of Environmental
Problems
Humans face severe environmental crises, in­
cluding global wanning, resource depletion,
and a precipitous decline in biodiversity. What
are the psychological dimensions of environ­
m ental problems, and how can psychology
contribute to potential solutions? Readings
comprise empirical and theoretical literature in
psychology as well as relevant work from phi­
losophy and history.
P SY C 057 fulfills the social sciences/humanities requirement in environmental studies (and
counts as a course in a psychology major).
T h e course is taught in a seminar and work­
shop format, including the formulation of re­
search projects on psychology and nature.
Prerequisite: PSYC 001 or instructor’s permission.
1 credit.
N ot offered 2003-2004.

PSYC 058. Gender, Culture, and
Mental Health
This courses concerns women, men, and men­
tal health. Many psychological problems are
markedly more common for one or the other
gender. In asking why this is so, we examine
cultural, sociological, psychological, and bio­

logical lines o f evidence. W e also ask which
women and which men are at risk. O ther em­
phases include conceptions of normality and
abnormality and feminist approaches to diag­
nosis and treatment.
Prerequisite: P SY C 001 or Introduction to
Women’s Studies (W M S T 001).
1 credit.
Not offered 2003-2004. Marecek.

PSYC 059. Cultural Psychology
Much of psychology has been concerned with
discovering universals o f human behavior.
However, people in different cultural settings
understand themselves and their social worlds
in radically different ways. T heir ways o f being,
emotional life, moral and ethical ideas, inti­
mate relationships, and ideals differ radically.
This course explores psychological dimensions
of culture, focusing on South Asia (especially
India and Sri Lanka) and East Asia (especially
Japan and C hina). W e take up issues such as
the construction of emotion, love and sexuali­
ty, idioms o f mental well-being and distress as
well as cultural-specific modes of healing, and
ethnicity and ethnopolitical conflict.
Is culture an external force that determines in­
dividuals’ behavior, or do people produce cul­
ture through their everyday ways o f living and
habits of language? W hat research tools can
help us study cultural life? W hat ethical issues
emerge when researchers or practitioners enter
a cultural setting different from our own?
Prerequisites: PSYC 001 and one of the follow­
ing: Social Psychology (PSY C 035), Concepts
of the Person (P SY C 0 3 7 ), Abnormal Psychol­
ogy (PSYC 0 3 8 ), or Developmental Psycholo­
gy (PSYC 039).
1 credit.
Not offered 2003-2004. Marecek.

PSYC 063. Special Topics in Cognitive
Psychology
Selected problems from the current literature
on human information processing and cogni­
tive psychology are considered in detail. Em­
phasis is placed on the relationship between
theories of cognition and current experimental
findings. Also, the development of cognitive
skills receives attention.

PSYC 067. Research Issues in
Developmental Psychology
Childhood is a period of incredible change and
growth. This rapid development makes design­
ing developmental experiments fun and chal­
lenging. T his course covers basic experimental
terminology, design, and psychological proce­
dures and methods while allowing the student
to design and perform a research project tai­
lored to her or his interests.
1 credit.
N ot offered 2003-2004-

PSYC 060. Reading Culture
A course in seminar format concerned with the
values, ideologies, myths, and power dynamics
manifest in the ordinary, taken-for-granted
world o f everyday life. A ttention is given to
television, news reporting, film, advertising,
music, clothing, architecture, and other cultur­
al artifacts, and the ways in which they are
shaped by psychological, social, rhetorical, and
ideological processes. Also focal is the forma­
tion o f subcultures, identity politics, and the
postmodern cultural transformation.
Prerequisite: P SY C 001 or instructor’s permis­
sion.
1 credit.
N ot offered 2003-2004. Gergen.

PSYC 089. Psychology, Economic
Rationality, and Decision Making
How should people make decisions, and how do
people make decisions? T h e theory of rational
choice, developed in economics and profound­
ly important throughout the social sciences, of­
fers powerful answers to both o f these ques­
tions. T his course provides a critical examina­
tion o f the theory o f rational choice. It focuses
on the theory’s empirical inadequacies as an
account of how people do choose and on its so­
cial and moral inadequacies as an account of
how people should choose.
Prerequisite: Open by application to advanced
students in psychology, economics, or philos­
ophy.
1 credit.
N ot offered 2 0 0 3 -2004. Schwartz.

1 credit.
Not offered 2003-2004.

339

Psychology

PSYC 090. Practicum in Clinical
Psychology
A n opportunity for advanced psychology stu­
dents to gain supervised experience in off-cam­
pus clinical settings. Requirements include, but
are not limited to, eight hours per week in an
off-campus placem ent, guided readings
throughout the semester, and a major term
paper. Students are expected to have “face-toface” contact with clients/patients and to have
an on-site supervisor. Students meet regularly
with the instructor for discussion o f readings
and work experience. Students are responsible
for arranging a placement, in consultation with
the instructor in advance o f the semester. Stu­
dents should select several possible sites, make
contact with them, and review the sites with
the instructor. T h e department has a file of
previous practicum sites. T his helps students
identify general categories as well as specific
options. Students applying for this course must
have at least a B average in psychology. C on­
sult the department for details and an applica­
tion form.
1 credit.
F all 2003. Horwitz. Spring 2004. Reimer.

PSYC 095. Tutorial
Any student may, under the supervision of a
member o f the Psychology Department, work
in a tutorial arrangement for a single semester.
T h e student is thus allowed to select a topic of
particular interest and, in consultation with a
faculty member, prepare a reading list and work
plan. Tutorial work may include field research
outside Swarthmore.
E ach sem ester. Staff.

PSYC 096 and 097. Senior Thesis
W ith the permission o f the department, quali­
fied students may conduct a yearlong, 2-credit
research project in the senior year as one way
to meet the comprehensive requirement. Such
theses must be supervised by a member of the
Psychology Department. A supervisor and an
additional reader evaluate the final product.
Students should develop a general plan by the
end of the junior year and apply for depart­
mental approval. By application.
1 credit each sem ester.
B oth sem esters. Staff.

PSYC 098. Senior Comprehensive Project

Prerequisite: PSYC 001 and P SY C 0 3 0 or per­
mission o f the instructor.

As one means o f meeting the comprehensive
requirement, each student selects a topic in
psychology with the approval o f the psycholo­
gy faculty. During the fall semester of the se­
nior year, the student writes a substantial paper
on the topic based on library research or some
original empirical research. In addition to sub­
mitting their written reports, all students will
make oral presentations on their topics in the
middle o f the spring semester. O ne-half credit
with a letter grade will be awarded for the writ­
ten and oral work. Se e the department
brochure for further details.

1 credit.

0 .5 credit.

F all 2003. Schneider.

F all sem ester. Staff.

PSYC 091. Research Practicum in
Physiological Psychology
A n examination o f current issues in physiolog­
ical psychology with emphasis on how lower
animal research is used to understand the phys­
iological basis o f normal and abnormal human
behavior. Topics include learning and memory,
drug addiction and tolerance, obsessive-com­
pulsive disorder, Parkinson’s and Alzheimer’s
diseases, and cerebral lateralization.

PSYC 094. Independent Research
Students conduct independent research proj­
ects. They typically study problems with which
they are already familiar from their course
work. Students must submit a written report of
their work. Registration for independent re­
search requires the sponsorship of a faculty
member in the Psychology Department who
agrees to supervise the work.
E ach sem ester. Staff.

340

SEMINARS
PSYC 129. Computational Models of
Language
(See C P S C 129)
1 credit.
O ffered w hen staffing perm its. Meeden, Kako.

PSYC130. Physiological Psychology
An analysis o f the neural bases of motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisite: PSYC 001 and PSYC 030. By
permission1 credit.
Not offered 200 3 -2 0 0 4 . Schneider.

PSYC 132. Perception and Attention
(See description of PSYC 032)
In this course, we do advanced theoretical and
empirical work on psychological aspects of
human perception. Emphasis is on individual
research projects, exploring forefront issues of
visual learning and representation in domains
of visual attention and eye movements, space
perception, object recognition, and the percep­
tion of visual qualities.
Prerequisite: P SYC 001 and 032. By permission.
I credit.
Spring 2004. Durgin.

PSYC 133. Cognitive Psychology
(See description o f P SYC 033)
Examination of foundational issues and theo­
ries in the empirical study of human cognition
with an emphasis on insights from cognitive
and biological sciences. Topics include think­
ing and deciding, memory, language, concepts,
and perception.
Prerequisite: P SYC 001 and 033. By permission.
1 credit.
Not offered 2003-2004- Durgin.

PSYC 134. Psycholinguistics
(See description of PSYC 034)
An advanced study o f special topics in the
field. A research component is frequently in­
cluded.
Prerequisite: P SY C 001 and 034. By permission.
I credit.
Spring 2004- Kako.

PSYC 13 7. Personality Theory and
Interpretation
A n exploration o f major theories of human
psychological functioning, with special empha­
sis on the process o f exploration itself. Thus,
critical inquiry is made into the theories of
Freud, Jung, the neo-Freudians, existential the­
ory, and trait methods. A t the same time, a va­
riety of readings in literary theory, rhetoric,
hermeneutics, and related realms are used to
elucidate the process by which views o f the
human personality are developed and sus­
tained.
Prerequisite: PSYC 001 and one of the follow­
ing: Concepts o f the Person (PSY C 037); Tech­
nology, Self, and Society (PSY C 048); Reading
Culture (PSY C 068); or by permission.
1 credit.
N ot offered 2003-2004. Gergen.

PSYC 138. Abnormal Psychology
A n advanced study o f several psychological
conditions and their treatment. These include
chronic mental illness, suicide, eating disor­
ders, and depression. W e draw on an array of
disciplines, including psychology, psychiatry,
history of medicine, social anthropology; femi­
nist studies, and cultural studies. W e paytijritical attention to the differing practices of pro­
ducing knowledge and the different kinds of
knowledge that result.
Prerequisite: PSYC 001 and P SY C 038. By
permission.
1 credit.
F all 2003. Marecek.

PSYC 139. Developmental Psychology
(See description of PSYC 039)
T h e seminar considers special topics o f interest
in the field at an advanced level. A n original
group research component is included.
Prerequisite: PSYC 039. By permission.
1 credit.
Spring 2004- Kemler Nelson.

PSYC 135. Seminar in Social Psychology

PSYC 180. Honors Thesis

(See description of PSYC 035)
A critical exploration of substantive topics in
social psychology and an interrogation of the
field’s perspectives and methods.
Prerequisite: PSYC 001 and 035. By permission.
1 credit.
Fall 2003. Ward.

A n honors thesis must be supervised by a mem­
ber o f the department and must be taken as a
two-semester sequence for 1 credit each semes­
ter. A thesis is required for an honors major in
psychology.
1 credit each sem ester.
B oth sem esters. Staff.

341

Public Policy

Coordinator:

ROBINSON HOLLISTER (Economics)
Cathy Wareham (Administrative Assistant)

Committee:

John Csskey (Economics)
Thomas Doe (Economics)
Raymond Hopkins (Political Science)
Ellen Magenheim (Economics)
Arthur McGarity (Engineering)
Virginia O’Connell (Sociology and Anthropology)
Keith Reeves (Political Science)
Richard Rubin (Political Science)
Eva Travers (Education)
Richard Valelly (Political Science)
Robert Weinberg (History)

T h e public policy concentration enables stu­
dents to combine work in several departments
toward both critical and practical understand­
ing o f public policy issues, including those in
the realm o f social welfare, health, energy, en­
vironment, food and agriculture, and national
and global security. These issues may be within
domestic, foreign, or international governmen­
tal domains. Courses in the concentration en­
compass the development, formulation, imple­
mentation, and evaluation of policy.

REQUIREMENTS AND RECOMMENDATIONS
T h e public policy concentration may be taken
together with a course or honors examination
major in any field or a minor in the Honors
Program. A t a minimum, the concentration
consists o f 6 credits and an internship. T he
program o f each concen trator should be
worked out in consultation with the coordina­
tor o f the public policy concentration and ap­
proved by the coordinator, preferably at the
same time as majors in the course and honors
programs are planned
T h e public policy concentration consists o f 6
credits o f work. Basic academic requirements
for the concentration cover three areas: (1)
economic analysis, (2 ) political analysis, and
(3 ) quantitative analysis. These may each be
met by taking one course or seminar in each o f
the three categories. Courses that fulfill these
requirements are listed later.

342

In addition to these three foundation courses,
3 credits must be taken from among the sub­
stantive policy courses listed later, one of
which must be the public policy thesis. These
courses deal with substantive sectors and insti­
tutional aspects of public policy analysis. The
substantive policy requirement may be fulfilled
through courses and seminars. Only 1 credit of
a 2-credit seminar can be counted toward the
public policy requirements. Please note that
seminars are limited in size and that most de­
partments give priority to departmental majors
and minors, so public policy concentrators
might not be admitted. In addition, students
should consider course prerequisites when
planning the Concentration Program.

INTERNSHIP
Som e direct experience or practical responsi­
bility in the field, through work in a public, pri­
vate, or voluntary agency, is required to gradu­
ate with a concentration in public policy. Nor­
mally, students will hold internships between
their junior and senior years. T h e internship
program is supervised by the coordinator for
the concentration. Students should plan for
the internship experience six to eight months
before it begins. T h e College has developed a
network o f contacts in Washington, D.C ., and
overseas and would like to have qualified stu­
dents each year to fill positions already identi­
fied. Funding for an internship is occasionally

provided by the agency in which a person
serves. Typically, however, students require
support to cover their travel and maintenance
costs during the eight to 10 weeks of a summer
internship.
The College attempts to provide support for
those students with public policy concentra­
tions who are unable to fund themselves, but
such support cannot be guaranteed. O ther pos­
sible sources of support for an internship in­
clude the James H. Scheuer Summer Intern­
ships in Environmental and Population Stud­
ies, the J. Roland Pennock Fellowships in Pub­
lic Affairs, the Joel Dean Awards, the Sam
Hayes III Research G rant, the Lippincott
Peace Fellowships, and the David G . Sm ith
Internship in Health and Social Policy. Public
policy concentration funding for domestic in­
tern-ships will be limited to $3,000; funding for
international internships will be limited to
$3,500. Please note that airfare will not be cov­
ered for students traveling home for their in­
ternship. T h e total award from all College
sources may not exceed $3,500. Information
on each of these sources can be obtained in the
Public Policy Concentration Office, 105 Trot­
ter Hall.

Public Policy Thesis
A senior thesis, which constitutes one of the
three units o f substantive policy work, is one of
the requirements o f the concentration. T he
thesis requirement is designed to provide a
structured opportunity to write a substantial
paper on a public policy issue. It is especially
designed to allow those who have cultivated
(through internships and academic work) a
well-developed understanding of some policy
question to complete research and analysis
under the supervision of the coordinator o f the
public policy concentration and one or more
other core faculty. Paper topics may focus on
national or international policy issues and may
range widely within areas of competence.
Students writing a 1-credit thesis should regis­
ter for PPOL 097 in the fall of the senior year.
Students doing a 2-credit thesis should register
for PPOL 097 in the fall and PPOL 098 in the
fall or spring of the senior year. Only 1 credit of
the 2-credit thesis will count toward the 6
credits required by the concentration.

Honors Program

in public policy in one of three ways. First, they
may complete a 2-credit policy thesis and sub­
mit it as their minor preparation. Second, they
may submit for external examination course or
seminar work amounting to 2 credits in the
policy concentration. Third, they may com­
bine a 1-credit thesis with a course or seminar.
In the second case, they still must do their re­
quired concentration thesis.
Two-credit work in policy issues might com­
bine work in two policy courses for which a
reasonable examination can be constructed
and a suitable visiting examiner recruited. Pol­
icy work examined as a minor should meet
three criteria: (1) that the policy work fit
together in some fashion that is coherent and
examinable; (2) that each student should take
responsibility for developing the course and/or
seminar combination (which will be judged on
its practicability by the Public Policy C oncen­
tration Com m ittee); and (3) the work must
meet the College requirement that the work be
outside the student’s major department. In
those circumstances in which it is essential to
include work from the student’s major depart­
ment, a student can offer a three-unit package
of courses, two of which must be from outside
the student’s major department. Two examples
o f such policy study for a minor in honors are
(1) the combination of a course on welfare pol­
icy and a course on health policy or (2) the
combination o f work on economic develop­
ment and a history or political science class on
some region in which development issues are a
central theme. Combinations of this sort would
be developed through consultation with the
coordinator o f the concentration, who could
then recommend them to the comm ittee for
approval.
T h e requirement that public policy honors
work be done, at least in part, outside the stu­
dent’s major department is also relevant to
those students offering a 2-credit thesis for ex­
amination. In the case of a 2-credit thesis, the
concentration coordinator will determine that
at least half of the thesis represents work done
outside the student’s major department.
T h e form of external examination (e.g., a
three-hour written exam or oral exam alone)
will depend on the nature of the student’s
preparation (e.g., thesis, course, or seminar
combination).

Students sitting for honors may have a minor

343

Public Policy

AREAS OF POLICY FOCOS
Som e students may wish to focus their substan­
tive work in policy heavily in a particular field
(e.g., environmental studies, food studies, wel­
fare issues, health, or education). G iven the
size and interests o f the faculty, no t every area
o f public policy is well represented in courses
and faculty. Nevertheless, there are a number
o f policy areas in which a student can take
multiple courses, often in a variety o f depart­
ments. Courses that fulfill the public policy
foundation requirements in political analysis,
economic analysis, and quantitative analysis as
well as other courses that count toward the
concentration are listed subsequently.

Foundation Requirements
P o litic a l A n aly sis Courses
PO LS 002. American Politics

PO LS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
PO LS 055. China and the World
POLS 065. Politics o f Population
PO LS 068. International Political Economy
(Cross-listed as ECO N 053)
PO LS 108. Comparative Politics: East Asia*
PO LS 110. Comparative Politics: Latin
A m erica*
P O LS 111. International Politics*
ECO N 005. Savage Inaccuracies: T h e Facts
and Economics of Education in America
(Cross-listed as ED U C 069)
ECO N 022. Banking and Financial Markets
ECON 041. Public Finance
ECON 042. Law and Economics
ECON 044. Urban Economics

Econom ic Analysis C ou rses

ECO N 051. T h e International Economy

ECO N O il. Intermediate Microeconomics
ECO N 041. Public Finance

ECON 053. T h e International Political
Economy (Cross-listed as PO LS 068)

ECO N 141. Public Finance*

ECO N 061. Industrial Organization

Q u an titativ e A n aly sis C ou rses

ECO N 073. Race, Ethnicity, and Gender in
Economics

ST A T 002. Statistical Methods
ST A T 002C . Statistics
ST A T 053. M athematical Statistics
ECO N 031. Statistics for Economists
ECO N 035. Econometrics
EN G R 057/ECON 032. Operations Research
SO A N 010F. Statistics (Cross-listed as
ST A T 0 0 2 C )
P olicy C ou rses an d S em in ars (A rran g ed by
D ep a rtm en t)*
PPOL 097/098. Public Policy Thesis

ECO N 075. Health Economics
ECO N 076. Economics o f the Environment
and Natural Resources
ECO N 081. Economic Development
ECO N 082. Political Economy of Africa
ECON 083. Asian Economies
ECON 101A . Economic Theory: Advanced
M icroeconomics*
ECON 141. Public Finance*
ECON 151. International Econom ics*

PO LS 015. Ethics and Public Policy

ECO N 161. Industrial Organization and
Public Policy*

PO LS 023. Presidency, Congress, and Court

ECO N 171. Labor and Social Economics*

PO LS 029. Polling, Public Opinion, and
Public Policy
v
PO LS 033. Race, Ethnicity, Representation,
and Redistricting in America

ECO N 181. Economic Development*
E D U C 068. Urban Education (Cross-listed as
SO A N 020B )

PO LS 041. Political Economy and Social
Policy in the United States

E D U C 069. Savage Inaccuracies: T he Facts
and Economics o f Education in America
(Cross-listed as ECON 005)

PO LS 043. Environmental Politics and Policy

ED U C 141. Educational Policy

PO LS 045. Defense Policy

H IS T 049. Race and Foreign Affairs
H IS T 054. Women, Society, and Politics

344

LING 018. Language Policy in the United
States
SOAN 020B . Urban Education (Cross-listed
as ED U C 068)
BIOL 210. Biology and Public Policy (Bryn
Mawr)
Descriptions o f the courses listed previously
can be found in each department’s course list­
ings in this catalog.
* N ote: Seminars are limited in size, and most
departments give priority to departmental
majors and minors, so public policy concen­
trators might not be admitted.
For more information on the public policy
concentration, internships, theses, and
related topics, please see our W eb site at
http:// www.swarthmore.edu/SocSci/PublicPolicy.

345

Religion

DONALD K. SWEARER, Professor2
YVONNE P. CHIREAU, Associate Professor and Chair
NATHANIEL DEUTSCH, Associate Professor
STEVEN P. HOPKINS, Associate Professor
ELLEN M . ROSS, Associate Professor3
MARK I. WALLACE, Associate Professor3
S C O n KUGLE, Assistant Professor
JOSEPH M . THOMETZ, Visiting Assistant Professor
HELEN PLOTKIN, Visiting Instructor (part time)
BAROARA ROMAINE, Visiting Instructor (part time)
EILEEN McELRONE, Administrative Assistant

2 A bsent on leave, spring 2004.

3 Absent on leave, 2003-2004.

T h e Religion Department investigates the
phenomenon of religion through the study of
ritual and symbol, myth and legend, story and
poetry, scripture and theology, festival and cer­
emony, art and music, and moral codes and so­
cial values. T h e department seeks to develop
ways o f understanding these phenomena in
terms o f their historical and cultural particular­
ity as well as their common patterns.

and phenomenological approaches to religion.
Successful completion of at least two religion
courses is normally required for admission to
seminars and is also a prerequisite for admis­
sion to a major in course or a major or minor in
honors.

Coutses offered on a regular cycle present the
development o f Judaism, Christianity and
Islam, as well as the religions o f India, China,
Japan, A frica, Europe, and the Americas.
Breadth in subject matter is complemented by
strong methodological diversity. Questions of
historical, theological, philosophical, literarycritical, feminist, sociological, and anthropo­
logical interests are raised. T his m ultifaceted
focu s m akes religious studies an ideal liberal arts
m ajor.

REQUIREMENTS AND RECOMMENDATIONS
Students are encouraged to begin their study of
religion with RELG 001 or one o f the courses
numbered 001 through 013. (Majors are re­
quired to take at least one o f these courses.) As
primary distribution courses, RELG 001 and
R EL G 0 0 8 introduce students to seminal
themes and methods in the study o f religion.
O ther courses in this group prepare students in
comparative, historical, philosophical, literary,

346

T h e major in religion is planned through con­
sultation with faculty members in the depart­
ment. To ensure breadth in the program of
study, all majors must take at least one course
from two curricular groups that include the
several religious traditions and the varied
modes o f analysis represented in the depart­
m ent (see “Majoring in Religion at Swarthmore”). Students in both course and the Hon­
ors Program are expected to have taken the
background courses required for work in specif­
ic seminars. A component o f a major’s program
o f study may include study abroad planned in
collaboration with the department. In addition
to the introductory course and distribution re­
quirements, majors are required to complete
the religion capstone, RELG 095: Religion
Café: Senior Symposium, a weekly symposium
for senior majors on important themes, theo­
ries, and methods in the comparative, crosscultural study o f religion.
Majors are required to complete at least 8 cred­
its in religion, including the Senior Sympo­
sium, to meet department graduation require­
ments. Minors are required to complete 5 reli­
gion credits but not RELG 095: Religion Café:
Senior Symposium.

Major and Minor in the Honors Program
(External Examination Program)
The normal method o f preparation for the
honors major will be done through three semi­
nars, although with the consent of the depart­
ment, a 1-credit thesis/course combination or a
combination of two courses (including attach­
ments and study-abroad options) can count for
one honors preparation. In general, only one
such preparation can consist of nonseminarbased studies.
The honors mode o f 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 ex­
ception of a thesis preparation, a student will
submit a senior honors study (SH S) paper to
the external examiner for each preparation.
SHS papers will be approximately 4,000 words
and will normally be a revision o f the final
seminar paper or, in the event of a nonseminar
mode of preparation, a revised course paper.
Honors minors will be examined on one 2credit seminar preparation. They are required
to complete 5 credits in the department but
will not take the Senior Symposium required
for majors. SH S for honors minors will consist
of one revised seminar paper.
Seminars and the written and oral external
examination are the hallmarks o f honors. Sem ­
inars are a collaborative and cooperative ven­
ture among students and faculty members de­
signed to promote self-directed learning. The
teaching faculty evaluates seminar perfor­
mance based on the quality of seminar papers,
comments during seminar discussions, and a
final paper where appropriate. Because the
seminar depends on the active participation of
all its members, the department expects stu­
dents to live up to the standards of honors.
These standards include attendance at every
seminar session, timely submission o f seminar
papers, reading of seminar papers, and comple­
tion of the assigned readings before the semi­
nar, 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. T h e external exam­
ination, both written and oral, is the capstone
of the honors experience.

Religion majors enrolled in SH S will revise
one paper for each o f the three preparations
(one preparation for minors), with the excep­
tion of a thesis, which has no SH S component.
Those will be submitted to the department as
part of the students’ portfolio for the external
examiners. Honors majors and minors will reg­
ister for a .05-credit SH S in the second semes­
ter o f their senior year. In addition, the depart­
ment expects students to form their own study
groups to prepare for the external examina­
tions. This extension is an important facet of
the cooperative and collaborative aspect of
honors preparation.

COURSES
RELG 001. Religion and Human
Experience
This course introduces the nature of religious
worldviews, their cultural manifestations, and
their influence on personal and social self-un­
derstanding and action. T h e course explores
various themes and structures seminal to the
nature o f religion and its study: sacred scrip­
ture, visions of ultimate reality and their vari­
ous manifestations, religious experience arid its
expression in systems o f thought, and ritual
behavior and moral action. Members o f the
department will lecture and lead weekly dis­
cussion sections.
Prim ary distribution cou rse. 1 credit.
F all 2003. Hopkins, Thometz.

RELG 002B. Religion in America
A n introductory survey that explores religion
in the United States from a historical perspec­
tive. This course will emphasize America’s her­
itage o f cultural diversity and religious plural­
ism, starting with an examination of Native
American belief systems on the eve o f culture
contact and move on to the impact o f presentday immigrant traditions. By uncovering hid­
den and manifest strands in multicultural reli­
giosity, we can begin to understand the mosaic
of spiritual life in American society.
1 credit.
F all 2003. Chireau.

347

Religion

RELG 003. Hebrew Bible and the Ancient
Near East
A n introduction to the Hebrew Bible and the
religion o f ancient Israel within the context of
other ancient Near Eastern religious traditions.
T h e Hebrew Bible will be read closely in Eng­
lish translation w ith special atten tio n to
mythological, exegetical, sociological, gender,
and body issues. In addition to the Hebrew
Bible, literature from Mesopotamia, Egypt, and
Canaan will be read, including T he E pic o f
G ilgam esh, T he Enum a Elish, and T he Theology
o f M em phis.

RELG 008. Patterns of Asian Religions
A them atic introduction to the study of reli­
gion through an examination of selected texts,
teachings, and practices of the religious tradi­
tions of South and East Asia structured as pat­
terns of religious life. Materials are drawn from
the Buddhist traditions of India, Tibet, China,
and Japan; the Hindu and Jain traditions of
India; the Confucian and Taoist traditions of
China; and the Shinto tradition of Japan.
Them es include deities, the body, ritual, cos­
mology, sacred space, religious specialists, and
death and the afterlife.

1 credit.

Prim ary distribution course. 1 credit.

F all 2003. Deutsch.

Spring 2 0 0 4 . Hopkins.

RELG 004. New Testament and Early
Christianity

RELG 009. The Buddhist Traditions
of Asia

A n introduction to the New Testament and its
development with special attention to prob­
lems of redaction and literary construction as
well as the formation o f early Christian ortho­
doxy and heresy.

This course explores the unity and diversity of
the Buddhist tradition within the historical
and cultural contexts o f South, Central, and
East Asia. T h e course focuses, in particular, on
the formation o f Buddhism in India, Therevada in Southeast Asia, Vajrayana in Tibet, and
Zen in C hina and Japan,

1 credit.
N ot offered 2003-2004.

RELG 005. Problems of Religious Thought
Study o f the contemporary global crisis and the
resources within different religious traditions
for ameliorating the crisis.
1 credit.
N ot offered 2003-2004.

RELG 005B. Introduction to Christianity
T his course is a selective introduction to
Christian religious beliefs and practices. This
course introduces students to the development
and diverse forms o f Christianity, drawing on
categories from the study of religion including
ritual, narrative, art and theology.
1 credit.
N ot offered 2003-2004■

RELG 007B. Women and Religion
This course will examine the variety of women’s
religious experiences in the United States. Top­
ics will include the construction of gender and
religion, religious experiences of women of
color, spiritual autobiographies and narratives
by women, W icca and witchcraft in the United
States, and feminist and womanist theology.
1 credit.
N ot offered 2003-2004■

348

i credit.
N ot offered 2003-2004-

RELG 010. African American Religions
W h at makes A frican-A m erican religion
“African” and “American”? Using texts, films,
and music, we will examine the sacred institu­
tions of Americans of African descent. Major
themes will include Africanisms in American
religion, slavery and religion, gospel music,
African-American women and religion, black
and womanist theology, the C ivil 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, M other Bethel
A .M .E. Church.
1 credit.
N ot offered 2003-2004■

RELG 011B . Introduction to Islam
W hat are the basic symbols o f Islam, and how
are they understood and experienced by Mus­
lims? This course will introduce students to the
methodology o f religious studies concentrating
on symbols, myth, and ritual. W e will apply
these theoretical concepts to the Muslim expe­
rience of religion by exploring textual and his­

torical sources, classical and contemporary,
from Africa, Arabia, and Asia.
Primary distribution course. I credit.
Fall 2003. Kugle.

RELG 012. The History, Religion, and
Culture of India I: From the Indus Valley
to the Hindu Saints
A study of the religious history of India from
the ancient Indo-Aryan civilization of the
north to the establishment of Islam under
Moghul rule. Topics include the ritual system
of the Vedas, the philosophy of the Upanishads, the rise of Buddhist and Jain communi­
ties, and the development o f classical Hindu
society. Focal themes are hierarchy, caste and
class, purity and pollution, gender, untouchability, world renunciation, and the construc­
tion of a religiously defined social order.

the epistemology of religious belief, the human
condition and notions o f transcendence, proofs
for existence of God, interreligious dialogue,
feminist approaches, language and its limits,
vis-a-vis religious truth (perennialism, funda­
mentalism, and pluralism). Thinkers include:
Plato, Anselm, Kant, Kierkegaard, Nietzsche,
Wittgenstein, Derrida, Nagarjuna, Masao Abe,
Elisabeth Fiorenza, Jay Garfield, John Hick,
Steven Katz, Sallie B. King, and M artin Marty.
1 credit.
F all 2003. Thometz.

RELG 016B. Rabbinic Thought and
Literature
T his course will examine the thought, litera­
ture, and social context of rabbinic religion
from the fall o f Jerusalem to the redaction of
the Babylonian Talmud.

1 credit.

1 credit.

Fall 2003. Hopkins.

N ot offered 2003-2004.

RELG 013. History, Religion, and Culture
of India II: From Akbar to Gandhi and the
Voices of Untouchable Liberation

RELG 017B . Midrash Tisch

The religious history of India from the advent
of Islam to the present. From the Moghuls to
the Hindu nationalist movements and Ambedkar’s legacy to the present.

Before Deconstructionism there was Midrash,
a sophisticated, imaginative, and entertaining
method of interpreting the Bible, Open to stu­
dents with intermediate knowledge o f Hebrew
and above.
1 credit.

1 credit.

Spring 2004. Deutsch.

N ot offered 2003-2004-

RELG 018B. Modern Jewish Thought and
Literature

RELG 014B. Christian Life and Thought in
the Middle Ages
Survey o f W estern 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 dis­
sent, bodily devotion, love mysticism, scholas­
ticism, and holy persons. Readings may include
Augustine, A nselm , A vicenna, Abelard,
Hildegard of Bingen, Francis of Assisi, Cather­
ine of Siena, Thomas Aquinas, Julian of Nor­
wich, and John Wyclif.
1 credit.
N ot offered 2003-2004.

RELG 015B. Philosophy of Religion
(Cross-listed as PHIL 016)
This course considers Anglo-American, C onti­
nental, and non-W estern philosophical ap­
proaches to religious thought. Topics include

A close reading of modem Jewish works. We
will examine topics such as Hasidism, Haskalah
(Jewish Enlightenment), Zionism, the Holo­
caust, and 20th-century Jewish philosophy.
1 credit.
N ot offered 2003-2004-

RELG 019B. Introduction to Jewish
Mysticism
T his course will survey the history and litera­
ture o f Jewish mysticism, beginning with Merkabah mysticism, continuing through the G er­
man Pietists and the Kabbalah, and ending
with Sabbatianism and Hasidism.
1 credit.
N ot offered 2003-2004.

RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
T his course considers topics in the history of

349

Religion

Christian mysticism. Them es include mysti­
cism as a way of life, relationships between
mystics and religious communities, physical
manifestations and spiritual experiences, vari­
eties 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 of Christian
mystical traditions may include Marguerite
Porete, Francis o f Assisi, Catherine of Siena,
George Fox, Sim one W eil, Thomas Merton,
and Dorothee Soelle.

tion in South and Southeast Asia. Sources in­
clude Pali texts, studies by modem scholars,
and the work o f contemporary Buddhist
activists.

1 credit.

N ot offered 2003-2004.

N ot offered 2003-2004■

RELG 029. Monasticism and the Arts in
the Christian Middle Ages

RELG 022. Religion, the Environment,
and Contemplative Practices
T h e challenge of the ecological crisis to con­
temporary religious thought and practice.
Readings will be drawn from M . Heidegger,
“Book o f Job,” Buddhist scriptures, J. Muir,
Black Elk, E. Abbey, S . Griffin, B. McKibben,
C . Hyun-Kyung, and R . Ruether.
1 credit.
N ot offered 2003-2004-

RELG 024R. From Vodun to Voodoo:
African Religions in the Old and New
Worlds
Is there a kindred spirituality in the cere­
monies, music, and movements o f African reli­
gions? T his course explores the dynamics of
African religions throughout the Diaspora and
the A tlantic world.
1 credit.
Foreign study credit m ay be available.
N ot offered 2003-2004-

RELG 025B. Black Women and Religion
in the United States
T his course explores how social, cultural, and
political forces have intersected to inform
black women’s personal and collective at­
tempts at the definition o f a sacred self.
1 credit.
F all 2003. Chireau.

RELG 026B. Buddhist Social Ethics
A study of the doctrinal foundations of Bud­
dhist social ethics, classical conceptions of in­
dividual and social well-being, and contempo­
rary interpretation o f Buddhism as a program
for social, economic, and political transforma­

350

1 credit.
F all 2003. Swearer.

RELG 027B. Asian Religions in America
A n exploration of various forms o f the appro­
priation, establishment, and transformation of
Hinduism, Buddhism, and Islam in America.
1 credit.

(Cross-listed as A R T H 046)
Survey o f Christian monastic contributions to
the arts in the Middle Ages.
1 credit.
N ot offered 2003-2004.

RELG 030B. The Power of Images: Icons
and Iconoclasts
T his course is a cross-cultural, comparative
study o f the use and critique of sacred images in
biblical Judaism, Eastern Christianity, Hindu,
Buddhist, and Jain traditions of India. Explo­
ration of differing attitudes toward the physical
embodiment o f divinity, including issues of di­
vine “presence” and “absence”; icons, aniconism, and “idolatry”; and distinctions drawn in
some traditions between different types of
images and/or different devotional attitudes
toward sacred images. From Yahweh’s back,
bleeding icons, to Jain worship of “absent”
saints.
1 credit.
Spring 2004- Hopkins.

RELG 031B. Religion and Literature: From
the Song of Songs to the Hindu Saints
A cross-cultural, comparative study of religious
literatures in Jewish, Christian, Islamic, and
Hindu traditions. How “secular” love poetry
and poetics have both influenced and been in­
fluenced by devotional poetry in these tradi­
tions, past and present. Readings include the
Hebrew Song o f Songs, Dante and the Trouba­
dours; the Flemish female saint-poet Hadewijc h and San Juan de la Cruz; the Sanskrit plays
of Kalidasa; South Indian Tamil poems of love,
war, and religious devotion; Rajasthani

women’s wedding songs, and love poems to the
Prophet Muhammad.

philosophy, political theory, and biblical
hermeneutics.

1 credit.

1 credit.

Fall 2003. Hopkins.

N ot offered 2003-2004-

RELG 037. Greek and Roman Religion

RELG 053. Gender and Sexuality in
Islamic Societies

(See C L A S 037)

RELG 038B. Religion as a Cultural
Institution
(See SO A N 070)

RELG 045. Torah and Logos: Judaism and
Philosophy
(Cross-listed as PHIL 045)
This course will consider the relations between
Judaism and philosophy. Among the topics we
will examine are ethics, history and memory,
the role o f reason, and hermeneutics.

This course explores the complexities of gen­
der roles and sexuality norms in Islamic soci­
eties. It includes examples from the time of the
prophet Muhammad through the medieval era
and into the present. T h e course will focus on
the roles of women in Islamic history, law, lit­
erature, and scripture. T h e goal is for students
to understand the complex background to con­
temporary debates on the status of women and
to assess movements o f Islamic feminism.
1 credit.

1 credit.

Spring 2004- Kugle.

N ot offered 2003-2004.

RELG 056. Arabic for Text Study

RELG 046. Justice and Conscience
in Islam
Muslim intellectuals and religious leaders re­
acted to the political success o f Islam with a
strong emphasis on justice and conscience to
critique this prosperity and power. “Classical
Islam” was shaped by the varied movements of
jurists, mystics, and philosophers (and revolu­
tionaries) who upheld conflicting visions of
justice and conscience.
1 credit.
Fall 2003. Kugle.

RELG 047. Islamic Poetry and Prophecy
An investigation of inspiration, metaphor, and
interpretation in Islamic discourses. Islam has
been characterized as “religion of the word.”
Whether in scripture or poetry, song or calli­
graphic art, the word and its adornment are
central features o f the civilization created by
Muslims.
1 credit.
Spring 2004. Kugle.

RELG 040. The Summoned Self: Levinas
and Ricoeur
This course will ask how Paul Ricoeur and Em­
manuel Levinas use philosophical and biblical
texts to construe the project o f selfhood in
terms of being called to take responsibility for
one’s neighbor. O ther topics include ChristianJewish dialogue, rabbinic exegesis, moral

(Cross-listed as LIN G 009)
This course gives students the basic skills in
classical Arabic (which is also called “Stan­
dard” A rabic). This is the language of the
Qur’an, Islamic texts, medieval literature, con­
temporary scholarship and media throughout
the Arab world. T h e focus will be on reading
and writing as well as spoken articulation and
listening skills. W ith these introductory skills,
students can pursue their studies of Islam or the
Middle East in new depth, or study abroad with
more facility. T h e course is for students with no
prior background or with the ability to recite
phonetically. T h e fall and spring courses under
this title are in a progressive series; it is highly
recommended to take both in sequence.
1 credit.
F all 2003. Romaine.

RELG 057. Beginning Hebrew for
Text Study
(Cross-listed as LIN G 007)
This course is designed both for students who
have no Hebrew experience and for those who
are already able to read phonetically without
comprehension. In two semesters, students will
learn enough grammar and vocabulary to read
the Hebrew Bible and some rabbinic material
with the help of a Hebrew-English dictionary.
In addition to the primary textbook for the
course, students will use the BD B Hebrew Lex­
icon o f the Bible and the Hebrew Concor-

351

Religion

dance to investigate the meanings and uses of
word roots. Beginning early in the semester,
students will be presented with selected pas­
sages from the Bible and the rabbinic midrash
collections th at illustrate the grammatical
forms they are studying. Students will work in
groups to prepare these passages and will then
present their interpretations to the class.

(“dark night of the soul”), dangers o f decep­
tion, discursive idolatry, and union with God.
Readings drawn from: Gregory of Nyssa, Pseu­
do-Dionysius, Eriugena, Meister Eckhart, Mar­
guerite Porete, T he C lou d o f U nknowing, John
of the Cross and Teresa o f Avila.

I credit.

RELG 093. Directed Reading

F all 2003. Plotkin.

RELG 059. Hebrew for Text Study II
(Cross-listed as LIN G 10)
T his course is a continuation of Hebrew for
Text Study I. Students who have no t com­
pleted that course will require the permission
of the instructor to enroll in this course. T he
goal of the course is to learn the grammar and
vocabulary required to read the Hebrew bible
and some rabbinic material with the help of a
Hebrew-English dictionary. In addition to the
primary text for the course, students will read
and translate passages from the Hebrew Bible,
midrash, and Mishna. Students will work with
the BD B Hebrew Lexicon o f the Bible and the
Hebrew Concordance to investigate the mean­
ings and uses of word roots.
1 credit.
Spring 2004. Plotkin.

RELG 062. A Buddhist-Christian Dialogue
T his course explores the nature and practice of
interreligious dialogue by drawing upon Bud­
dhist and Christian texts (noting Jewish and
Neoplatonic influences). Topics include igno­
rance and dualistic thinking (e.g., this/other
world); ultim ate m eaning; transcendence;
ethics of interdependence; and hermeneutics
of interreligious dialogue, i.e., talk o f “truth,”
failure of such talk, and silence. Thinkers in­
clude Panikkar, Gadamer, Nagarjuna, Candrakirti, Cobb, A be, Loy, Pseudo-Dionysius,
and Joh n o f the Cross.
1 credit.
Spring 2004- Thometz.

RELG 063. The Darkness of God: Christian
Apophatic Mysticism
T his course considers topics in the history of
Christian apophatic mysticism. This tradition
speaks of the unknowability o f God, and nega­
tion as a way (via negativa) o f approaching the
Divine. Topics include metaphors of darkness

352

1 credit.
F all 2003. Thometz.
1 credit.
Staff.

RELG 095. Religion Cafe: Senior
Symposium
A weekly symposium for all senior majors on
seminal themes, theories, and methods in the
comparative, cross-cultural study o f religion.
Course will argue for the inherently multidisci­
plinary nature o f religious studies by examining
various approaches to the phenomenon of reli­
gion, from psychoanalysis and poststructuralist
theory to anthropology, literature, philosophy,
and social history. Them es include religion,
violence, and the sacred; ritual, symbol, and
pilgrimage; purity and pollution; religious ex­
perience, gender, and embodiment; civil reli­
gion, orientalism, colonialism, and power. In­
terpreters may include Mircea Eliade, Victor
Turner, René Girard, Mary Douglas, Mikhail
Bakhtin, Martin Buber, Jacques Derrida, and
M ichel Foucault.
1 credit.
F all 2003. Deutsch.

RELG 096. Thesis
1 credit.
Staff.

SEMINARS
RELG 10 1. Jesus in History, Literature,
and Theology
A study of Jesus through history, art, film, fic­
tion, and popular culture.
2 credits.
N ot offered 2003-2004 ■

RELG 102. Folk and Popular Religion in
the United States
T his seminar investigates the cultural com­

plexity of the American religious experience
through the lens o f folk and popular traditions.
Topics include folk Catholicism in America,
local religious celebrations, 19th-century pop­
ular movements, and public celebrations in
folk religion.
2 credits.
N ot offered 2003-2004.

RELG104. Buddhism and Society in
Southeast Asia
A multidisciplinary study o f Theravada Bud­
dhism against the historical, political, social,
and cultural backdrop o f Sri Lanka, Burma,
and Thailand. T h e seminar focuses around
three themes: Buddhism, political legitima­
tion, and national integration; the inclusive
and syncretic nature o f popular Buddhist
thought and practice; and the variety o f re­
sponses of Buddhism to modernity. T h e semi­
nar will use the resources o f T h ai and Cambo­
dian monasteries in Philadelphia.
Prerequisite: Religion 008, 009, 012, 026B , or
permission of the instructor.
2 credits.
Not offered 2003-2004.

RELG 106. Contempnrary Religious
Thought
Study of the major theological options in the
West since the Enlightenment.
2 credits.
Not offered 2003-2004.

RELG 108. Poets, Saints, and
Storytellers: Religious Literatures of
India
The major forms of Indian religious culture
through the lenses of its varied regional and
pan-regional literatures, focusing on gender,
the passions, constructions o f the body, and
religious devotion.
2 credits.
Not offered 2003-2004.

RELG 109. Afro-Atlantic Religions
This seminar explores the historical experi­
ences of the millions o f persons who worship
African divinities in the W est. W e will consid­
er the following questions: How were these re­
ligions and their communities created? How
have they survived? How are African-based
traditions perpetuated through ritual, song,

dance, drumming, and healing practices?
Special attention will be given to Yoruba reli­
gion and its New World offspring, Santeria,
Voodoo and Candomblé.
2 credits.
Spring 2004. Chireau.

RELG 110 . Religious Belief and Moral
Action
T h e seminar will explore the relationship be­
tween religion and morality. Basic moral con­
cepts in Buddhism, Christianity, and Hinduism
will be studied in relationship to their cosmological/theological frameworks and their
historical contexts. T h e course will analyze
concepts o f virtue and moral reasoning, the
religious view of what it means to be a moral
person, and the religious evaluation o f a just
society. T h e course includes a consideration of
Martin Luther King Jr., Dorothy Day, M ahat­
ma Gandhi, and T h ich N hat Hanh.
2 credits.
F all 2003. Swearer.

RELG 112 . Pnstmodern Religious Thought
T his seminar asks whether religious belief is
possible in the absence o f a “transcendental
signified.” Topics include metaphysics and the­
ology, 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, Pannikar,
Vattimo.
2 credits.
Spring 2 004. Thometz.

RELG 114 . Love and Religion
A n exploration o f the concept o f “love” in se­
lected Western, Near-Eastern, and Indian tra­
ditions. T h e uses of love and sexuality, the
body and the passions, in religious discourse to
describe the relationship between the human
and divine. Sources range from Plato and the
Troubadours to Angela o f Foligno and from
Bengali devotional poetry to motions of “love”
in a Tamil family. Major theoretical ques­
tions— the culture construction o f emotions,
the erotic life, the body, and religion— will be
derived from Nussbaum, B iale, Bynum,

353

Religion

Ramanujan, and Trawick.

RELG 12 1. Midrash Tisch

2 credits.

(See RELG 017B )

N ot offered 2 0 0 3 -2 0 0 4 .

Before deconstructionism there was Midrash, a
sophisticated, imaginative, and entertaining
method o f interpreting the Bible. Open to stu­
dents with intermediate or advanced knowl­
edge o f Hebrew.

R ELG 115 . The Gnostic Imagination:
Dualism from Antiquity to Harold Bloom
This course examines the problem o f dualism
and the history o f dualistic religious traditions
from the Gnostics and Mandeans of Late A n ­
tiquity to the recent writings of Harold Bloom.

2 credits.
N ot offered 2003-2004.

2 credits.

RELG 124. Africa/America/lslam

N ot offered 2003-2004.

N ot offered 2003-2004.

T his seminar charts America’s complex rela­
tionship with Islam, as mediated by Africa,
Africans, and African-Americans. It will ex­
amine the beliefs and practices of many Mus­
lim groups including Arab, Berber and African
Muslims, African slaves in America, Maroon
communities, the Moorish Science Temple,
the N ation of Islam and its splinter groups, and
the “black” Muslims o f the present.

RELG 1 1 7 . Hasidism: From Bialystok to
Brooklyn

N ot offered 2003-2004.

RELG 116 . The Body in Late Antiquity
A n exam ination of different views o f the body
(human, angelic, and divine) in Late Antiqui­
ty, with special emphasis on sexuality, gender,
divinity, and mystical transformation.
2 credits.

W e will examine the origins of Hasidism, read
the tales o f its legendary founder (in Shivhei
Ha-Besht), and discuss the rapid spread o f the
movement throughout Eastern Europe.
2 credits.
F all 2003. Deutsch.

RELG 119 . Sufism: Muslim Mystics,
Saints and Poets
A n exploration o f mystical experience, saint­
hood, and literary expression among Muslims
in South Asia. Islam is one o f the most active
and widespread religious traditions in Asia;
Sufi mysticism is the religious practice o f most
Muslims in Asia. These two often-ignored facts
act as the frame for this seminar that focuses on
Sufi communities and saints in South Asia.
T h e seminar will cover material from the me­
dieval period through the present, primarily
from India, Pakistan, Bangladesh and
Afghanistan. Poems, saint’s biographies, guides
to mystical contemplation, and parables will be
presented in translation from Persian, Urdu
(H indi), Punjabi, and Bengali. T h e seminar is
multidisciplinary, involving interpretive strate­
gies from religious studies, history, literature,
anthropology, ethnomusicology and gender
studies.
2 credits.
N ot offered 2003-2004- Kugle.

354

2 credits.

RELG 125. Islamic Society in North Africa
and Andalusia
T his seminar focuses on what Arabs called
“T h e West” (al-Maghrib: the Mediterranean
region from N orth Africa to Spain). T he sem­
inar will trace the foundations o f Islamic soci­
ety in the region, focusing on the complex in­
terplay between Islamic law, mysticism, and ra­
tional philosophy through primary Arabic
sources (in translation) as well as secondary
scholarly studies.
2 credits.
F all 2003. Kugle.

RELG 199. Senior Honors Study
0 .5 credit. Staff.

I
1

Sociology and Anthropology
--------------------------------------------------------

JOY CHARLTON, Professor1
JENNIE KEITH, Professor1
MICHAEL MULLAN, Professor
BRAULIO MUNOZ, Professor
STEVEN I. PIKER, Professor
ROBIN E. WAGNER-PACIFICI, Professor3
MIGUEL DiAZ-BARRIGA, Associate Professor and Chair
BRUCE GRANT, Associate Professor
SARAH WILLIE, Associate Professor
FARHA GHANNAM, Assistant Professor
LEE SMITHEY, Assistant Professor
BRIAN K. AXEL, Visiting Assistant Professor
VIRGINIA O’CONNELL, Visiting Assistant Professor
AYA EZAWA, Visiting Assistant Professor
ROSE MAIO, Administrative Coordinator

I
I

J

■

1
^

3 Absent on leave 2003-2004.

4 A bsent on administrative leave, 2003-2004.

The Sociology and Anthropology Department
provides students with intellectual tools for un­
derstanding contemporary social issues, such as
globalization, nationalism , race relations,
bioethics, and the complex layering of social
inequalities in everyday life. T h e department
attracts students who seek knowledge about
societies of the world and the opportunity to
conduct independent projects based on pri­
mary research and fieldwork.

for a listing of student’s projects). T h e senior
thesis project allows students to develop their
research interests through working directly
with a faculty member. T his combination of
breadth of knowledge, global understanding,
and independent research make sociology and
anthropology an ideal liberal arts major.

Courses cover social theory, the microtechnologies of social change, the symbolic aspects
of culture, and the historical development of
the disciplines. Methodology courses both gen­
erate a firm understanding o f research design
and explore the social dynamics behind the
production of texts and visual representations.
These intellectual foundations are brought to
bear, in turn, in the study o f social institutions
such as religion and the workplace and geo­
graphical areas such as the Middle East, Latin
America, Europe, Southeast Asia, the former
Soviet Union, and the United States.
Because of its strong cross-cultural and
transnational orientations, the department en­
courages students to study abroad. For many,
foreign study provides a basis for their senior
thesis project (see the department’s W eb site at
http://www.swarthmore.edu/SocSci/SocAnth/

REQUIREMENTS AND RECOMMENDATIONS
Applicants for the major normally have com­
pleted at least two courses in the department.
Majors complete a minimum of eight units of
work in the department, including a double­
credit thesis tutorial normally to be taken dur­
ing the fall and spring semesters of the senior
year. T h e Research Design course (SO A N
021B ) is strongly recommended for majors.
Courses numbered SO A N 001 to 020 serve as
points of entry for students wishing to begin
work in the department. Enrollment in these
courses is unrestricted, and completion o f one
of them will normally serve as prerequisite to
higher-level work in the department (SO A N
021-099). (Some higher courses may, however,
with permission of the instructor, be taken
without prerequisite.) Seminars are numbered
SO A N 100 to 199. For current seminar list-

355

Sociology and Anthropology

ings, please consult our W eb site at
http://www.swarthmore.edu/SocSci/SocAnth/
or contact our department administrative coor­
dinator.
(Note: Course labeling within each o f the
three tiers of offerings— introductory courses
[SO A N 001-019], regular courses [SOA N 020099], and seminars [SOA N 100-199]— reflect
internal departmental codes rather than levels
o f advancement or particular research areas.
Please consult the listings for prerequisites par­
ticular to each course.)

Honors Major and Minor
Candidates for honors in sociology and anthro­
pology must complete three honors prepara­
tions, one o f which must be SO A N 180: T h e­
sis. T h e other two preparations may be a semi­
nar, or, with permission, course plus attach­
ment, paired upper-level courses, or foreign
study. Minors in the Honors Program must
complete only one preparation, although they
must take additional elective work to ensure a
proper co n ten t for this preparation. See
“Majoring in Sociology and Anthropology” for
additional information.

AREAS OF SPECIAL CONCENTRATION IN
SOCIOLOGY AND ANTHROPOLOGY
Teaching and research interests of members of
the department cluster to create a number of
subject matter areas. Students who are inter­
ested in one o f these are encouraged to meet
with the indicated department members to
plan a program o f study.
1. So cial Theory and So cial Philosophy
(A xel, Diaz-Barriga, Grant, Muñoz, Piker,
Wagner-Pacifici, and W illie)
2. Human Adaptation, Cultural Ecology, and
Human Evolution (Piker)
3. M odem Society (Charlton, Diaz-Barriga,
Ezawa, G rant, Mullan, Smithey, WagnerPacifici, and W illie)
4. Cultural and Ethnic Pluralism (Charlton,
Diaz-Barriga, Ezawa, Ghannam , G rant,
Muñoz, and W illie)
5. Religion and Culture (A xel, Charlton,
G rant, Piker, and Smithey)
6. Psychology and Culture (Charlton and
Piker)

356

7. Sociology of A rt and Intellectual Life
(Grant, Munoz, and Wagner-Pacifici)
8. Modernization and Development (DiazBarriga and Ghannam)
9. Inequality (Charlton, Diaz-Barriga, Ezawa,
Wagner-Pacifici, and W illie)
10. Political Behavior and Culture (Axel,
Diaz-Barriga, G rant, Smithey, WagnerPacifici, and W illie)

CERTIFICATION FOR SECONDARY
SCHOOL TEACHING
Sociology/Anthropology majors can complete
the requirements for teacher certification
through a program approved by the state of
Pennsylvania. Sociology/Anthropology majors
are eligible for social science certification. Stu­
dents contem plating teacher certification
would normally schedule their program in a se­
mester which does not conflict with their se­
nior thesis. Such programs should be developed
in close consultation with advisers in the De­
partment of Educational Studies. For further
information about the relevant set of require­
ments, please contact the Educational Studies
chair, the Sociology/Anthropology Depart­
m ent chair, or the Education program Web
site: www.swarthmore.edu/SocSci.Education/.

COURSES
SOAN 002B. Cultural Borderlands
This course focuses on the anthropology and
sociology of gender, ethnic, and class relations
in the United States. T h e course emphasizes
current discussions of inequality and multiculturalism as well as case studies, including
Chicano feminism, working-class sexuality,
gendered “back talking.” T h e course is de­
signed to introduce the student to the basic
concepts of both anthropology and cultural
studies for understanding cultural “border­
lands” in the United States.
Primary distribution cou rse. 1 credit.
N ot offered 2003-2004.

SOAN 002C. Introduction to Latinos in the
United States

SOAN 005C. Freshmen Seminar: Learning
Cultures

The course is an introduction to anthropologi­
cal, sociological, and literary writing on Mexican-American culture. T h e course focuses on
ethnic identity, covering such topics as border
ballads and folklore, inner-city life, and Chicana feminism. Authors studied in the course
include Cisneros, Garza, Lim on, Moraga,
Paredes, Rodriguez, and Rosaldo. This course
may be counted tow ard a m inor in Latin A m erican
studies.

This course enables students to use fieldwork
to learn about how cultures work at the most
local, human level (i.e., in the context of rou­
tine, everyday social encounters and activities)
and what these mean to natives. T h e topical
focus o f the course will be gender definitions
because everywhere these are o f fundamental
importance to local life. T h e work o f the
course will prominently feature the direct study
of gender, mainly through observations, in
local life situations, toward the production of
field reports, which will be reviewed and dis­
cussed by the class as a whole. Films will be
used as cultural documents.

1 credit.
Not offered 2003-2004.

SOAN 004B. Freshman 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 o f such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary au­
thors such as Geertz, Gofftnan, Adom o, and
Arendt will also be included. These develop­
ments will be studied against the background of
the sociophilosophical climate of the 19th century.
Primary distribution course. 1 credit.
Fall 2003. Munoz.

SOAN 005B. Freshman Seminar: Religion
in Lives and Culture
Religion is universal to human cultures; and,
everywhere, religiousness suffuses lives and
communities and history. This seminar looks at
religion as it is experienced by looking at case
materials drawn from several cultures (nonWestem, Western, modem America; nonliter­
ate as well as modem) as well as interpretations
of religious case materials. T h e biographical,
social, and psychological contexts of religion
are emphasized, as are both cultural psycholog­
ical perspectives on religion. T h e dynamics of
religious change are explored, particularly with
reference to contemporary Theravada Bud­
dhist Southeast Asia and the modem United
States. This seminar will have a field work
component.
Primary distribution course. 1 credit.
Fall 2003. Piker.

Primary distribution course. 1 credit.
N ot offered 2003-2004 ■

SOAN 0050. Psychological Anthropology
T h e relationship between the individual and
his or her culture is psychologically mediated.
This course explores this relationship through
treatment of the following topics or issues: ( 1 )
socialization, or the transmission of culture
from generation to generation; (2) the psy­
chology of meaningfulness, with special refer­
ence to gender definitions and within this— to
misogyny; and (3) evolutionary perspectives
on human nature and cultural elaboration of
the same.
Primary distribution course. 1 credit.
N ot offered 2003-2004.

SOAN 006B. Symbols and Society
T his course examines the ways in which we
orient ourselves in a world of constant and
contradictory symbols. National symbols, ideo­
logical symbols, status symbols, and others will
be analyzed with the approaches o f sociologists,
semioticians, and anthropologists.
Prim ary distribution course. 1 credit.
N ot offered 2003-2034-

SOAN 007B. Introduction to Race and
Ethnicity in the United States
T his course uses classic ethnographies, current
race theory, and journalistic accounts to exam­
ine the experiences o f selected ethnic groups in
the United States 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,

357

Sociology and Anthropology

and English-only policies. This course m ay be
counted tow ard a m inor in black studies.
Prim ary distribution cou rse. I credit.
Spring 2004- W illie.

SOAN 007C. Sociology Through African
American Women’s Writing
Interrogating the explicit and implicit claims
that black women writer’s make in relation to
work by social scientists, we will read texts
closely for literary appreciation, sociological
significance and personal relevance, examin­
ing especially issues that revolve around race,
gender, and class. O f special interest will be
where authors position their characters vis-àvis white supremacy, patriarchy, capitalism,
and the U nited States. T his course m ay count
tow ard a m inor in black studies.
1 credit.
Not offered 2003-2004.

SOAN 008C. Bioethics: A Sociological
Perspective
This course will look at the field o f bioethics
and its impact on medical practice in the
United States. W hat led to the development of
the field o f bioethics, and what is the ideologi­
cal base of the bioethical discourse? W hat is­
sues are discussed by biothicists and hospital
committees, and what other issues are not
broached? A ll o f these questions will be ad­
dressed, employing broader theories o f social
structure and culture with some cross-cultural
comparisons. W hy is cloning a ho t bioethical
issue but not the lack o f medical insurance for
44 m illion Americans?

gration and conversion) of Islam and Muslims
to Western countries (U nited States and Eu­
rope). In exploring Islam and its current artic­
ulation in the West, we address questions such
as: How is Islam represented in Western media?
How do Muslims work to maintain their reli­
gious identities in New York, Berlin, and Paris?
How is Islam used for political purposes by dif­
ferent groups in and outside the Middle East?
1 credit.
N ot offered 2003-2004-

SOAN 009C. Cultures of the Middle East
Looking at ethnographic texts, films, and liter­
ature from different parts of the region, this
class examines the complexity and richness of
culture and life in the Middle East. T h e topics
we will cover include orientalism, coloniza­
tion, 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.
Prim ary distribution cou rse. 1 credit.
F all 2003. Ghannam.

SOAN 009B. Creation and Persistence
of Community
Explores the condition under which both feel­
ings and structures o f community emerge and
persist, especially in the context o f modem
society. Readings will include case studies of
various types of community, including utopian
experiments, retirement villages, communes,
and religious communities.

Prim ary distribution cou rse. 1 credit.

1 credit.

F all 2 0 0 3 . O ’Connell.

N ot offered 2003-2004■

SOAN 009B. Islam in Global Context

SOAN 009E. Freshman Seminar: Social
Change and Social Responsibility

A religion that started in M ecca, Saudi Arabia,
Islam is currently the religion o f millions in the
Middle East, Africa, Asia, Europe, and the
Americas. This class looks a t-th e origin of
Islam, its expansion, and its current articula­
tion in different societies. First, we survey some
basic aspects o f Islam such as the five pillars,
Shari’a, Umma, Jihad, veiling, and Sufisim.
T hen, we examine how Islam is experienced
and practiced in different parts o f the world.
W e look at historically Muslim countries such
as Egypt, Saudi Arabia, and Indonesia, and we
also trace the recent movement (through mi­

358

W e will explore the conditions and conse­
quences of various types of effort to bring about
positive social change, using theory and case
studies from sociology and anthropology; class
visits from individuals working directly with
different strategies for social change; and offcampus opportunities for students to learn from
groups and individuals dedicated to activism
and service.
1 credit.
Spring 2004. Keith.

SOAN 010C. The Social Development
of Sport
The course is designed as an introduction to
the subfield o f sport sociology. T h e primary
focus of the course will rest on the develop­
mental 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 cen­
tered on European developments, contempo­
rary issues and debates on the relationship of
gender, race, and ethnicity to sport will con­
centrate on American society. Readings will be
drawn from the work of sociologists and his­
torians working directly in sport studies.
1 credit.
Not offered 2003-2004.

SOAN 01OE. Statistical Methods
(Cross-listed as ST A T 002)
Data on one variable are examined through
graphical methods and the computations of
averages and measures o f variation. Relation­
ships between two variables are studied using
methods such as chi-square, rank correlations,
analysis of variance, and regression analysis.
This course is intended for students who want
a practical introduction to statistical analysis
methods and who intend to do a statistical
analysis themselves, mainly in the biological
and social sciences. It is not a prerequisite for
any other department course except STA T
028, nor can it be counted toward a major in
the department. Recommended for students
who have not studied calculus (those who
know a semester of calculus are advised to take
STAT 023 instead).
1 credit.
Fall 2003. Staff.

SOAN 01 OF. Statistics
(Cross-listed as ST A T 002C )
The calculus-based introduction to statistics
covers most of the same methods examined in
STAT 002, but the course is taught on a high­
er mathematical level. T his course is intended
for anyone who wants an introduction to the
application of statistical methods.

SOAN 01 OH. The Th'ibal Identity of Sport:
Nationalism, Ethnicity, and the Rise of
Sport in the Modern Era
This course focuses on the development of
modem sport of multiple levels of analysis.
First, it is a primer on the descriptive facts of
sport development in the late 19th and early
20th centuries and the social theory employed
to study it. Second, it is more detailed at the
connections between nationalism and sport,
the nexus o f national, communal association
with sporting achievement as a social mecha­
nism in the construction o f group identity.
I credit.
N ot offered 2003-2004.

SOAN 010 J. War, Sport, and the
Construction of Masculine Identity
T h e course will concentrate on the themes of
sport and war and the historical construction
o f male identity. Our culturally endorsed ideals
o f manhood are related to tests of skill and
physical exertion. T h e influence o f the
sport/warrior ethic on modem sensibilities will
take us to 19th-century England and the U nit­
ed States as these nations grappled with the
meaning o f sport and war as markers o f the
adult male. Contemporary works that chal­
lenge stock impressions o f masculinity will be
read.
1 credit.
N ot offered 2003-2004.

SOAN 01 OK. Gender and Sexuality
W hat is gender? How is it related to sexuality?
Are masculinity and femininity essential to, or
a natural part of, who we are? T his class pro­
vides an introduction to one particular ap­
proach to answering these questions. T h e ap­
proach— “performativity”— suggests that such
categories as “male,” “female,” or “heterosex­
ual” are created, or perform ed, within changing
contexts o f social interaction. Our readings
and discussions will, in other words, consider
gender and sexuality as complex cultural for­
mations and look at how this perspective opens
possibilities for critiques o f the interplay of cul­
ture, power, and language.

Prerequisite: M ATH 0 04 or 005.
1 credit.

Prim ary distribution course.

Sirring 2004. Staff.

Spring 2 0 0 4 . A xel.

I credit.

359

Sociology and Anthropology

SOAN 013B. Women, Family, and
Reproduction

SOAN 020H. Mapping Culture Through
Dance

This course examines the concept o f family and
major processes which structure families’ and
women’s lives today. W e will begin with a dis­
cussion o f theories o f family, family diversity,
and central issues related to the family, includ­
ing motherhood, reproductive technology, and
family violence. W e will then shift our focus to
the relationship between the family, the econo­
my, and the state, and the ways in which the
structure of the economy, state policies and na­
tionalism relate to ideas and experiences of
families and women here and elsewhere. Read­
ings will primarily focus on the United States,
but will also include comparative studies.

This course will use anthropological approaches
to examine the interrelationship of dance with
social relations of culture and power. T he course
will be shaped as a cross-cultural journey, which
will include East Indian, Brazilian, Haitian,
African, and other dance styles. Dance will be
analyzed in terms o f ritual, national/gender
identity, and spirituality and as commodities of
value and resistance. T h e overall approach will
be to situate dance forms in their historical and
contemporary social, political, and economic
contexts.

Prim ary distribution cou rse. Status pending.
I credit.

(Cross-listed as D A N C 025)

Prerequisite: D A N C 0 0 2 , an introductory
course in anthropology, or permission of the
instructor.

Spring 2004. Ezawa.

1 credit.

SOAN 020B. Urban Education

F all 2003. Chakravorty.

(Cross-listed as ED U C 068)

SOAN 021B. Research Design

This course examines issues o f practice and
policy, including'financing, integration, com ­
pensatory education, curricular innovation,
parent involvement, bilingual education, highstakes testing, comprehensive school reform,
governance, and multiculturalism. T h e special
challenges faced by urban schools in meeting
the needs o f individuals and groups in a plural­
istic society will be examined using the ap­
proaches o f education, psychology, sociology,
anthropology, political science, and econom­
ics. Current issues will also be viewed in his­
torical perspective. Fieldwork is required.
1 credit.

Introduction to the process of research on so­
cial life: creation o f research questions, strate­
gies for gathering evidence, techniques of
analysis, and generating theory. T h e roles of
theory, ethical issues, and cultural and histori­
cal context in the research enterprise will be
addressed. Students will get direct hands-on
experience with design, data gathering, and
analysis and will have professional researchers
visit the class.

Spring 2004.

SOAN 020C. School and Society
(Cross-listed as E D U C 063)
This course examines various aspects and per­
spectives o f K 12 education in the United
States. W e look at the multiple and contradic­
tory purposes and functions of schools, focusing
on the ways in which schools claim to be mer­
itocratic while reproducing the class, racial,
gender, and sexual orders o f the U .S . society. In
the second half of the course, we turn to expe­
riences of teachers and students and ask what
role schools can play in challenging different
forms o f social oppression.
1 credit.
N ot offered 2003-2004.

360

1 credit.
Spring 2004. Charlton and O ’Connell.

SOAN 022B. Cultural Representations
T h e course looks at models used by anthropologist/sociologists to analyze culture. Readings
for the course will focus on symbolic analysis,
practice and meaning, experimental ethnogra­
phy, structuralism, and postmodernism. Most
readings center on current debate in theories
about culture. T his course m ay be counted toward
a m inor in interpretation theory.
1 credit.
N ot offered 2003-2004.

SOAN 022C. Visual Anthropology
Visual anthropology looks at visual communi­
cation both as a tool for academic work and the
object o f anthropological study. In this course,
we look at the processes and politics o f repre­
sentation, focusing on the use o f film and pho­

tography both “within” cultures and by anthropologists/sociologists to convey the complexi­
ties of cultural practices. Among the issues
covered in the class are the relationship o f doc­
umentary realism to ethnographic film, the
emergence of indigenous media, and debate
over “postmodern” forms o f representation.
(N ote: Unlike SO A N 121, this class does not
have a production component.)
1 credit.

SOAN 023D. Soviet Cinema I
T he early years o f the Soviet state produced
some of the world’s finest filmmakers, revolu­
tionizing cinem atic form through new visions
of the political in the aesthetic. T his course
organizes a critical look at the modernist patri­
otic statements forged by early Soviet directors,
with an emphasis on the work o f Sergei Eisenstein. A background in Soviet history or per­
mission of the instructor is required.

Not offered 2003-2004.

1 credit.

SOAN 0220. Latin American Urbanization

F all 2003. Grant.

This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview o f the
processes behind the urbanization o f Latin
America and explores housing policy options.
Members of the class will be introduced to con­
cepts such as dependency, underdevelopment,
the informal sector, marginality, the culture of
poverty, self-construction, and self-help. T he
role of the informal sector in urban develop­
ment, housing, and the dependent economy is
a particular focus.

SOAN 23E. Soviet Cinema II: The National
Question

Not offered 2003-2004.

T h e building of the Soviet state was a vast un­
dertaking that drew on high modernist visions
o f cultural identity. W ho was the “New Soviet
Person?” How was cultural difference appre­
hended and visualized in new Bolshevik ren­
derings o f the cosmopolitan citizen? This
course analyzes the role of pre- and post—World
War II Soviet cinema in the making o f a multi­
national Soviet culture. Particular attention is
paid to the work of non-Russian writers and di­
rectors, including the masterworks of Sergei
Paradzhanov.

SOAN 022G. Social Movements in
Latin America

Spring 2004. Grant.

1 credit.

During the last 4 0 years, a number o f social
movements have emerged in Latin America,
including urban, women’s, indigenous, and
ecological. These movements have arisen, in
some cases, as a result of the emergence of new
social and political perspectives, such as libera­
tion theology. In other cases, they have formed
as reactions to inequality and crises in develop­
ment, such as massive urbanization and the im­
pact of neoliberal economic policies. This class
explores the range o f social movements by
focusing on their attempts to articulate new
visions of society and culture. T he aim of the
class is to understand the heterogeneity of social
movements in Latin America and understand
how Latin Americans have conceptualized their
meaning and impact. This course m ay be counted
toward a minor in peace and conflict studies.
1 credit.
N ot offered 2003-2004.

1 credit.

SOAN 024B. Latin American Society
and Culture
A n introduction to the relationship between
culture and society in Latin America. R ecent
and historical works in social research, literature,
philosophy, and theology will be examined.
1 credit.
Spring 2004. Muñoz.

SOAN 024C. Spanish-American Society
Through Its Novel
(Cross-listed as L IT R 060SA )
This course will explore the relationship be­
tween society and the novel in Spanish Amer­
ica. Selected works by Carlos Fuentes, Mario
Vargas Llosa, Gabriel García Márquez, Isabel
Allende, Luisa Valenzuela, Elena Paniatowska,
and others.
1 credit.
N ot offered 2003-2004.

SOAN 0240. Topics in Social Theory
T his course deals with Kant’s and Hegel’s social

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Sociology and Anthropology

philosophy insofar as it influenced the devel­
opment of modem social theory. Works by
Marx, Weber, Durkheim, Freud, and critical
theorists, neo-conservatives, and postmod­
ernists will also be discussed.
1 credit.
N ot offered 2003-2004.

SOAN 025B. Transforming Intractable
Conflict
T his course will address the sociology of al­
legedly intractable identity conflicts in deeply
divided societies and their potential transfor­
mation toward peace. Northern Ireland will
serve as the primary case study, and the course
outline will include the history of the conflict,
the peace process, and grassroots conflict trans­
formation initiatives. Special attention will be
given to the cultural underpinnings of division,
such as sectarianism and collective identity,
and their expression through symbols, lan­
guage, and collective actions, such as parades
and commemorations. U pon completion of the
course, students will have gained an under­
standing of the bases o f such conflicts, factors
that perpetuate division, and attempts to
achieve co-existence. This course m ay be counted
tow ard a m inor in peace and conflict studies.
1 credit.
Spring 2004. Smithey.

SOAN 026B. Discourse Analysis

and contemporary cases are interrogated with
the theoretical frameworks o f Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault. Issues
include the question o f state autonomy, politi­
cal legitimacy, and the interpenetration of the
personal and the political. T his course may be
counted tow ard m inors in interpretation theory and
p eace and con flict studies.
1 credit.
N ot offered 2003-2004■

SOAN 0260. Mapping the Modern
(Cross-listed as ENGL 073A and in interpreta­
tion theory)
T h e course seeks to explore some of the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid-19 th century,
we then concentrate on “urban fables” of early
20th-century high modernism, concluding
briefly with late 20th-century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire, Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce,
and Woolf; Weber, Simmel, Adorno, Ben­
jamin, and Lukács; Bakhtin, Arendt, Canetti,
and de Certeau; Calvino and Borges; and
Berman and Harvey. T h e central topics under
study are the phenomena of the modem sub­
je ct and the modem city, as expressed in liter­
ature, analyzed in sociology and critical theory,
and represented in a range of cultural practices.

(Cross-listed as LIN G 024)

1 credit.

W e are what we speak— or largely so. T his is
the premise o f “Discourse Analysis.” T his
course will concentrate on language in a vari­
ety o f social contexts: conversations, media re­
ports, and legal settings. W e will analyze these
speech and writing interventions via the tools
o f sociolinguistics, ethnomethodology, critical
legal studies, and discourse analysis. T h e essen­
tial issue o f the course can be boiled down to
the question: W ho gets to say what to whom?
T his course m ay be counted tow ard a m inor in
interpretation theory.

N ot offered 2003-2004.

1 credit.
N ot offered 2003-2004-

SOAN 026C. Power, Authority, and
Conflict
This course analyzes the way in which power
emerges, circulates, and is augmented and re­
sisted in diverse political contexts. Historical

362

SOAN 027B. The Censtitution of
Knowledge in Modern Society
T his course takes classic sociology of knowl­
edge texts as a starting place for an interroga­
tion and discussion o f how knowledge is con­
structed in this culture. Additional texts will
be drawn from women’s studies, black studies,
and media studies as we examine the powerful
ways that knowledge can be and is differently
constructed within our own culture as well as
the ways that some kinds of knowledge seem to
be categorically intractable across time and
space. Prerequisite: A course in theory, sociology/anthropology, literature, or philosophy.
1 credit.
Foil 2003. W illie.

SOAN 027C. Classical Theory
Through the works o f Marx, Weber, Durkheim, Simmel, DuBois, and Freud, the recur­
rent and foundational themes o f late 19th- and
early 20th-century social theory will be exam­
ined: capitalism, class conflict and solidarity,
alienation and loneliness, social disorganiza­
tion and community, secularization, and new
forms of religiosity.
I credit.
Not offered 2003-2004-

SOAN 029B. Ethnography: Theory and
Practice
This class maps anthropological theories and
methods through reading and critically analyz­
ing the discipline’s flagship genre, ethnogra­
phy. We work historically by reading classical
texts that exemplify different approaches (such
as functionalism, structuralism, symbolic an­
thropology, and reflexive anthropology) used
to analyze culture and social structure. W e ad­
dress questions such as: How did Malinowski
understand ethnography? How does this under­
standing compare to more recent views o f an­
thropologists such as Geertz? How did the
meaning of fieldwork change over time? We
pay special attention to the politics of represen­
tation and the anthropologists’ continuous
struggle to find new ways to write about culture.
1 credit.
Not offered 2003-2004-

SOAN 030G. Colonialism and
Postcoloniality
This course takes up the analysis o f colonialism
and postcoloniality. It does not, however, pro­
vide an exhaustive survey o f the literature of
this extremely dynamic and expansive field.
Rather, the intention o f the class, first, is to
create a context for a close reading of, and a
critical dialogue about, some of the major texts
in colonial and postcolonial studies (e.g.,
Fanon, Cohn, Said, Anderson, Spivak, and
Bhabha). Second, the class will re-evaluate
these classic texts in light of recent work (e.g.,
Mbembe, Dirks, Stoler, and Comaroff), which
claims to challenge or extend the insights of
earlier scholarship. Readings and discussions
will address well-worn questions about power,
culture, and knowledge (W hat is “the W est”?
What is Orientalism? Is colonialism a hege­
monic or other form o f domination?) as well as

more nuanced inquiries into race, sexuality,
and desire. Concurrently, considering such is­
sues will clear the ground for rethinking the re­
lationship o f anthropology to other disciplines
in the humanities and the social sciences.
1 credit.
Spring 2004. A xel.

SOAN 032B. Visualizing Latino Culture:
Art, Media, and Social Change
T his course examines visual practices sur­
rounding Latino/a culture (mainly in the U nit­
ed States) both around dominant images of
Latinos/as and attempts to provide alternative
representations o f Latino/a culture. T h e class
will have a service-learning com ponent
through working with the well-known Chicana
artist Carmen Lomas-Garza. Our goal will be to
engage the Latino/a community in an art exhi­
bition of Lomas-Garza’s work that Swarthmore
College is organizing. W e will also examine
how the Taller Puertoriqueno has used art and
media in its education programs for Latino/a
youth in Philadelphia. Readings for the course
include Arlene Davila’s Latinos In c., Clara R o­
driguez’s Latin L ooks: Im ages o f Latinos in the US
M edia, A licia Gaspar de A lba’s C hicano A rt,
and C h on A . Noriega’s and A na M . Ldpez’s
T he Ethnic E ye: Latino M edia A rts. T h e class
will also view a number of documentaries. To
help coordinate our community outreach ef­
forts and help define our conceptual frame­
works Rafael Zapata from the Intercultural
Center and Andrea Packard from the List
Gallery will also be active in the class.
1 credit.
F all 2003. Diaz-Barriga.

SOAN 033B. Colloquium: Power,
Inequality, and Diversity in Contemporary
Japan
This course examines social inequality in the
context o f postwar Japanese society. A fter a
discussion of major social, economic, and po­
litical changes o f the postwar era, we will ex­
amine how different social groups were affected
by these sweeping changes, and how social in­
equality is articulated in contemporary Japan.
T his will include an examination of pollution
victims and social movements, ethnic minori­
ties, class, and gender inequality. Rather than
providing an introduction to contemporary
Japanese society, the course will examine dif-

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Sociology and Anthropology

ferent conceptualizations o f race, class, gender,
power, and resistance in the Japanese context.
1 credit.
F all 2 0 0 3 . Ezawa.

SOAN 033C. Global Asia
This course examines processes of globaliza­
tion, social, and economic change in contem ­
porary East and Southeast Asia. In exploring
these processes from the perspective of Asia,
the course seeks to decenter discussions of
global and transnational processes fixed on the
influence of the W est. W e will begin with an
overview of explanations o f economic develop­
ment, globalization, and the different forms
capitalism and modernity take in the context
of Asia. W e will then explore the conse­
quences o f economic changes by discussing
topics such as changes in social inequalities
and power relations, resistance, inter-Asian
migration, and consumer cultures.

the last 50 years? How will the increasing di­
versity of the medical school student body ef­
fect changes in medical education? T h e course
will analyze both macrolevel forces behind
changes in medical education as well as per­
sonal accounts of the experience.
1 credit.
F all 2003. O ’Connell.

SOAN 039B. Globalization and Culture
W hat is globalization? Is globalization “cultur­
al imperialism”, Westernization, Americaniza­
tion, or McDonaldizaiton? Our class will exam­
ine such questions and critically analyze how
global flows (of goods, capital, labor, informa­
tion, and people) are shaping cultural practices
and identities. W e will study recent theories of
globalization and transnationalism and read
various ethnographic studies o f how global
processes are articulated and resisted in various
cultural settings.

1 credit

1 credit.

Spring 2004- Ezawa.

F all 2003. Ghannam.

SOAN 037B. Twentieth-Century Black
Political Thought

SOAN 040B. Language, Culture, and
Society

Engaging the work o f a handful of this centu­
ry’s most noted black authors with the under­
standing that literature transcends the written
word, we will examine how black scholars,
politicians, lawyers, ministers, hymn writers,
and playwrights help us to exam ine how
African Americans have wrestled with the ex­
istence of self, understood community, and
conceived o f citizenship as well as what their
ideas reveal about the dominant culture.
Prerequisite: one course in sociology and an­
thropology, black studies, or philosophy.
1 credit.
N ot offered 2003-2004-

SOAN 038B. Healers in Training: The
Making of Medical Professionals
T h e socialization o f the medical professional:
This course will focus on the structure and cul­
ture of medical education in the United States.
Although the course will focus on the social­
ization o f medical doctors, other health profes­
sionals, including the experience of nurses and
other paraprofessionals, will provide compari­
son. How and why do people chose to become
medical professionals? How has the structure
and culture of medical education changed in

364

(See LIN G 025 for description)
A n investigation of the influence o f cultural
context and social variables on verbal commu­
nication. Topics covered include dialectal vari­
eties, creoles, languages and gender, and lan­
guage and education.
Prerequisite: A t least one linguistics course.
Primary distribution course. 1 credit.
F all 2 0 0 3 .

SOAN 040C. History in/and Anthropology
Although anthropology and history have long
been intertwined, in recent years, a prolifera­
tion of attempts to study both culture and time
or culture through time has occurred. These at­
tempts have been made under the rubric of
“historical anthropology.” T h e class considers
closely the development, practice, and theoret­
ical innovations of historical anthropology—
paying close attention both to its problems of
knowledge production and its diverse politics.
From this perspective (i.e., by investigating the
place of history in anthropology), we will re­
turn to some basic anthropological questions:
W hat is ethnography? W hat is historiography?
W hat is the archive? How has anthropological
knowledge changed in relation to the rise and

fall of colonialism, transformations in nation­
states, and the emerging effects o f global capi­
talism? W hat are the ethics o f doing historical
anthropology?

1 credit.
Not offered 2003-2004.

SOAN 040D. Techgnosis
It is often assumed that the triumph o f techno­
logical rationality has condemned the spiritual
imagination to the trash heap of history. This
class follows a different line o f thinking. We
will explore the enchantm ent, magical dreams,
and utopian impulses that permeate the histo­
ry of technology, from the railways to the In­
ternet. W hat mixture o f desire and terror can
be tracked within these emerging transforma­
tions of reverence and religiosity?
1 cred it.

Fall 2003. A xel.

SOAN 043B. Shamanism
From New Age sweat lodges to Soviet Siberia,
shamanic spirit mediums have been construed
as everything from healers to magistrates to
visionaries to political subversives. T his course
explores anthropological literature on shaman­
ism in the United States, Russia, and South
America to ask ourselves how we constitute
and appropriate the exotic.

understanding of the dynamics of gender in the
contemporary world.
1 credit.
F all 2003. Ezawa.

SOAN 044B. Colloquium: Art and Society
A n examination of the relationship between
art and society from a socio-hermeneutical per­
spective. Literary and socio-theoretical 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 ex­
amined. This course m ay be counted tow ard a
m inor in interpretation theory.
1 credit.
Spring 2004- Muñoz.

SOAN 044C. Colloquium: Contemporary
Social Theory
A discussion o f contemporary social theory and
its antecedents. T h e first part of the course will
be devoted to a discussion of works by N iet­
zsche, Marx, and Freud. T h e second part will
deal with works by contemporary theorist such
as Charles Taylor, Jürgen Habermas, Michael
Foucault, Anthony Giddens, Pierre Bourdieu,
Jana Sawicki, Luce Irigaray, and Jean Baudrillar.
Prerequisite: M odem Social Theory. Limited
enrollment.

1 credit. :

I credit.

Fall 2003. Grant.

N ot offered 2003-2004.

SOAN 043C. Gender in Cnntemporary
East Asia

SOAN 0440. Cnlloquium: Critical Social
Theory

Gender structures the situation of women and
men in all societies, yet varies in shape and dy­
namics. T he study of gender in contemporary
East Asia provides a unique opportunity to ex­
plore differences in the articulation of gender
between countries and regions, as well as com­
pare and critically examine existing conceptu­
alizations o f gender. G oing beyond di­
chotomies of East and West, traditional and
modem, this course will examine gender issues
from a theoretically informed and comparative
perspective. In discussing different conceptual­
izations of feminism, gendered effects of eco­
nomic change, women’s relationship to politics
and the state, as well as transnational contexts
which shape gender relations, the course will
provide insight into the situation o f women in
contemporary East Asia, as well as extend our

A n overview o f major development of critical
social theory since the 19th century. Readings
from Marx, Freud, N ietszche, Adorno,
Horkheimer, Benjamin, Habermas, Foucault,
and Freier.
1 credit.
Spring 2004- Muñoz.

SOAN 044E. Colloquium: Modern Social
Theory
This course is an analysis of the rise and devel­
opment of modem social theory. T h e introduc­
tion to the colloquium deals with works by
such social philosophers as Roussseau, Kant,
and Hegel. T h e core of the colloquium focuses
on selected works by Marx, Weber, Dürkheim
and Freud. T h e colloquium is recommended as
general background for advance work in the

365

Sociology and Anthropology

social sciences. T h e colloquium serves particu­
larly well for students interested in the areas of
Sociology and Anthropology and interpreta­
tion theory.
1 c r e d it.

F all 2 0 0 3 . Munoz.

SOAN 045B. Culture, Illness, and Health
Everything humans do is culturally constructed.
Our experiences of health, illness, and healing
are no exception. T his course examines the
cultural construction of health, illness, and
healing by looking at (mainly) anthropological
treatments o f these issues. Case materials will
be drawn from a number of cultures, non-W est­
ern as well as Western, and will treat the inter­
section of non-W estern and Western healing
systems. W e’ll wind up with an anthropological­
ly informed, social historical look at the biomed­
ical model that dominates the modem American
experience o f health, illness, and healing.
1 credit.
Spring 2004. Piker.

SOAN 045C. Religion as a Cultural
Institution
(Cross-listed as R ELG 030)
T h e focus is primarily cross-cultural, and reli­
gion case materials will be drawn from both
preliterate and civilized traditions, including
the modem W est. T h e following topics will be
emphasized: religious symbolism, religious evo­
lution, religion as a force for both social stabil­
ity and social change, psychological aspects of
religious belief; and religious change in modem
America. May be taken without prerequisites
with permission of instructor.
1 credit.
N ot offered 2003-2004.

SOAN 046B. Social Inequality
This course analyzes conflicting theoretical per­
spectives on the origins and meaning of social in­
equality. Empirical studies of both a historical and
cross-cultural nature will be examined for the
ways in which they engage alternative readings of
such issues as the nature and representations of
work, property, body, and mind in revealing and
reproducing social inequalities. T he approach is
phenomenological: How are inequalities made
social, and how are they disrupted?
1 credit.
N ot offered 2003-2004.

366

SOAN 049B. Comparative Perspectives
on the Body
This class explores how different societies reg­
ulate, discipline, and shape the human body. In
the first part, we examine theories of the body
and how they have evolved over time. In the
second part, we focus on in-depth ethnograph­
ic cases and compare diverse cultural practices
that range from the seemingly traditional prac­
tices, such as circumcision, foot binding, and
veiling to the currently fashionable, such as
piercing, tattooing, dieting, and plastic surgery.
By comparing body modification through space
and time, we ask questions such as: Is contem­
porary anorexia similar to wearing the corset
during the 19th century? Is female circumci­
sion different from breast implants? Further­
more, we investigate how embodiment shapes
personal and collective identities (especially
gender identities) and vice versa.
1 credit.
Spring 2004. Ghannam.

SOAN 049C. Globalization and the
Production of Locality: Theoretical
Debates and Ethnographic Explorations
This class examines how globalization (i.e., the
flows of capital, labor, discourses, images, and
commodities) is shaping different parts of the
world. It explores debates in social theories and
looks at ethnographic cases (texts and films)
that reveal the complex articulation between
global forces and “local” contexts. Is the eco­
nomic and political domination of the West
translated into global cultural hegemony? How
is locality produced? How can we study and
conceptualize the relationship between the
local and the global? W e will address such
questions by looking at a wide range of topics
such as migration, transnationalism, diaspora,
consumption, and cosmopolitanism.
1 credit.
N ot offered 2003-2004.

SOAN 0490. Transnational Islam
T h is class focuses on how globalization (flows
o f capital, labor, discourses, images, and com­
modities between different parts of the world)
shape the articulation o f Islam in various cul­
tural settings. W e first take a quick look at the
history of Islam and its basic concepts (such as
shari’a, umma, jihad, and sufism). Then, we ex­
plore how Muslims negotiate their religious be­

liefs and cultural identities in different soci­
eties. We look at historically Muslim countries
(such as Egypt, Saudi Arabia, and Indonesia)
and trace the recent movement (through mi­
gration and conversion) o f Islam and Muslims
to Western countries (U nited States and Eu­
rope). We use films, printed texts, and Internet
material to explore questions such as: How do
Muslims work to maintain their religious iden­
tities in New York, Berlin, and Paris? How
compatible is Islam with modem notions such
as nationalism, democracy, feminism, and
human rights? How is Islam used to establish
and reinforce transnational (including but not
limited to political) connections?
1 credit.

SOAN 058B. America by the Numbers:
An Introduction to Demography
This course will introduce students to key de­
mographic methods, including life tables, fer­
tility rates, and mortality statistics. Using data
from the latest U .S. census, we will explore the
changing composition o f the American popu­
lation, including the structure o f the family,
the face of the workforce, the aging o f the pop­
ulation, and the growing representation o f mi­
norities. W hat impact will these changes have
on the way we organize our politics, our em­
ployment, and our social lives? W hat major
effect will these changes have on American
culture? Students will explore the relationship
between proportions and human interactions.

Not offered 2003-2004-

1 credit.

SOAN 055B. The Only Good Indian

F all 2003. O ’Connell.

The arrival of Europeans in the New World a
half a millennium (or longer) ago initiated, for
Native Americans, a litany of cultural catastro­
phe that continues to this day. It also initiated
a complex process o f cross-cultural communi­
cation and mutual adaptation that repeatedly
confounded the intentions and expectations of
parties in both cultural camps. From an an­
thropological perspective, this course treats
this process, as it occurred north off the Rio
Grande River, attending especially to the is­
sues, tradition, mutual accommodation, resis­
tance, revitalization, and modernity. Case ma­
terials will be drawn from among the following
cultures: Navaho, Iroquois, Creek, Nez Pierce,
Crow, and Ojibwa cultures.

SOAN 059B. The Life Course

1 credit.
Not offered 2003-2004.

SOAN 056B. Standoffs, Breakdowns, and
Surrenders
A central aim of sociology is to track the some­
times mysterious, often disjunctive relation­
ship between order and disorder. Organizations
and institutions as small as the family and as
large as the State experience manifold mo­
ments of breakdown, where the internal and
external boundaries of the designated group vi­
brate. This seminar explores the phases and
modes of such breakdowns via an analysis of
accidents, mistakes, negligence, miscommunications, enmity, perfidy, and colloquy.
I credit.

Examines the way human cultures define the
passage from birth to death, including the ex­
pectations associated with different stages of
life, the ritual processes through which transi­
tions are made from one stage to another, age
and life stage as a basis of group formation, and
generational conflicts. Students will carry out
life history interviews with older individuals.
1 credit.
N ot offered 2003-2004.

SOAN 090. Research Internship
(See SO A N 090A and 090B )
Interns receive research experience through
placements in professional research settings.
T h e availability o f internship in the depart­
m ent varies from year to year.

SOAN 090A.
Juniors and seniors with a B average willing to
commit six to 12 hours of work per week on a
research project with professional researchers
are eligible. Credit is normally awarded on a
credit/no credit basis, for 0.5 to 1 credit.
Because available projects change, interested
students should see the instructor before regis­
tration. Interested students are also encouraged
to take SO A N 021B .
Section l is fo r 1 credit. Section 2 is fo r 0 .5 credit.
F all 2003 and spring 2004- Charlton.

N ot offered 2003-2004.

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Sociology and Anthropology

SOAN 090B.
Internships in professional organizations, such
as WHYY, Scribe Video Center, Mosaic Media,
and other settings provide training in both re­
search and video production skills. Depending
on availability, interns might work with visual
ethnographers, documentary filmmakers, com­
munity-based filmmakers, and/or video editors
on projects that require research on sociology
and anthropology-related themes. Interns will
normally receive 0.5 credit (grade based on
credit/no credit) for committing to their proj­
ects for six to 12 hours a week.
Students who wish to receive a full credit (and
receive a letter grade) must complete a re­
search paper based on their video production
project and keep a field journal. Because these
internships change, and filmmakers/editors re­
quire different levels o f skills for the internship,
students should see Professor Diaz-Barriga be­
fore registration. Students who plan to com­
plete a film/video production internship are
advised to take SO A N 121.
Section 1: 1 credit. Section 2 : 0 .5 credit.
F all 2003 and spring 2004- Diaz-Barriga.

SOAN 091B. Practicum in Visual
Methodologies
T his practicum explores the ethnography of
visual communication, including photography
and feature file, while giving students the
chance to complete a video project. Students
will work together in a production crew while
sharpening their digital editing skills. Limit
eight students.
1 credit.

they are interested in the possibility o f field­
work.
1 credit each sem ester.
F all 2003 and spring 2004. Staff.

SOAN 100. Modern Social Theory
A n analysis o f selected works by the main
founders o f modem social theory. Works by
Marx, Weber, Durkheim, and Freud will be discussed. T his course may be counted toward a
concentration in interpretation theory. This
seminar is strongly recommended for those students planning to take SO A N 101: Critical
Social Theory.
2 credits.

SOAN 10 1. Critical Social Theory
T h e development o f critical theory from Kant
to Habermas. Works by Hegel, Marx, Nietsche, I
Lukács, Adomo, Benjamin, Horkeimer, and I
Foucault will be examined.
Prerequisites: advanced work in sociology/
anthropology, philosophy, or political science;
or permission of the instructor. Students are
advised to take SO A N 100 (Modem Social
Theory) as preparation for this seminar. This
sem inar m ay be counted tow ard a m inor in interpretaxkm theory.
2 credits.

SOAN 093. Directed Reading

Evolutionary perspective on the question: How
do we creatively make use o f cultural resources
to construct ourselves and our life ways? Vast
diversity of human lifeways argues that such
creative construction is a— perhaps the—ballmark o f human adaptation. Specific topics inelude human evolution, foraging band as the
basic human pattern, speech, human intelligence, human emotion, gender, biography, and
history. Readings include ethnographies, novels, and native narratives.

F all 2003 and spring 2004- Staff.

SOAN 096-097. Thesis
Theses will be required o f all majors. Seniors
will normally take two consecutive semesters
of thesis tutorial. Students are urged to discuss
their thesis proposals with faculty during the
spring semester of their junior year, especially if

368

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N ot offered 2003-2004■

SOAN 104. Culture and Creativity

0 .5 or 1 credit.

I

N ot offered 2003-2004-

Spring 2004■ ^Diaz-Barriga.
Individual or group study in fields o f special in­
terest to the students not dealt with in the reg­
ular course offerings. Consent o f the depart­
ment chair and o f the instructor is required.

I
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2 credits.
N ot offered 2003-2004■

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I
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SOAN107. Religion as a Cultural
Institution
The following specific topics will be treated:
religious evolution, religion as a force for both
social stability and social change, and the psy­
chological bases for religious belief. Major the­
ories to be considered include those o f Max
Weber, Emile Durkheim, and Sigmund Freud.
A cross-cultural perspective will be emphasized, and attention will be paid to religious
change in modem America.

to distinguish gender and sexuality as complex
cultural formations, and it has opened up new
possibilities for critiques of the interplay of cul­
ture, power, and language. T his course follows
the emergence of the idea o f performativity
very closely, from its introduction within the
philosophy of J.L. Austin and the linguistic
analysis of Emile Benveniste, to the more re­
cent debates among feminist scholars such as
Eve Sedwick, Judith Butler, Catherine M ac­
Kinnon, Rosalind Morris, Elizabeth Povinelli.

2 credits.

2 credits.

Fall 2003. Piker.

Spring 2004. A xel.

SOAR 108. Women and the State

SOAN 112 . Cities, Spaces, and Power

This seminar explores theories of women’s re­
lationship to the state, as workers, activists,
and mothers. In addition to examining femi­
nist theories of the state, we will investigate
state interventions and mechanisms of power,
which influence the lives, bodies, identities,
and well-being of women through case studies
and ethnographies from different national
contexts.

This seminar explores recent interdisciplinary
insights to the analysis o f spatial practices,
power relationships, and urban forms. In addi­
tion, we read ethnographies and novels and
watch films to explore questions such as: How
is space socially constructed? W hat is the rela­
tionship 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 dan­
ger, gendered spaces, colonial urbanism, and
the “global” city.

2 credits.
Spring 2004. Ezawa.

SOAN 109. Standoffs, Breakdowns, and
Surrenders
A central aim o f sociology is to track the some­
times mysterious, often disjunctive relation­
ship between order and disorder. Organizations
and institutions as small as the family and as
large as the state experience manifold mo­
ments of breakdown, where the internal and
external boundaries of the designated group vi­
brate. This seminar explores the phases and
modes of such breakdowns via an analysis of
accidents, mistakes, negligence, miscommunications, enmity, perfidy, and colloquy.
2 credits.
Not offered 2003-2004.

SOAN 110. Performance Theory, Gender,
and Sexuality
Recently, feminist theory has turned to a
framework o f “performativity” to analyze
norms of gender and sexuality. Most generally,
the idea of performativity suggests that— rather
than being a part o f nature— such categories as
“male,” “female,” or “heterosexual” are created,
or perform ed, within changing contexts of so­
cial interaction. T his framework has helped us

2 credits.
N ot offered 2003-2004.

SOAN 113 . Terror
Explaining terror has taken on increasing im­
portance in recent years. Writers, however,
have been attempting to trace out the linea­
ments o f this phenomenon for centuries— con­
ceiving it, variously, as an effect, an experi­
ence, and an instrument o f domination. W hat
this literature, in its diversity, suggests is that
terror, however conceived, has to do with not
just a perceived threat of foreign or alien oth­
ers but with ideas about difference; with a fear
o f the unknown; and, ultimately, with the unknowability of death itself. T his seminar will
use a selective reading of historically signifi­
cant texts to frame a study o f recent research
on terror. From such a perspective, we will in­
quire into the relationship of terror and death,
seeing their meanings as culturally negotiated
and contested. W e will, likewise, consider how
such a framework can help us begin to address

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Sociology and Anthropology

such complicated practices as state terror, tor­
ture, and human rights abuses.
2 credits.
Spring 2003. A xel.

SOAN114 . Political Sociology
This seminar analyzes the ways in which power
emerges, circulates, is augmented, and resisted
in diverse political contexts. Readings include
Marx, Weber, Gramsci, Arendt, Parsons, and
Foucault. This course m ay be counted tow ard a
m inor in interpretation theory fo r students in the
class o f 2004.
2 credits.
N ot offered 2003-2004-

SOAN 115 . Freud and Modern Social
Theory
T h e seminar divides into two parts. T h e first
part is devoted to a close reading of selected
items from the Freudian canon. T h e second
part will examine Freud’s contribution to cur­
rent social and cultural analysis. Besides works
by Freud, works by M itchell, Rieff, Habermas,
and Foucault will be examined.
Prerequisites: advance work in sociology and
anthropology, philosophy, or political science;
or permission o f the instructor.
2 credits.
N ot offered 2003-2004.

SOAN 119 . Evnlutinn, Culture, and
Creativity
(Cross-listed as LIN G 119)
R ecent major syntheses harvest the fruits of
decades o f productive scholarship pertaining to
evolutionary perspectives on human nature
and cultural elaboration o f same. To tap into
these resources, this seminar consults the work
o f Diamond, Sulloway, Gardiner, Gould, and
Pinker, with reference to human intelligence,
emotion, speech, biography, gender, and histo­
ry. T h e human capacity for creativity, and its
expression in lives and lifeways, is the focus.
T h e adaptive importance for humans o f this
capacity is considered in light o f ethnographic,
historical, and biographical case materials.
2 credits.
N ot offered 2003-2004. Piker.

SOAN 12 1. Visual Ethnography and
Documentary Film: Theory and
Production
This seminar examines the use o f film and
video by sociologist and anthropologist to con­
vey and communicate aspects o f culture that
are visible— from rituals, performance, and
dance to disputes and violence. T h e course will
look at the history o f visual ethnography and
explore the major issues within the field, in­
cluding the relationship between ethnogra­
phers and filmmakers, and the appropriateness
of the conventions of documentary film, pay­
ing special attention to the influences of poli­
tics, economics, and technical advances. The
course will include readings on visual ethnog­
raphy and documentary film techniques. The
main goals o f the seminar are for students to
understand the links between anthropological
and sociological theory and the production of
ethnographic and documentary film and to
have the production skills necessary for direct­
ing their own work.
2 credits.
F all 2003. Diaz-Barriga.

SOAN 122. Urban Ethnographies Through
Time and Space
As key players in the global economy, cities are
becoming the focus of a growing number of
studies that show how urban life is shaped by
the complex interplay of global, national, and
local processes. In this class, we look at urban
ethnographies (texts and films) through space
and examine how the representation of the
city has changed over time. These ethnogra­
phies are conducted in Western cities such as
New York, London, and Paris as well as cities
in other parts of the world such as Cairo,
Casablanca, Bombay, Sao Paolo, and Shang­
hai. W e read these ethnographies to (1) discuss
different techniques and approaches used to
study urban cultures and identities; (2) exam­
ine how the collection o f data relates to an­
thropological theories and methods; (3) ex­
plore how research in cities shape the field of
cultural anthropology. In our discussions, we
also explore important urban problems such as
poverty, gangs, violence, and homelessness.
2 credits.
N ot offered 2003-2004.

370

SOAN123. Culture, Power, Islam
This seminar will be an interdisciplinary inves­
tigation into the shifting manners by which
Islam is multiply understood as a creatively
mystical force, a canonically organized reli­
gion, a political platform, a particular approach
to economic investment, and a secular but
powerful identity put forth in interethnic con­
flicts, to name only a handful of incarnations.
Though wide ranging in our theoretical per­
spective, a deeply ethnographic approach to
the lived experience o f Islam in a number of
cultural settings guides this study.
2 credits.
Spring 2004. Ghannam.

SOAN 127. Race Theuries
Contemporary theories o f race and racism by
sociologists such as W inant, Gilroy, Williams,
Gallagher, Ansell, Om i, and others will be ex­
plored. Concepts and controversies explored
will include racial identity and social status,
the question of social engineering, the social
construction of justice, social stasis, and
change. T he United States are the focus, but
other countries will be examined. W ithout ex­
ception, an introductory course on race and/or
racism is a prerequisite.

principles of bioethics. To what degree do these
principles frame bioethical debates in the
U nited States and abroad? W e will take a look
at the historical development o f the field and
examine how culture shapes bioethical issues.
How do broader theories of culture and social
structure help us understand cross-cultural dif­
ferences in bioethics and acknowledge the
benefits and limitations o f bioethical inquiry?
2 credits.
Spring 2004- O ’Connell.

SOAN 180. Thesis
Candidates for honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.
2 credits.
F all 2003 and spring 2004. Staff.

2 credits.
N ot offered 2003-2004.

SOAN 130. Social Inequality
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and representations o f work, property, body,
and mind in revealing and reproducing social
inequalities. T h e approach is partly phenome­
nological: How are inequalities made social,
and how are they disrupted?
2 credits.
N ot offered 2003-2004.

SOAN 148. Social Construction nf
Bioethics
Does the bioethical enterprise cross cultural
boundaries? O r does the definition o f bioethics
vary from country to country? Using medical
practice and human experimentation as the
focus of our analyses, we will look at the four

371

Theater

ALLEN KUHARSKI, Associate Professor, Resident Director, and Chair; Co-Director of Semester
Abroad in Poland2

WILLIAM MARSHALL, Associate Professor, Resident Designer3
ERIN R. M EE, Instructor
URSULA NEUERBURG DENZER, Instructor, A cting Chair2’
ROGER BABB, Visiting Assistant Professor (part tim e)6
HIROSHI IWASAKI, Visiting Assistant Professor (part tim e)6
JAMES MAGRUDER, Visiting Assistant Professor (part tim e)6
LIZZIE OLESKER, Visiting Assistant Professor (part tim e)5
KRIS STONE, Visiting Assistant Professor (part tim e)5
GABRIEL QUINN BAURIEDEL, Visiting Instructor (part tim e)6
JONATHAN HART MAKWAIA, Visiting Instructor (part tim e)5
JAMES MURPHY, Visiting Instructor (part tim e)6
CAROLYN ANDERSON, Administrative Coordinator
NANCY BECH, Administrative Assistant (part time)
SARAH YARDNEY, Arts Administration Intern (part time)

2 A bsent on leave, spring 2004.
3 A bsent on leave, 2003-2004.

5 Fall 2003.
6 Spring 2004.

T h e theater major uses the study o f all aspects
o f dramatic art as the center of a liberal arts ed­
ucation. It is intended to be of broad benefit re­
gardless of a student’s professional intentions.
A ll courses in the department address the proc­
esses of play production, especially as they
involve collaborative making; all production
for performance in the department is part of
course work.

Theater Department early and often. Leave
schedules, a wide variety o f intern and appren­
tice programs, and the importance of course se­
quences make long-range planning essential.

T h e Department o f Theater emphasizes writ­
ing as an important aspect of discursive think­
ing and communication. A ll coursesjhave a sig­
nificant writing component, the nature of
which varies from course to course.
Because all work in theater eventually issues in
a public occasion, classes are usually open to
visitors.

REQUIREMENTS AND RECOMMENDATIONS
Planning a major or minor in theater can be
complicated. First- and second-year students
thinking about a theater major should read
these requirements and recom mendations
closely and should consult with the chair o f the

372

T h e requirements for majors and minors in the
Department o f Theater have been significantly
revised for students beginning with the Class of
2005. Students from the classes o f 2005 and
after are welcome to contact professors Kuharski or Denzer for individual advising, as well as
to consult the postings on the Theater Depart­
ment W eb site and the bulletin boards across
from 308 Lang Performing Arts Center. N ote:
T h e following requirements are those which
apply beginning with the Class o f 2005.
T H E A 001 (Theater and Performance) is a
prerequisite for all intermediate and advanced
classes and seminars.
Courses numbered 001 through 010 are intro­
ductory and are prerequisite to intermediate
courses.
Courses numbered 011 through 049 are inter­
mediate and are prerequisite to advanced
courses numbered 050 through 099.
Seminars carry numbers 100 and above.
Intermediate work in each of the course se­

quences requires a beginning course in that area.
Some advanced courses carry additional prereq­
uisites that are listed in the course descriptions.
For those majors who intend a career in profes­
sional theater, whether academic, not-for-prof­
it, or commercial, internships in professional
theaters are strongly recommended. Because of
scheduling difficulties, students should plan
and apply for internships, time spent off cam­
pus, and community projects as far in advance
as possible.
The Pig Iron Theatre Company and other
alumni guest artists are typically in residence
on campus during the summer. Positions are
usually available in production, development,
public relations, marketing, box office, and
house or stage management. Positions ate usual­
ly not available in acting, directing, or design.

Course Major
Ten credits of work including T H E A 001
(Theater and Perform ance); T H E A 00 2 A
(Acting I); 1 credit in scenography (TH EA
004A, 004B, or 0 0 4 C ); TH E A 015 (Perfor­
mance Theory and Practice); either T H E A 016
(Playwriting Workshop), or T H E A 021 (Pro­
duction Dramaturgy), or T H E A 035 (Directing
I); TH EA 052 (Junior Company) or TH E A
052 (Advanced Design); T H E A 099 (Senior
Company); and T H E A 106 (Theater History
Seminar). In addition, each major will choose
an area of specialization and take one addi­
tional course in that area.
The areas of specialization are acting, direct­
ing, scenography, playwriting/dramaturgy, and
theater history. Special arrangements will be
made for students who seek secondary school
certification. Prospective majors should con­
sult with the chair o f the department about
their choice.
In addition to these course requirements, the
major includes a comprehensive examination
in two parts: (1) an essay relating the student’s
experience in Senior Company; and (2) an oral
examination on the essay and related subjects
by theater faculty and visitors.

Course Minor
Seven credits of work including: T H E A 001
(Theater and Perform ance); T H E A 0 0 2 A
(Acting I); 1 credit in scenography (TH EA
004A, 004B, or 0 0 4 C ); T H E A 015 (Perfor­
mance Theory and Practice); either TH E A 016

(Playwriting Workshop), or T H E A 021 (Pro­
duction Dramaturgy), or T H E A 035 (Directing
I); and T H E A 052 (Junior Company) or
TH E A 052 (Advanced Design). In addition,
each major will choose an area o f specialization
and take one additional course in that area.
Course minors who complete these require­
ments by the end of the junior year may peti­
tion to enroll in T H E A 099 (Senior Company)
in the fall semester of their senior year.

Honors Major
G eneral requirements include T H E A 001
(T h eater and Perform ance); T H E A 002A
(A cting I); 1 credit in scenography (TH EA
004A , 004B , or 0 04C ); T H E A 015 (Perfor­
mance Theory and Practice); either TH E A 016
(Playwrights’ Lab), or T H E A 021 (Production
Dramaturgy), or T H E A 035 (Directing I);
T H E A 052 (Junior Company) or T H E A 052
(Advanced Design); T H E A 099 (Senior Com ­
pany); and T H E A 106 (Theater History Sem i­
nar). In addition, each major will choose an
area of specialization and take one additional
course in that area. Honors students majoring
in theater will make a total of three prepara­
tions as follows:
1. Theater History Seminar (listed earlier),
written examination, and an oral set by an
outside examiner.
2. T H E A 021 and a production thesis attach­
ment to the course to be evaluated by an
outside examiner along with an oral.
3. A production project in one of the following
fields:
D irectin g
T h e 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, sub­
je ct to the approval o f the faculty adviser for
the thesis. T h e department will hire one or
more professional actors for a set number o f re­
hearsal hours in connection with the project.
T h e instructor will supervise these activities
appropriately, on the model of a special project
in theater. T h e external examiner will visit this
project several times (depending on schedule
and available funds). These visits (to rehearsal
or planning session) will not include feedback
from the examiner. T h e examiner attends re-

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Theater

hearsal to know as much as possible about the
student’s methods of making the work. T h e ex­
aminer also attends one or more of the public
performances. T h e examination proper will
consist o f an extended interview directly
following the performance and a briefer oral
during honors weekend. T h e subject of the first
interview will be the student’s processes as he
or she relates to the production. T h e second
oral will concern the student’s assessment of
the entire process as a part of his or her under­
graduate education and future plans.

fulfill a protocol suited to the work. O n a pro­
duction project, the student will continue work
in rehearsal. T h e external examiner will re­
ceive all materials as they are generated. If the
work is rehearsed, the examiner will attend as
many rehearsals as possible. If the work is per­
formed, or the project presented in some other
way, the examiner will attend. T h e examina­
tion proper, given during the honors weekend,
will consist o f an extended oral presentation
similar to a design presentation.

Scen o grap h y

T h e student, with the advice o f an adviser, will
select and prepare a role from an appropriate
script. T h e program will hire one or more pro­
fessional actors for a set number o f rehearsal
hours, which the student will supplement with
practice and other acting “homework.” T he ad­
viser will assist in this work on a regular basis.
T h e external examiner will attend as many re­
hearsal sessions as possible to observe the stu­
dent’s process. T h e student will keep a journal
(an expanded version o f the private “book” ac­
tors keep) to support discussion with the ex­
aminer in an extended interview immediately
following an in-house presentation of the
work. During the honors weekend, the exam­
iner will conduct a second oral examination fo­
cusing on the student’s reconsideration of the
work after some time has passed.

T h e student will function as the designer for a
production presented by the Theater Depart­
ment in one area of scenography. Also, the stu­
dent will prepare all research, sketches, me­
chanical drawings, models, and preliminary
writing for this project. Because this is a col­
laborative project, a production time line will
need to be prepared and production meetings
scheduled. In addition to the development of
the design, the student will collaborate with all
craftsmen during the fabrication phase, ensur­
ing the full-scale scenography is executed as
designed. T h e local instructor will supervise
these activities appropriately, on the model of
a special project in theater. T h e external ex­
aminer will receive copies o f all materials as
the student creates them and will pay close at­
tention to the way in which the project devel­
ops under continual revision. T h e examiner
will attend one of the public performances and
be presented with the student’s completed
project portfolio. T h e examiner will question
the student on the model o f advanced classes
in architecture.
D ram atu rgy
T his project will generally be in the form of an
attachm ent to the Production Dramaturgy
class (TH EA 0 2 1 ), and consist of work with a
faculty or student director on a production
project. This will typically be in connection
with Junior Company or an honors thesis in di­
recting. T h e student will create a body o f writ­
ing ¡appropriate to the specific project. This
will include (but is not limited to) notes on
production history, given circumstances, script
analysis, program and press kit notes, study
guide, and a grant proposal. For a community,
education, or other project, the student, in
consultation with an instructor, will create and

374

A cting

O ne o f these combinations will constitute the
normal honors major in theater. Honors stu­
dents will take Senior Company in the fall of
senior year, while they are planning their pro­
duction project. T h e usual schedule will be
spring o f junior year, Theater History Seminar;
fall of senior year, T H E A 099 and pre-rehearsal
thesis project preparation; and spring of senior
year, rehearsal and performance o f the thesis
project.
Double majors taking three examinations in
theater will also follow that schedule.
For double majors taking one honors examina­
tion and comps in theater, the examination
may be a production project, depending on
available resources.

Honors Minor
Seven credits of work including T H E A 001
(T h eater and Perform ance); T H E A 002A
(A cting I); 1 credit in scenography (THEA
004A , 004B , or 0 04C ); T H E A 015 (Perfor­
mance Theory and Practice); either TH E A 016

(Playwriting Workshop), or T H E A 021 (Pro­
duction Dramaturgy), or TH E A 035 (Directing
I); and TH E A 106 (Theater History Seminar).
Honors minors who complete these require­
ments and complete a sequence in acting, de­
sign, directing, or playwriting/dramaturgy by
the end of the junior year may petition to en­
roll in T H E A 0 99 (Senior Company) in the
fall semester o f their senior year.
Co-cunicular 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 proj­
ects for various classes, production work in T h e
Eugene M. and Theresa Lang Performing Arts
Center, and Drama Board productions.
With respect to the 20-course rule, courses in
dramatic literature taught in the English Liter­
ature, Classics, or Modem Languages and Lit­
eratures departments may be designated as part
of the major. Courses in nondramatic litera­
tures taught in those departments will not be
considered part of the major.

Semester Abroad in Poland
The Theater Department and the Dance Pro­
gram have jointly developed a semester-abroad
program for interested Swarthmore students
based at the Silesian Dance Theatre (Slaski
Teatr Tanca) in Bytom in conjunction with the
Jagiellonian University of Cracow and other
institutions in the vicinity. T h e program in
Bytom is intended to provide participating stu­
dents with a combination of foreign study with
the experience of working in various capacities
(dance performance, arts adm inistration,
scenography, etc.) within the environment of a
professional dance theater company for credit.
Participating students would be housed in
Bytom and have the option of taking addition­
al courses in Cracow. Intensive study o f Polish
while in the country will be required o f all par­
ticipating students. Students participating will
be able to enroll for the equivalent of a full se­
mester’s credit (4 to 5 credits).
Theater majors and minors can also enroll in a
semester o f theater-related study conducted in
English at the Jagiellonian U niversity in
Cracow. Students in comparative literature
and modem languages and literatures are also
welcome to contact Professor Kuharski about
possible related programs o f study at the Jagiel-

Ionian University. Intensive study o f Polish is
required of all participating students.
Students participating in the programs in both
Bytom and Cracow will be able to enroll for
the equivalent o f a full semester’s credit (4 to 5
credits). Beyond credits in theater, dance, and
intensive Polish, a menu o f possible tutorials is
being developed in Polish literature and his­
tory, environmental studies, film, religion, Jew­
ish and Holocaust studies, art history, and
other fields. Participation in the Annual Inter­
national Dance Conference and Performance
Festival hosted by Silesian Dance Theatre in
June and July is highly recommended and can
be funded all or in part by the College in many
cases. Interested students should contact Pro­
fessor A llen Kuharski, co-director o f the S e­
mester Abroad Program, as early as possible for
advising purposes and updated information on
the status of the program. See course listings in
both Theater and the Music and Dance depart­
ments for types of academic credit being offered.
Funding support (including travel) is available
for intensive language study in Poland during
the summer before the student’s planned se­
mester abroad. Interested students should con­
tact Professor Kuharski for details.
A separate but parallel semester abroad option
in Cracow, Poland, is being offered through the
Engineering and Environmental Studies de­
partments. Interested students should contact
Professor Arthur McGarity in the Engineering
Department for details.

INTRODUCTORY COURSES
THEA 001. Theater and Performance
Combining a survey o f classical and cross-cul­
tural approaches to theatrical performance
with the hands-on study o f how theater is
made. Study will include history, performance
theory, and production dramaturgy in relation­
ship to play scripts and videotaped or live per­
formances. Sessions will include exercises in
acting, design, directing, and text adaptation/
playwriting. Writing requirements will include
journal keeping, responses to readings, perfor­
mances, the student’s own projects, and re­
search papers.
Prim ary distribution course. 1 credit.
F all 20 0 3 : Kuharski. Spring 20 0 4 : Babb.

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Theater

THEA 002A. Acting I
Work on the self through fundamental exer­
cises in acting: vocal and physical warm-up,
focus and release, sense and affective memory,
and journals. W ork toward collaborative mod­
els and the use of improvisation as a tool for
invention and discovery. Short papers on local
rehearsals and performances. S ix hours per
week.
1 credit.
F all 2 0 0 3 : Mee. Spring 2004: Babb.

THEA 002B. Voice Workshop
Foundations of vocal technique for actors, work
with breath, projection, resonators, diction,
and so forth. T h e class is strongly recommended
to all acting students and may be taken without
prerequisite. Three hours per week.
0 .5 credit.
F all 2 0 0 3 . Makwaia.

THEA 002C. Special Project in Acting
By individual arrangement with the directing
or acting faculty for performance work in con­
nection with department directing workshops,
honors thesis projects, or Senior Company.
Prerequisite: current or past enrollment in
T H E A 002A .

ical basis for such creativity while the assign­
ments and projects provide the practice for this
artistic endeavor.
1 credit.
Spring 2004. Murphy.

THEA 004C. Costume Design
T h e purpose of this course is to introduce stu­
dents to the form and procedures used in creat­
ing costume design for both theater and dance.
Students in this class will explore costume his­
tory and develop a relationship with their
creative imagination. Reading and class discus­
sion provide a theoretical basis for such
creativity while the assignments and projects
provide the practice for this artistic endeavor.
1 credit.
F all 2003. Stone.

THEA 004D. Special Project in
Scenography and Technology
By individual arrangement for a production
project in connection with department direct­
ing workshops, honors thesis projects, Acting
III, or Senior Company.
Prerequisite: current or past enrollment in
T H E A 004A , 004B , or 004C .
0 .5 or 1 credit.

0 .5 or 1 credit.

F all 2003 and spring 2004- Staff.

F all 2003 and spring 2004. Staff.

THEA 007. Dance Theater Workshop

THEA 004A. Set Design

(Cross-listed as D A N C 049)

T h e purpose o f this course is to introduce stu­
dents to the rich history and creative world of
scenography. Students taking this course will
explore design principals and the artistry used
in taping their dramatic imagination. This
course will examine theatrical rendering, re­
search, model making, and computer-aided de­
sign. Reading and class discussion provide a
theoretical basis for such creativity while the
assignments and projects provide the practice
for this artistic endeavor.

This class will offer an orientation to the tech­
nique and repertory of Silesian Dance Theatre.
It is particularly recommended for students
who are considering participation in the Se­
mester Abroad Program in Poland in conjunc­
tion with this dance company. T h e instructor,
a former member of the company, will be re­
constructing appropriate sections o f company
repertoire for participating students. Several
lecture/video screenings will be scheduled out­
side of class time. Open to all students with
some previous dance or theater training.

1 credit.
F all 20 0 3 . Stone.

THEA 004B. Lighting Design
This class explores the fundamentals of light­
ing design. T h e course objective is to introduce
lighting concepts and how to express them for
both theater and dance. It is intended to de­
mystify an enormously powerful medium.
Reading and class discussion provide a theoret­

3 76

Prerequisites: T H E A 001 or 002A , any dance
course numbered 040-044, or consent of the
instructor.
0 .5 credit.
F all 2003. W illett.

THEA 008. Movement Theater Workshop
(Cross-listed as D A N C 049)
This class will offer an orientation to move­
ment-based acting through various approaches:
traditional performance traditions in Bali and
elsewhere, com m edia dell’arte, the teachings of
Jacques Lecoq, and so forth. Taught by Gabriel
Quinn Bauriedel o f the Pig Iron Theatre Com ­
pany in Philadelphia. T h e class will require re­
hearsal 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.

activities and actions; vocal and physical
warm-up; focus, release, and body awareness.
Short papers on local rehearsals and perfor­
mances. Six hours per week.
Prerequisites: T H E A 001 and 002A .
1 credit.
F all 2 0 0 3 : Mee. Spring 20 0 4 : Denzer.

THEA 015. Performance Theory and
Practice
(Cross-listed with Asian studies)

Spring 2004. Bauriedel.

This course covers a series o f major texts on
performance theory and practice, with empha­
sis on directing and acting. Assigned readings
will focus on theoretical writings by or about
the performance work of artists such as Zeami,
Stanislavsky, Artaud, B rech t, Grotowski,
M nouchkine, Chaikin, Suzuki, and Robert
W ilson as well as selected theoretical and crit­
ical texts by nonpractitioners. T h e course in­
cludes units on performance traditions and
genres outside o f Europe and N orth America.
Weekly video screenings required.

THEA 010. Movement Improvisation Lab

Prerequisite: T H E A 001.

Movement Theater Workshop can be counted
as the equivalent o f A cting II (TH EA 012) for
requirements and prerequisites in the Theater
Department.
Prerequisites: T H E A 001 or 002A , any dance
course numbered 040-044, or consent of the
instructor.
1 credit.

(Cross-listed as D A N C 010)

I credit.

Designed as a movement laboratory in which
to explore the dance elements: space, time,
force, and form as well as theatrical elements of
focus, breath, psychological and movement
motivation, voice, text, and movement as
metaphor. Members of the class will investigate
improvisation as a performance technique and
as a tool for dance composition. Individuals
work on a personal vocabulary and on devel­
oping a sense of ensemble. A journal and paper
are required, and a concurrent course in dance
technique is strongly recommended. Three
hours per week.

S prin g2004. Mee.

Prerequisites: T H E A 001 or 002A ; or any
dance course numbered 040-044; or consent of
instructor.

Fundamentals o f dramaturgy (Lessing’s Ham­
burg Dramaturgy, Piscator and Brecht’s produc­
tion dramaturgy, Peter Stein, Eugenio Barba,
etc.), including script preparation and analysis,
given circumstances and subject related re­
search. There will be several writing assign­
ments and papers.

0.5 credit.
N ot offered in 2003-2004.

INTERMEDIATE COURSES
THEA 012. Acting II

THEA 016. Playwriting Workshop
Exercises in writing, improvisational rehearsal,
plotting, and dramaturgy, which result in a per­
formance. Traditional playscript construction
as well as organizing and recording improvisa­
tions.
Prerequisite: T H E A 001.
1 credit.
F all 2003. Olesker.

THEA 021. Production Dramaturgy

Prerequisites: T H E A 001.
1 credit.
Spring 2 0 0 4 . Magruder.

Work on playscripts through scene study and
rehearsal process: given circumstances, charac­
ter biography; objectives; tasks and behavior;

3 77

Theater

THEA 022. Special Project in Production
Dramaturgy

No audition required for acting students that
have completed the prerequisites.

Production dramaturgy in connection with a
production on- or off-campus. To be taken con­
currently with or following Production Dra­
maturgy (T H E A 021). By individual arrange­
m ent between the student and the department
faculty.

Prerequisites: T H E A 001, 002A or 008, and
012 .

Prerequisites: T H E A 001 and 021.
1 credit.
F all 2003 and spring 2004. Staff.

THEA 025. Special Project in Stage
Management
By individual arrangement for a production
project in connection with department direct­
ing workshops, honors thesis projects, A cting
111, or Senior Company.

1 credit.
Spring 2004- Mee.

THEA 054. Special Project: Advanced
Design
For the student, this course is an advance study
in one of the areas found in scenography. This
special project will examine complex forms
and techniques used in scenography. It is an in­
tensive study at the highest level o f theatrical
expression. Students will collaborate, develop,
explore, and design the scenography for Junior
Company.
Prerequisites: T H E A 004A or 004B or 004C.

Prerequisite: T H E A 004B or 035.

1 credit.

0 .5 or 1 credit.

Spring 2004. Iwasaki.

F all 2003 and spring 2004. Staff.

THEA 055. Directing II: Advanced
Directing Workshop

THEA 035. Directing I: Directing
Workshop
T his course focuses on the theater director’s
role in a collaborative ensemble and on the en­
semble’s relation to the audience. U nits cover
the director’s relationship with actors, design­
ers, composers, technicians, and choreogra­
phers as well as playwrights and their playscripts. T h e student’s directorial self-definition
through this collaborative process is the labo­
ratory’s ultimate concern. Final project consists
o f an extended scene to be performed as part of
a program presented by the class.

Directing II requires students to apply the ex­
ercises from Directing I (T H E A 035) to a vari­
ety of scene assignments. These will address a
variety of theatrical genres (farce, epic theater,
verse drama, etc.) and various approaches to
dramatic text (improvisation, cutting, and/or
augmentation o f playscripts, adaptation of
nondram atic texts for performance, etc.).
Projects will usually be presented for public
performance.
Prerequisites: T H E A 0 0 1 ,002A , 0 1 5 ,0 3 5 , and
any class in design.

Prerequisites: T H E A 001 and 002A .

1 credit.

1 credit.

Spring 2004- Denzer.

F all 2003. Denzer.

THEA 070. Theater nf Witness
(Cross-listed as D A N C 070)

ADVANCED COURSES
THEA 052.Junior Company: Ensemble
Work With an Audience
Rehearsal of a full-length work for public per­
formance 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, direct­
ing, and dramaturgy; also required for course
minors in acting, directing, and dramaturgy.

378

Prerequisites: T H E A 001, 015, or 016.
1 credit.
Spring 2004- Sepinuck.

THEA 073. Arts Administration for
Performance
(Cross-listed as D A N C 073)
Available to students enrolled in the College’s
Semester Abroad Program in Poland. Students
enrolled are encouraged to extend their stay in
Poland through early July 2004 to participate
in the Annual International Contemporary

Dance Conference and Performance Festival
hosted by Silesian Dance Theatre in Bytom.
By arrangement with A llen Kuharski.
Spring 2004-

THEA 074. Scenography for Dance
Theater Performance
(Cross-listed as D A N C 074)
Available to students enrolled in the College’s
Semester Abroad Program in Poland. Students
enrolled are encouraged to extend their stay in
Poland through early July 2004 to participate
in the Annual International Contemporary
Dance Conference and Performance Festival
hosted by Silesian Dance Theatre in Bytom.
By arrangement with the department’s design
faculty.
Prerequisites: Two credits of scenography.
Not offered in 2003-2004.

THEA 076. Polish Theater and Drama
Available to students participating in the
Semester Abroad Program in Poland. N o read­
ing knowledge of Polish required.
By arrangement with A llen Kuharski.
Prerequisite: T H E A 001.
1 credit.
Spring 2004.

THEA 092. Off-Campus Projects in
Theater
Residence at local arts organizations and the­
aters. Fields include management, financial
and audience development, community out­
reach, and stage and house management.

project or a series o f projects.
This course is required o f all theater majoifs in
their senior year and will not normally be
taken for external examination. Class members
will consult with the instructor during spring
semester of their junior year, before registra­
tion, to organize and make preparations.
Course and honors minors may petition to en­
roll, provided they have met the prerequisites.
Prerequisites: T H E A 001, 002A , 004, 015,
016, or 035, and the completion o f one threecourse sequence in theater.
1 credit.
F all 20 0 3 . Kuharski.

SEMINARS
THEA 106. Theater History Seminar
W hat is communicated between performer and
audience? W hat are emotions? How are they
expressed and experienced? In an examination
of historical and contemporary theories o f act­
ing we will focus on three major topics. Begin­
ning with England, France and Germany be­
tween baroque and modernity, followed by
Russia and Germany during the early 20th cen­
tury, and concluding w ith contemporary
American schools o f acting and their appropri­
ation of classic Asian performing traditions as
well as theories discussed earlier.

Prerequisites: T H E A 001 and appropriate
preparation in the major.

T h e readings will include theories by Bulwer,
Garrick, Descartes, Diderot, Lessing, Lang,
Stanislawski, Meyerhold, Brecht, Strasberg,
Muni, Scheduler, Bogart as well as play scripts
and secondary literature.

1 credit.

F all 2 0 0 3 : Performing Emotions. Denzer.

Fall and spring sem esters. Staff.

F all 2 0 0 4 : topic T B A . Denzer.

THEA 093. Directed Reading

F all 2 0 0 5 : A riane M nouchkine and the
Théâtre du Soleil (Cross-listed with Francoph­
one
studies
and
women’s
studies).
Kuharski.

1 credit.

THEA 094. Special Projects in Theater
1 credit.

THEA 099. Senior Company

Prerequisites: T H E A 001 and 015.
2 credits.

A workshop course emphasizing issues o f col­
laborative play making across lines o f special­
ization, ensemble development o f performance
projects, and the collective dynamics of form­
ing the prototype o f a theater company. Work
with an audience in performance o f a single

379

Theater

T H E A 180. Honors Thesis Preparation
Credit either for honors attachments to courses
or for honors thesis projects in directing,
scenography, acting, and so on. By arrangement
with the student’s faculty adviser in theater.
F all and spring. Staff.

THEA 181. Honors Thesis Project
Credit for honors thesis projects in directing,
scenography, acting, and so on. By arrangement
with the student’s faculty adviser in theater.
F all and spring. Staff.

380

Women’s Studies

Coordinator:

BRUCE DORSEY (History)
Jenny Gifford (Administrative Assistant)

Committee:

Jenn-Vincent Blanchard (Modem Languages and Literatures, French)
Sibelan Forrester (M odem Languages and Literatures, Russian)
Farha Ghannam (Sociology and Anthropology)
Nora Johnson (English Literature)
Carolyn Lesjak (English Literature)
Jeanne Marecek (Psychology)
Bakirathi Mani (English Literature)
Sunka Simon (M odem Languages and Literatures, German)

The W omen’s Studies Program provides stu­
dents with the opportunity to study gender in a
variety o f social and historical contexts; to re­
late issues of gender to those o f race, class, na­
tionality, and sexuality; to examine the experi­
ences o f women in specific cultural contexts
and social groups; and to explore the new
methods and theories that arise from interdis­
ciplinary study. W omen’s studies courses en­
courage students to examine critically the rep­
resentations of women across the curriculum as
well as in society at large.
Students in any major, whether in course or in
the Honors Program, may elect a minor in
women’s studies by fulfilling the requirements
stated later. Students may also design a special
major in consultation with the women’s studies
coordinator. Students who intend to pursue
women’s studies should submit their proposed
programs to the coordinator when they submit
their sophomore papers. A ll program proposals
must be approved by the W om en’s Studies
Program.
The Jean Brosius W alton ’35 Fund and the
Wendy S. Cheek Memorial Fund contribute to
the support of activities sponsored by the
Women’s Studies Committee.

COURSE MINOR
To minor in women’s studies, students in
course must take a minimum o f 5 credits in
women’s studies. Because women’s studies is an
interdisciplinary program, the courses (or sem­
inars) must be selected from at least two differ­
ent divisions. Only one course counted for

women’s studies may overlap with the student’s
major. T he senior seminar (W M S T 091), nor­
mally taken in the spring of a student’s senior
year, is required. Students may elect, with the
approval of the coordinator, to write a 1-credit
thesis or pursue an independent study as a sub­
stitute for regular course work. Students may
also, with the approval of the coordinator, in­
clude in their program courses on women and
gender offered at Bryn Mawr, Haverford, the
University of Pennsylvania, and in a foreign
study program. If the institution in which the
course was offered has a Women’s Studies Pro­
gram, the course in question must be part of
that program to be accepted as a women’s stud­
ies course at Swarthmore.
It is recommended that students take W M S T
001: Introduction to Women’s Studies in their
first or second year.

HONORS MINOR
Students in the Honors Program may minor in
women’s studies by completing 6 credits in
women’s studies and preparing for and taking
the external exam. T h e exam preparation con­
sists o f W M S T 091: Seminar in Women’s
Studies, plus W M S T 091 A : Honors A ttach­
ment to the Seminar in Women’s Studies.

COURSES
T h e program offers the following courses and
seminars:

381

Women’s Studies

WMST 001. Introduction to Women’s
Studies

WMST 092. Thesis

A n interdisciplinary course designed around an
issue central to women’s lives and the repre­
sentation o f women’s experiences. T h e course
introduces students to concepts, questions, and
analytic tools that have been developed by
women’s studies scholars in diverse fields.
1 credit.
Spring 2004- Staff.

E ach sem ester. Staff.

WMST 030. Women and Technology
T h e course will explore the relationships be­
tween women and technology in Western in­
dustrial society. Three aspects to be considered
are the effect o f technology on women; the role
of female technologists in shaping that tech­
nology; and the effect on technology of average
women acting as consumers, voters, and citi­
zens. Students will research an area o f personal
interest and make a presentation to the class.
Possible topics include reproductive technolo­
gies, the Internet, and feminist utopias in sci­
ence fiction. Expected workload includes two
long papers and several short ones, with no
midterm, final, or labs.
W M S T 0 30 does not fulfill a College-wide dis­
tribution requirement. However, it can be used
to satisfy the distribution requirement for the
minor.
1 credit.

1 credit.

WMST 093. Directed Readings
1 credit.
E ach sem ester. Staff

WMST 192A and B Thesis
For students completing a special major in
honors ( 1 credit must be taken in each semes­
ter of the senior year).
2 credits. Staff.
T h e following departmental courses have been
approved by the Women’s Studies Committee
for women’s studies credit:
A R T H 076. T h e Body in Contemporary Art
BIO L 006. History and Critique of Biology
BIO L 093. Directed Reading in Feminist
Critiques of Biology
D A N C 025. Mapping Culture Through
Dance
D A N C 028. Politics and Aesthetics of •
Classical Indian Dance
D A N C 035. W omen Choreographers and
Composers
D A N C 036. Dancing Identities
ECO N 073. Race, Ethnicity, and Gender in
Economics

Spring 2004. Everbach.

ED U C 061. Gender and Education

WMST 091. Seminar in Women’s Studies

EN G L 005N . Illicit Desires in Literature

A n advanced seminar emphasizing theoretical
and methodological questions that occur when
women are placed at the center o f study. T h e
seminar has a substantial community-based
learning component. This class is required of,
and normally limited to, students with minors
or special majors in women’s studies. It must
be taken in the senior year and cannot be used
to fulfill distribution requirements in the
concentration.
1 credit.
Spring 2004. Staff.

EN G L 005R . Fictions of Identity
EN G L 023. Renaissance Sexualities
ENGL 034. Restaging Romanticism
EN G L 036. T h e Age o f Austen
EN G L 048. Contemporary Women’s Poetry
ENGL 0 7 IJ. Cherchez la femme: The
“Mystery” of Woman in the Mystery Genre
EN G L 071K . Lesbian Novels Sin ce World
W ar II
EN G L 082. Transnational Feminist Theory
EN G L 083. Feminist Theory

WMST 091 A . Honors Attachment to the
Seminar in Women’s Studies

EN G L 089. Women and Popular Culture:
Fiction, Film, and Television

A n advanced seminar or tutorial required of
students who intend to take the external exam
in women’s studies.
1 credit.
Spring 2004. Staff.

EN G L 090. Queer Media

382

ENGL 091. Feminist Film and Media Studies
EN G L 112. Women and Literature

FREN 030. L’invention de la modernité
feminine en France

SO A N 007C . Sociology Through African
American W om en’s Writing

FREN 061. Odd Couplings: Writings and
Readings Across Gender Lines

SO A N 010K . Gender and Sexuality

FREN 076. Ecritures au feminine
FREN 115. Paroles de Femmes
GERM 088. Frauen und Film
GERM 108. W ien und Berlin
HIST 001C . Sex and Gender in Western
Traditions
HIST 001G . Women, Family, and the State
in China
HIST 016. Sex, Sin, and K in in Early Europe
HIST 029. Sexuality and Society in Modem
Europe

SO A N 043C . Gender in Contemporary East
Asia
SO A N 049B . Comparative Perspectives on
the Body
SO A N 110. Performance Theory, Gender,
and Sexuality
SPAN 066. La escritora española en los siglos
X IX y X X
SPAN 072. Homenaje a Carmen Martín
G aite
T H E A 106. Theater History Seminar

H IST 052. T h e History o f Manhood in
America, 1750-1920
HIST 053. Topics in African-American
Women’s History
HIST 054- W omen, Society, and Politics
LITR 0 5 1G. Gender and R ace in European
Cinema
LITR 061SA . W omen’s Testimonial Literature
of Latin America
LITR 079R . Russian W omen Writers
MUSI 035. W omen Composers and
Choreographers
PHIL 145. Feminist Theory Seminar
PHYS 029. Seminar on Gender and
(Physical) Science
POLS 013. Feminist Political Theory
POLS 031. Difference, Dominance, and the
Struggle for Equality
POLS 032. Gender, Politics, and Policy in
America
PSYC 044. Psychology and Gender
PSYC 058. Gender, Culture, and Mental
Health
RELG 007B. Women and Religion
RELG 025B. Black W om en and Religion in
the United States
RELG 053. Gender and Sexuality in Islamic
Societies
R U SS 015. East European Prose
R U SS 079R . Russian W omen Writers
R U SS 111. Tsvetaeva and Mayakovsky
R U SS 112. T h e Acmeists

383

The Corporation

January 1, 2 0 0 3 , to D ecem ber 3 1 , 2003
J. Lawrence Shane, C hair
21 College Avenue
Swarthmore PA 19081

Maurice G . Eldridge, A ssistant Secretary
Swarthmore College
Swarthmore PA 19081

Marge Pearlman Scheuer, Vice C hair
101 Central Park W est
New York N Y 10023

Suzanne P. Welsh, T reasurer
Swarthmore College
Swarthmore PA 19081

Lillian E. Kraemer, Secretary
2 Beekman Place
Apartment 14C
New York N Y 10022

Lori A n n Johnson, Assistant Treasurer
Swarthmore College
Swarthmore PA 19081

Board of Managers
J. Lawrence Shane, C hair
21 College Avenue
Swarthmore PA 19081
Marge Pearlman Scheuer, V ice C hair
101 Central Park W est
New York N Y 10023

Ex officio
Alfred H. Bloom
C hairm an o f the B oard Em eritus
Eugene M. Lang
912 Fifth Avenue
New York NY 10021

Lillian E. Kraemer, Secretary
2 Beekman Place
Apartment 14C
New York NY 10022
Current Term Expires D ecem ber 2003
Sherry F. Bellamy
Verizon Communications
1515 N . Court House Road
Suite 500
Arlington VA 22201-2909

Barbara W. Mather
Pepper Hamilton LLP
3000 Two Logan Square
18th and A rch Streets
Philadelphia PA 19103-2799

Neil Grabois
Vice President for Strategic Planning and
Program Coordination
Carnegie Corporation o f New York
4 37 Madison Avenue
New York NY 10022

Marge Pearlman Scheuer
101 Central Park West
New York NY 10023

Samuel L. Hayes III
345 Nahatan Street
Westwood M A 02090
James C . Hormel
Equidex, Inc.
19 Sutter Street
San Francisco C A 94104-4901

384

David W. Singleton
8 South Hampshire Court
W ilm ington DE 19807
Jeremy M. W einstein
1724 Willard Street NW, #2
Washington D C 20009

Current Term Expires D ecem ber 2004
Dulany Ogden Bennett
Oregon Episcopal School
6300 SW N icol Road
Portland O R 97223
John D. Goldman
Willis Bay Area, Inc.
One Bush Street, Suite 900
San Francisco C A 94104

William G . Nelson IV
Box 1105
Bala Cynwyd PA 19004
Joh n A . Riggs
5230 W atson Street N W
Washington D C 20016

Julie Lange Hall
1161 Pine Street
Winnetka IL 60093

Carl R . Russo
Consigliare Management Co.
1960 T h e Alameda
Suite 150
San Jose C A 95126

Lillian E. Kraemer
2 Beekman Place
Apartment 14C
New York N Y 10022

Salem D. Shuchman
1820 Rittenhouse Square
Apartment PH2
Philadelphia PA 19103

Frederick W. Kyle
1900 Rittenhouse Square
Apartment 15B
Philadelphia PA 19103

Thomas E. Spock
43 Stoneyside Drive
Larchm ontN Y 10538

Wilma Lewis
No. 5008
4301 Massachusetts Avenue N W
Washington D C 20016

Pamela Wetzels
4807 Placid Place
Austin T X 78731
Kenneth Wynn
3145 Las Vegas Boulevard South
Las Vegas N V 89109

Current Term Expires Ju n e 2005
Anna Orgera, Alumni Council President
145 W est 67 th Street
Apartment 32J
New York N Y 10023
Current Term Expires D ecem ber 2005
Cynthia Graae
909 N. Carolina Avenue SE
Washington D C 20003-3914

Bennett Lorber
7741 M ill Road
Elkins Park PA 19027

Tanisha Little
343 Fifth Avenue
Apartment 3L
Brooklyn NY 11215

Marc J. Sonnenfeld
Morgan, Lewis & Bockius LLP
1701 Market Street, 13th Floor
Philadelphia PA 19103

Current terms ending D ecem ber 2006
Tralance O . Addy
8 Palomino
Trabuco Canyon C A 92679

Giles Kemp
38 Lockwood Road
Scarsdale NY 10583

Nancy Hengen
Holland & Knight, LLP
195 Broadway
New York N Y 10007

Daniel C . Rothenberg
1101 Latona Street
Philadelphia PA 19147

385

Board of Managers

Current term s ending D ecem ber 2007
Jane Lang
Sprenger & Lang
1614 Twentieth Street N W
Washington D C 20009

Elizabeth Scheuer
4730 Fieldston Road
Bronx N Y 10471

Emeriti
Joh n C . Crowley
615 Linda Vista Avenue
Pasadena C A 91105-1122
Clark Kerr
8300 Buckingham Drive
El Cerrito C A 94530
Jerome Kohlberg Jr.
Kohlberg & Co.
I l l Radio Circle
M t. Kisco NY 10549
Eugene M. Lang
9 12 Fifth Avenue
New York N Y 10021

Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
3 0 Rockefeller Plaza
New York NY 10112
Sue Thomas Turner
17211 Quaker Lane
Sandy Spring M D 20860
Richard B. Willis
1314 Foulkeways
Gwynedd PA 19436

Committees of the Board
T h e Chairman o f the Board is an ex officio member of every committee.
E xecutive
J. Lawrence Shane, Chair
Marge Pearlman Scheuer, Vice Chair
Dulany Ogden Bennett
Joh n D. Goldman
N eil Grabois
Julie Lange Hall
Samuel L. Hayes III
James C . Hormel
Lillian E. Kraemer
Frederick W. Kyle
Eugene M. Lang
Barbara W. Mather
D evelopm ent and Com m unications
Marge Pearlman Scheuer, Chair
Jo h n A . Riggs, V ice Chair
Joh n D. Goldman
James C . Hormel

386

Frederick W. Kyle
Eugene M . Lang
Salem Shuchm an
David Singleton
Marc J. Sonnenfeld
Jeremy M . W einstein
Lillian E. Kraemer, ex officio
Richard Truitt, ex officio
Finance
Barbara W. Mather, Chair
Thomas E. Spock, Vice Chair
Dulany Ogden Bennett
Cynthia Graae
Lillian E. Kraemer
Frederick W. Kyle
Elizabeth H. Scheuer
Marc J. Sonnenfeld

Academie Affairs

Social Responsibility

Julie Lange Hall, Chair
Dulany Ogden Bennett, V ice Chair
Sherry Bellamy
John D. Goldman
Neil Grabois
Lillian E. Kraemer
Jane Lang
Wilma Lewis
Tanisha Little
Bennett Lorber
Barbara W. Mather
William G . Nelson
John A . Riggs
Marge Pearlman Scheuer
Sue Thomas Turner

Neil R . Grabois, Chair
Dulany Ogden Bennett
Cynthia Graae
James C . Hormel
Eugene M. Lang
Jane Lang
W ilm a Lewis
Jeremy M. W einstein
Pamela Wetzels
Three students
Two staff members
Four faculty members

Investment
Samuel L. Hayes III, Chair
Carley Lesley Cunniff
Terry Glenn
J. Parker Hall III
Graham O . Harrison
Eugene M. Lang
Christopher M . Niemczewski
Mark R. Pattis
Salem Shuchman
Nominating and G overnance

Student Life
James C . Hormel, Chair
Dulany Ogden Bennett, Vice Chair
Sherry Bellamy
Cynthia Graae
N eil Grabois
Julie Lange Hall
Eugene M. Lang
Jane Lang
Tanisha Little
W illiam G . Nelson
Sue Thomas Turner
Kenneth Wynn
Three faculty members
Five student members

Lillian Kraemer, Chair
Carley Lesley Cunniff
John D. Goldman
James C . Hormel
John A. Riggs
J. Lawrence Shane
Thomas E. Spock
Property
John D. Goldman, Chair
David W. Singleton, Vice Chair
John C. Crowley
Samuel L. Hayes III
Bennett Lorber
Marge Pearlman Scheuer
Thomas E. Spock
Richard Truitt
Pamela Wetzels
Kenneth Wynn
Two faculty members
Two student members

387

Alumni Association
Officers and Alumni Council
President
A nna Orgera ’83

Vice President
Susan R ico Connolly 7 8

Vice President
Scott Cowger ’82

Vice President
Daniel M ont ’83

Secretary
N ick Jesdanun ’91

Zone A

A nna C . Orgera ’832
Flarrison, N Y
Martha Spanninger ’762
New York, NY
Erika Teutsch ’443
New York, NY
Douglas C . Thompson ’621
Marlboro, N Y

ZoneC
C onnecticut, M aine,
M assachusetts, N ew
H am pshire, Rhode Island,
and Vermont

D elaw are, Pennsylvania

A lice Clifford Blachly ’49'
Calais, V T

Joko A . Agunloye ’Ol3
Swarthmore, PA

S co tt W Cowger ’821
Hallowell, ME

Carol Finneburgh Lorber ’633
Elkins Park, PA

A llen J. Dietrich ’693
Hanover, NH

C olette Collins Mull ’8412
G ien Mills, PA

Panayiotis Andreou Ellinas
’87‘
Boston, M A

M arcia Satterthwaite 7 1 *
Narberth, PA
Debra Pinder Sym onette 7 8 3
Philadelphia, PA
Jonathan W illis ’632
Dover, DE
M ilton A . W ohl ’463
Schwenksville, PA
Kai Tai Xu ’0 3 2
Philadelphia, PA

Zone B

Meghan Kriegei ’972
Lowell, M A
S co tt Rankin ’942
Cambridge, M A
Martha R ice Sanders ’773
Barrington, R I
Susan Turner ’603
W eston, M A

Zone D

N ew Jersey, N ew York

D istrict o f C olum bia,
M aryland, and Virginia

Lisa T. Jenkins ’0 2 1
New York, NY

T. Alexander Aleinikoff ’743
Chevy Chase, MD

N ick Jesdanun ’913
New York, NY

Paul Booth ’643
Washington, D C

Jane Flax Lattes-Swislocki

David A . G oslin ’581
Falls Church, VA

Grand View, NY

Daniel M ont 832
Rockville, M D

fä ll

Onuoha Odim ’852
Brooklyn, NY

1 Term ends 2005.
2 Term ends 2006.

388

M inna Newman Nathanson
’57*
Washington, D C
Barbara W olff Searle ’522
Washington, 1X3
Maria Tikoff Vargas ’853
Arlington, MD

Zone E
Illinois, Indiana, Iow a,
K ansas, M ichigan, M innesota,
M issouri, N ebraska, N orth
D akota, O hio, O klahom a,
South D akota, T exas, W est
Virginia, and W isconsin
David S . Bamberger ’623
Lakewood, OH
Sharon Seyfarth G am er ’89’
Lakewood, OH
Benjam in Keys ’Ol3
A n n Arbor, MI
Jenneane L. Jansen !883
Minneapolis, MN
Stephen Lloyd ’572
Park Forest, IL
Susan Schultz Tapscott ’722
Houston, T X

Zone F
A labam a, A rkansas, Florida,
G eorgia, K entucky, Louisiana,
M ississippi, N orth C arolina,
South C arolin a, Tennessee,
territories, dependencies, and
foreign countries
James Fligg ’502
N orth Palm Beach, FL
Julia S. Knerr ’81‘
Durham, N C
David L. Lyon 7 3 3
Suva, Fiji
Gertrude Jo ch Robinson ’50s
Canada
A nn Stuart ’652
Chapel Hill, N C

3 Term ends 2004.
4 Nominating Committee.

Zone 6
Alaska, A rizona, C aliforn ia,
Colorado, H aw aii, Idaho,
Montana, N evada, N ew
Mexico, O regon, U tah,
Washington, and W yoming
Janet Cooper Alexander ’6 8 J
Palo A lto, C A
Deborah Bond-Upson ’711
Kentfield, C A
Seth A. Brenzel ’94'
San Francisco, C A

Jim J. Moskowitz ’88
Philadelphia, PA
Pittsburgh
Barbara Sieck Taylor ’75
Pittsburgh, PA
Michaelangelo Celli ’95
Pittsburgh, PA
Los Angeles
David Lang ’54
Santa A na, C A
Seattle

Elizabeth Geiger ’962
Upland, C A

James Schembs ’01

Harold Kalkstein ’782
San Carlos, C A

Deborah Schaaf ’95

Leonard G . Rorer ’543
Santa Cruz, C A

Twin C ities
C om m ittee C ontact

Members at Large

Lia Theologides ’89
Minneapolis, MN

Vincent Jones ’9 8 ‘
Los Angeles, C A

Paris

David Vinjamuri ’8 6 ‘
New York, NY

Connection
Representatives
Boston

Lorrin Nelson ’00

Catherine Seeley Lowney ’82
Paris, France

National Chair
Don T. Fujihira ’69
New York, N Y

TBA
Chicago
Marilee Roberg ’73
Wilmette, IL
London
Abby Honeywell ’85
Metro D .C ./B altim ore
Sampriti Ganguli ’95
Metro N.Y.C.
Lisa Ginsburg ’97
Jodi Furr ’97
Philadelphia
Bruce J. Gould ’54
Philadelphia, PA

1 Term ends 2005.
2 Term ends 2006.

3 Term ends 2004.
4 Nominating Committee.

389

Faculty

EMERITI
Elisa Asensio, M .A ., Middlebury College,
Professor Emerita o f Spanish. A pt. 8350, 3300
Darby Road, Haverford, PA 19041.

George C. Avery, B .A .,

M .A ., and Ph.D.,
University o f Pennsylvania, Professor
Emeritus o f German. 230 Haverford Avenue.

Lydia Baer,

B .A ., Oberlin College; M .A . and
Ph.D., University of Pennsylvania, Professor
Emerita o f German, c/o Staff Leasing Group,
P.O. Box 25020, Bradenton, FL 34206-5020.

Robert C. Bannister,

B.A . and Ph.D., Yale
University; B.A . and M .A ., University of
Oxford, Scheuer Professor Emeritus o f History.
Strath Haven Condominiums, Apt. 1224,
801 Yale Avenue.

Robert A . Barr J r ., B.A ., Swarthmore
College; M .A ., University o f Pennsylvania,
Dean Emeritus o f Admissions. Strath Haven
Condominiums, Apt. 719, 801 Yale Avenue.
Oleksa-Myron Bilaniuk, Cand. Ingénieur,
Université de Louvain; B.S.E ., B .S ., M .S.,
M .A ., and Ph.D., University of Michigan,
Centennial Professor Emeritus of Physics.
100 Plush M ill Road, Wallingford, PA 19086.
Thomas H. Blackburn,

B.A ., Amherst
College; B.A . and M .A ., University of
Oxford; Ph.D., Stanford University,
Centennial Professor Emeritus o f English
Literature. 801 Yale Avenue, #1001.

David L . Bowler, B .S. in E.E., Bucknell
University; M .S. in E.E., Massachusetts
Institute o f Technology; M .A . and Ph.D.,
Princeton University, Howard N . and Ada ].
Eavenson Professor Emeritus o f Electrical
Engineering. 535 Gradyville Road, Newtown
Square, PA 19073.
Thompson Bradley,

B.A ., Yale University;
M .A ., Columbia University, Professor
Emeritus of Russian. Price’s Lane, Moylan,
PA 19065.

Tatiana M . Cosman,

b .a . and M .A .,
Middlebury College; M .A ., Columbia
University; Ph.D., New York University,
Assistant Professor (part tim e) Emerita of
Russian. Riddle Village, #215 Williamsburg,
Media, PA 19063-6032.

390

Gomer H. Davies, B.S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus of Physical Education.
212 Plush M ill Road, Wallingford, PA 19086.
Lee Devin, B .A ., San Jose State College;
M .A . and Ph.D., Indiana University, Professor
Emeritus o f Theater. 603 Hillbom Avenue.
H. Searl Dunn, B.S.E. and M .S.E., Princeton
University; Ph.D., Brown University, Henry
C . and J. A rcher Turner Professor Emeritus of
Engineering. Swarthmore College.
Launce J . Flemister, b .a ., M .A ., and
Ph.D., Duke University, Professor Emeritus of
Zoology. 36 Deerfield Road, H ilton Head,
S C 29926.
James D. Freeman,

B .A ., M .A ., and Ph.D.,
Harvard University, Daniel Underhill
Professor Emeritus o f Music. 206 Martroy
Lane, Wallingford, PA 19086.

J . William Frost,

B .A ., DePauw University;
M .A . and Ph.D., University o f Wisconsin,
Howard M. and Charles F. Jenkins Professor
Emeritus o f Quaker History and Research.
Swarthmore College.

John E . Gaustad, A .B.,

Harvard University;
Ph.D., Princeton University, Edward Hicks
Magill Professor Emeritus of Astronomy.
20 Ward Avenue, Northampton, M A 01060.

Charles E . Gilbert,

B.A ., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus of Political Science and Provost
Emeritus. 223 Kenyon Avenue.

James H. Hammons,

B .A ., Amherst
College; M .A . and Ph.D., T h e Johns Hopkins
University, Professor Emeritus o f Chemistry.
17 Furness Lane, Wallingford, PA 19086.

Mark A . Heald, B.A ., Oberlin College; M.S.
and Ph.D., Yale University, Morris L. Clothier
Professor Emeritus o f Physics. P.O. Box 284,
Pleasant Hill, T N 38578.
Wulff D. HeintZ,

Dr. rer. nat. Miinchen
University, Professor Emeritus o f Astronomy.
540 Riverview Avenue.

Eleanor K. Hess, B .S. and M .S., University
o f Pennsylvania, Professor Emerita of Physical
Education. 5 Plush M ill Road, Wallingford,
PA 19086.
Gudmund R. Iversen, M .A ., University of
Michigan; Ph.D., Harvard University,
Professor Emeritus o f Statistics. 212 Elm
Avenue.

Asmarom Legesse, B.A .,

Harold E . Pagliaro, A .B., M .A ., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus o f English
Literature and Provost Emeritus. 536 Ogden
Avenue.
Dean Peabody, B .A ., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
o f Psychology. 312 C atch Penny Lane, Media,
PA 19063-5443.
Jean Ashmead Perkins, B .A ., Swarthmore
College; M .A . and Ph.D., Columbia
University, Susan W. Lippincott Professor
Emerita of French. 44 Crosslands Drive,
K ennett Square, PA 19348.

Paul C. Mangelsdorf J r .,

University of Pennsylvania, Professor
Emeritus of Physical Education. 612 Rockbume Mills Court, Wallingford, PA 19086.

T. Kaori Kitao,

B.A . and M .A ., University
of California, Berkeley; Ph.D., Harvard
University, W illiam R . Kenan Jr., Professor
Emerita o f A rt History. 540 Westminster
Avenue.

George Krugovoy,

B .A ., M .A ., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus of Russian. 562 Juniata
Avenue.

Hugh M . Lacey,

B.A . and M .A ., University
of Melbourne; Ph.D., Indiana University,
Scheuer Family Professor Emeritus of
Philosophy. 3 3 6 Park Avenue.
University College
of Addis Ababa; Ed.M. and Ph.D., Harvard
University, Professor Emeritus of
Anthropology. Swarthmore College.
B.A ., Swarthmore
College; Ph.D., Harvard University, Morris L.
Clothier Professor Emeritus of Physics.
110 Cornell Avenue.

John D. McCrumm,

B.A . and M .S.,
University of Colorado, Howard N. and
Ada J. Eavenson Professor Emeritus of
Engineering. Arlington #417, Riddle Village,
Media, PA 19063.

Ann Kosakowski McNamee,

B .A .,
Wellesley College; M.Phil. and Ph.D., Yale
University, Professor Emerita of Music. 1850
Sandhill Road # 21, Palo A lto, C A 94304.

Philip Metzidakis,

B.A ., Dartmouth
College; Ph.D., Yale University, Professor
Emeritus of Spanish. 64 Tonset Road,
Orleans, M A 02653.

Kathryn L . Morgan,

B .A ., Virginia State
College; M .A ., Howard University; M.A.
and Ph.D., University of Pennsylvania,
Sara Lawrence Lightfoot Professor Emerita
of History. Apt. 710, Strath Haven
Condominiums.

JanB Mullins,

B .A ., Swarthmore College,
Registrar Emerita. 11 South Princeton
Avenue.

Helen F. North,

B .A ., M .A ., and Ph.D.,
Cornell University, Centennial Professor
Emerita of Classics. 604 Ogden Avenue.

Martin Ostwald, B .A ., University of
Toronto; M .A ., University of Chicago; Ph.D.,
Columbia University, W illiam R , Kenan Jr.,
Professor Emeritus of Classics. 4 08 W alnut
Lane.

Ernest J . Prudente, B.s. and M .S.,

Frederic L . Pryor,

B .A ., Oberlin College;
M .A . and Ph.D., Yale University, Professor
Emeritus of Economics. 740 Harvard Avenue.

Gilbert P. Rose,

B.A . and Ph.D., University
of California, Berkeley, Susan Lippincott
Professor Emeritus of Modem and Classical
Languages. 551 Marietta Avenue.

David Rosen,

B .A ., New York University;
M .A . and Ph.D., University of Pennsylvania,
Professor Emeritus o f Mathematics. 394
Riverview Road.

Alburt M . Rosenberg,

B .A ., Harvard
University; M .S., University of Florida; Ph.D.,
University o f Pennsylvania, Associate
Professor Emeritus o f Natural Science. P.O.
Box 1593, Harwich, M A 02645.

Robert Roza,

B .A ., University of Toronto;
M .A . and Ph.D., Princeton University, Susan
W. Lippincott Professor Emeritus o f French.
2 Todmorden Lane, Rose Valley, PA 19086.

Robert E . Savage, B .A ., Oberlin College;
M .S. and Ph.D., University of Wisconsin,
Isaac H. Clothier Jr., Professor Emeritus of
Biology. 411 Vassar Avenue.
Dernard S. Smith, B.A . and M .A .,
University of Oxford; Ph.D., Harvard
University, Professor Emeritus of History.
T h e C oach House, Glascwm, Llandrindod
Wells, Powys LD1 5SE, England.

391

Faculty

David G. Smith,

B.A ., and M .A ., University
of Oklahoma; Ph.D., T h e Johns Hopkins
University, R ichter Professor Emeritus of
Political Science. 4 48 S . Jackson Street,
Media, PA 19063.
Gilmore Stott, B .A . and M .A ., University
o f Cincinnati; B.A . and M .A ., University
of Oxford; M .A . and Ph.D., Princeton
University, Associate Provost Emeritus and
Special Assistant to the President.
3 18 Dartmouth Avenue.

Barbara Yost Stewart, B.A ., Swarthmore
College; M .A . and Ph.D., Bryn Mawr College,
Professor Emerita of Biology, 102 3rd Street,
Oxford, M D 21654-1249.

FACULTY AND INSTRUCTIONAL STAFF
Thea Abu El-Haj,

B .A ., Swarthmore College;
M .A . Bryn Mawr College; Ph.D., University
of Pennsylvania, Visiting Assistant Professor
of Education. Swarthmore College.

Frank Agovinn,

B .S., S t. Joseph’s University,
Coach/Instructor in Physical Education.
Swarthmore College.

Richard Alejandre, B .A ., Occidental
College, Supervisor of Student Teachers.
Jnhn Alston,

B .S. and M .A ., U n i­
versity of Colorado; Ph.D., Yale University,
Professor Emeritus of French and Spanish.
6 20 N orth Chester Road.

B.M ., Yankton College; M.M.,
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor o f Music.
Swarthmore College.
Diane Anderson, B.A ., M ontclair State
College; M .S., Drexel University, Ph.D.,
University of Pennsylvania, Assistant
Professor of Education. 210 Yale Avenue.

Peter T. Thompson, B .A ., T h e Johns

Nathalie Anderson,

Francis P. Tafoya,

Hopkins University; Ph.D., University of
Pittsburgh, Professor Emeritus of Chemistry.
203 College Avenue.
Derek Traversi, B.A . and M .A ., University
of Oxford, Alexander Griswold Cummins
Professor Emeritus of English. 12 Richmond
Mansions, Denton Road, Twickinham, Midd,
T W 1, 2HH, England.

P. Linwood Urban J r ., B .A ., Princeton
University; S.T .B ., S.T.M ., and Th.D .,
General Theological Seminary, Charles and
Harriett C ox McDowell Professor Emeritus
o f Religion. 2 0 South Princeton Avenue.
Douglas M . WeiSS, A .T .C .,

Professor
Emeritus of Physical Education. 117 S.
Chester Road.
Timothy C. Williams, B.A ., Swarthmore
College; A .M ., Harvard University; Ph.D.,
Rockefeller University, Professor Emeritus
of Biology.
Harrison M. Wright, B .A ., M .A ., and
Ph.D., Harvard University, Isaac H. Clothier
Professor Emeritus o f History and Inter­
national Relations and Provost Emeritus.
P.O. Box 209, Jamestown R I 02855.

Sarah Lee Lippincott Zimmerman, B .A .,
University of Pennsylvania; M .A ., Swarth­
more College; D .Sc., Villanova University,
Professor Emerita of Astronomy and Director
Emerita o f the Sproul Observatory. 29 Kendal
Drive, K ennett Square PA 19348-2323.

392

B .A ., Agnes Scott
College; M .A ., Georgia State University;
Ph.D., Emory University, Professor o f English
Literature. 3 Rutledge Avenue, Rutledge
PA 19070.
Diego ArmuS, B .A ., University of Buenos
Aires; M .A . and Ph.D., University of
California, Berkeley, Assistant Professor of
History. Swarthmore College.

Kim D. Arrow,

B .S., Temple University;
M.F.A., New York University, Associate
Professor of Dance (part tim e). Swarthmore
College.
Brian K. Axel, B .A ., Colby College; M.A.
and Ph.D., University of Chicago, Visiting
Assistant Professor of Anthropology.
Swarthmore College.
Roger Babb, B.A ., Empire State University;
M .A . and Ph.D., City University of New York
Graduate Center, Visiting Assistant Professor
of Theater (part tim e). Swarthmore College.

Alan R. Baker,

B .A ., University of
Cambridge; M .A . and Ph.D., Princeton
University. Assistant Professor o f Philosophy.
Swarthmore College.
Gabriel Quinn Bauriedel, B.A ., Swarthmore
College; Certificate, École Internationale de
Théâtre Jacques Lecoq, Visiting Instructor in
Theater (part time). Swarthmore College.

Karen Borbee,

Amanda Bayer, B.A ., Williams College;
M.A., M .Phil, and Ph.D., Yale University,
Associate Professor of Economics.
Swarthmore College.

B.S., University of Delaware;
M.Ed., Widener University, Associate
Professor o f Physical Education. Swarthmore
College.

Julie Becher, B.S., M .A ., and Ph.D.,
Pennsylvania State University, Visiting Assis­
tant Professor of Economics, Swarthmore
College. '

Darlene D. Bramucci, b .a . and M .S.,
University of Maryland, Laboratory Instructor/Academic Coordinator in Biology.
Swarthmore College.

Deborah Beck,

Elaine Metherall Brenneman, B .A ., U n i­
versity o f Vermont; M.Ed. and Ph.D., Univer­
sity of Delaware, Visiting Assistant Professor
of Education (part time). 443 Chambers Lane,
W est Chester PA 19382

B .A ., Yale University; M.A.
and Ph.D., Harvard University, Assistant
Professor of Classics. Swarthmore College.

Stephen P. Bensch, M .A ., University of
Toronto; Ph.D., University o f California,
Berkeley, Professor o f History. 614 Yale
Avenue.
Benjamin Berger, A .B., Princeton
University; M .A . and Ph.D., Harvard
University, Assistant Professor of Political
Science. Swarthmore College.

Michael R. Brown,

B .A ., Pomona College;
Ph.D., Dartmouth College, Associate
Professor o f Physics. 409 Turner Road,
Wallingford PA 19086.

Amy L . Brunner,

B.S., Bates College; M .S.,
Sm ith College, Coach/Instructor in Physical
Education. Swarthmore College.

Deborah J . Bergstrand, B .S., Allegheny
College; M .S. and Ph.D., University of
Illinois, Professor of Mathematics/Statistics
(part time). Swarthmore College.

B .A ., Williams College;
Ph.D., Massachusetts Institute o f Technology,
Professor o f Physics. 302 Cornell Avenue.

Alan Berkowitz,

B.A ., University of
Vermont; M .A. and Ph.D., University of
Washington, Professor o f Chinese.
Swarthmore College.

Sara Hiebert Burch,

Mary Ann Black, B .S., W est Chester
University, Supervisor o f Student Teachers,
402 Glenloch Road, Ridley Park PA 19078.

Timothy J . Burke,

Jean-Vincent Blanchard,

B.A . and M .A.,
Université de Montréal; Ph.D., Yale
University, Associate Professor o f French.
Swarthmore College.

Alfred H. Bloom, B.A ., Princeton Universi­
ty; Ph.D., Harvard University, President of
the College and Professor of Psychology and
Linguistics. 324 Cedar Lane.
Paul C- Bloom, B .A ., Reed College; M .S.
and Ph.D., University of Califom ia-Davis,
Visiting Assistant Professor of Physics.
Swarthmore College.
John R. BocdO,

B .S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Professor of Physics. 3 18 North Chester Road.

Elizabeth Bolton, B .A .,

Middlebury College;
M.Phil. and Ph.D., Yale University, Associate
Professor of English Literature. Swarthmore
College.

Amy L.R . Bug,

B.S., University o f St.
Andrews; Ph.D., University of Washington,
Associate Professor of Biology. Swarthmore
College.
B.A ., Wesleyan
University; M .A . and Ph.D., Johns Hopkins
University, Associate Professor o f History.
Swarthmore College.

Caroline A. Burkhard, B.s.

and M.S.,
University of Delaware, Laboratory Instructor
in Chemistry. 705 Godshall Road, Telford PA
18969.

Christopher Burns,

B .S., Bishops University;
M .S. and Ph.D., University of Toronto,
Visiting Assistant Professor of Physics.
Swarthmore College.

Henry Erik Butler, B.A ., University of
California, Santa Cruz; Ph.D., Yale Univer­
sity, M ellon Postdoctoral Fellow (German),
Assistant Professor. Swarthmore College.
Aurora Camacho de Schmidt,

M .A . and
Ph.D., Temple University, Associate Professor
o f Spanish. 204 W est Street, Media PA
19063.

Garikai Campbell,

B.A ., Swarthmore
College; Ph.D., Rutgers University, Assistant
Professor o f Mathematics. Swarthmore
College.

393

Faculty

Edmund Campos, B.A ., University of
California, Los Angeles; Ph.D., Stanford
University, Assistant Professor of English
Literature. Swarthmore College.
Sydney L . Carpenter,

B.F.A. and M.F.A.,
Tyler School o f A rt, Associate Professor of
Studio A rt. Swarthmore College.

Peter Carroll, B .s . and M .A ., Villanova
University, Coach/Instructor in Physical
Education. Swarthmore College.
John P. Caskey,

B .A ., Harvard University;
Ph.D., Stanford University, Professor of
Economics. 220 W est Rittenhouse Square,
Apt. 23C , Philadelphia PA 19103.

David H. Cohen,

B.A ., Harvard University;
Ph.D., University o f Wisconsin, Assistant
Professor o f Astronomy. 509 Rutgers Avenue.

j Hi
le
AI

Peter J . Codings, B .A., Amherst College; I fi
M.Ph. and Ph.D., Yale University, Morris L.
IC
Clothier Professor of Physics. 123 Locust
IF
Lane, Media PA 19063.
IQ
Michael W. Cothren, B .A ., Vanderbilt
University; M .A . and Ph.D., Columbia
University, Professor o f A rt History and Art
History Coordinator. 611 Strath Haven
Avenue.

IF
V
I[

Judy Cebra-Thomas,

B.A ., W est Virginia University; I J
M .A ., University o f Delaware; Ph.D.,
I]
University o f Pennsylvania, Visiting Assistant I ,
Professor in Linguistics (part time),
Swarthmore College.
I |

Pallabi Chakravorty,

Catherine H. Crouch, A .B., Williams
College; A .M . and Ph.D., Harvard University,
Assistant Professor of Physics. Swarthmore
College.

B.A . T h e Johns
Hopkins University; Ph.D. Washington
University, Visiting Assistant Professor of
Biology. Swarthmore College.
B.A ., Jadavpur
University; Ph.D., Temple University,
Assistant Professor o f Dance (part tim e).
Swarthmore College.

Joy Charlton,

B .A ., University o f Virginia;
M .A . and Ph.D., Northwestern University,
Professor o f Sociology. 503 North Chester
Road.

Erik Cheever, B.S., Swarthmore College;
M .S.E. and Ph.D., University of Pennsylvania,
Professor o f Engineering. 423 S . Olive Street,
Media PA 19063.
Benjamin Cherel, Maîtrise de Sociologie,
Université de Grenoble II; D.E.A . de
Sociologie e t de Lettres Modernes, Université
de Grenoble; Maîtrise de Français Langue
Etrangère, Université Stendhal, Visiting
Language Instructor in French. Swarthmore
College.
Horaclo Chiong Rivero, B.A ., Yale
University; M .A . and Ph.D., Harvard
University, Assistant Professor o f Spanish.
Swarthmore College.
Yvonne P. Chireau, B •A., Mount Holyoke
College; M .T.S., Harvard University; Ph.D.,
Princeton University, Associate Professor of
Religion. 700 H illbom Avenue.
Anne Choi, B .A .,

Indiana University;
M .A ., University o f Massachusetts; Ph.D.,
University o f Southern Califom ia-Los
Angeles, M ellon Postdoctoral Fellow, Visiting
Assistant Professor o f History. Swarthmore
College.

Sean Crist,

I

Stephen Dale, B .A ., Carleton College;
M .A ., Ph.D., University o f California—
Berkeley, Visiting Professor o f History.

LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Swarthmore College.
Susan P. DaviS,

B .S., Springfield College;
M .S., Sm ith College, Professor o f Physical
Education. 2411 W hitehouse Road, Berwyn
PA 19312.

Thomas S. Dee,

B.A ., Swarthmore College;
M .A . and Ph.D., University o f Maryland,
Assistant Professor of Economics.
609 Academy Road.

Ursula Neuerburg Denzer, B .A ., Freie
Universität; M .A ., New York University,
Instructor in Theater. 20 Oberlin Avenue.
Peggy deProphetis, A .B., Vassar, M.B.A.,
W harton School, University o f Pennsylvania;
Ph.D., University o f Pennsylvania. Visiting
Associate Professor in Economics (part time).
Swarthmore College.
Nathaniel Deutsch, B.A ., M .A ., and Ph.D.,
T h e University o f Chicago, Associate
Professor o f Religion. Swarthmore College.
Miguel Diaz-Barriga, B.A ., University of
Chicago; M .A . and Ph.D., Stanford
University, Associate Professor of
Anthropology. 420 Rutgers Avenue.

I

Nancy Donaldson, B.A ., Swarthmore C ol­
lege, Supervisor o f Student Teachers.
Allison Dorsey,

B.A ., University of San
Francisco; M .A . and Ph.D., University of
Califomia-Irvine, Associate Professor of
History. Swarthmore College.

Bruce A. Dorsey, B .A ., Biola University;
A.M. and Ph.D., Brown University, Associate
Professor of History. Swarthmore College.

Aya Ezawa,

B.A . Sophia University; M .Sc.,
University o f London; Ph.D., University of
Illinois, Visiting Assistant Professor of
Sociology. Swarthmore College.

Marion J . Faber,

B.A . and M .A ., University
of California, Berkeley; Ph.D., Harvard
University, Professor of German.
234 Benjam in West Avenue.

Kimberly Fedchak,

Wendy Dowkings,

B.A ., Oberlin College;
M .A ., Bryn Mawr College, Language
Instructor in Russian (part tim e). Swarthmore
College.

Anda Dubinskis,

Theodore B. Fernald,

Robert S . DuPleSSiS, B .A ., Williams
College; M .A . and Ph.D., Columbia Univer­
sity, Isaac H. Clothier Professor o f History and
International Relations. 211 Rutgers Avenue.

Sibelan Forrester,

B.J., T h e University of
Texas at Austin, Visiting Lecturer in English
Literature (part tim e). Swarthmore College.
B.F.A., Cooper U nion;
M.F.A., University o f Pennsylvania, Visiting
Assistant Professor o f Studio A rt (part time).
Swarthmore College.

Frank H . Durgin, B .A ., St. Joh n’s College;
M.A., University of Pennsylvania; Ph.D.,
University of Virginia, Associate Professor of
Psychology. 631 Parrish Road.

Mark Duzenski, B .S., Trenton State Universi­
ty, Coach/Instructor in Physical Education.
Richard Eldridge, A .B., Middlebury College;
M.A. and Ph.D., University o f Chicago,
Professor of Philosophy. 423 Harvard Avenue.
Ali Erkan, B.S., M .S., Lehigh University,
Visiting Instructor of Computer Science.
4 Cram Ledge Lane.
Raima Evan, B .A ., Radcliffe College,
Harvard University; M .A . and Ph.D.,
University of Pennsylvania, Visiting Assistant
Professor of English Literature (part time).
501 Harvard Avenue.
Erich Carr Everbach, A .B .,

Harvard
College; M .S. in M .E., and Ph.D., Yale
University, Associate Professor of
Engineering. Swarthmore College.

Philip J . Everson,

B .A ., Pomona College;
M.A. and Ph.D., Harvard University,
Associate Professor of Statistics. Swarthmore
College.

Randall L . Exon, B.F.A., Washburn
University; M .A . and M.F.A., University of
Iowa, Professor of Studio A rt. 431 Rogers
Lane, Wallingford PA 19086.

B.A . and M .A .,
O hio State University; Ph.D., University of
C alifom ia-Santa Cruz, Associate Professor of
Linguistics. Swarthmore College.
B.A ., Bryn Mawr
College; M .A . and Ph.D., Indiana University,
Associate Professor o f Russian. Swarthmore
College.

Sharon E . Friedler,

B .A ., Colby College;
M.F.A., Southern Methodist University,
Stephen Lang Professor o f Performing Arts.
220 Vassar Avenue.

Joan Friedman,

B.A ., Hunter College;
M .A ., University of Wisconsin, Language
Instructor in Spanish (part time).
421 Cornell Avenue,

inel Friedman,

D.M .A ., Columbia
University, Visiting Assistant Professor of
Music (part tim e). Swarthmore College.

Gregory Frost,

B .A ., University of Iowa, Vis­
iting Instructor o f English (part tim e).
Swarthmore College.

William 0. Gardner,

B .A ., Columbia
University; M .A . and Ph.D., Stanford
University, Assistant Professor o f Japanese.
Swarthmore College.

Kenneth J . Gergen,

B .A ., Yale University;
Ph.D., Duke University, G il and Frank Mustin
Professor of Psychology. 331 Rogers Lane,
Wallingford PA 19086.

Farha N. Ghannam, B.A .

and M .A .,
Yarmouk University; Ph.D., University of
Texas at Austin, Assistant Professor of
Anthropology. Swarthmore College.

Scntt F. Gilbert,

B.A ., Wesleyan University;
M .A . and Ph.D., T h e Johns Hopkins Univer­
sity, Professor o f Biology. 224 Cornell Avenue.

395

Faculty

Jane E . Gillham,

B .A ., Princeton University;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor o f Psychology (part tim e).
631 Parrish Road.

Jill Gladstein,

B .S., University of
W isconsin, Madison; M .S.E.D ., University
o f Pennsylvania; Ph.D., University of
Pennsylvania, Assistant Professor o f English
Literature and Director of W riting Associates
Program. Swarthmore College.

Dolores Luis Gmitter, B .A ., St. Francis
College; M.Ed., Temple University, Associate
in Performance (D ance). Swarthmore
College.
Stephen S. Golub,

B .A ., Williams College;
M .A . and Ph.D., Yale University, Professor of
Economics. 215 College Avenue.

Edward A . Gooding,

B.A ., Swarthmore C ol­
lege; M .S., University o f New M exico; Ph.D.,
University of Pennsylvania, Visiting Assistant
Professor of Chemistry and Biochemistry. 328
Park Avenue, Swarthmore PA 19081.

Bmce Grant, B.A ., M cG ill University;
M .A . and Ph.D., R ice University, Associate
Professor of Anthropology. Swarthmore
College.
William Gresh J r .,

B .S. Allegheny College;
M A , University o f Pennsylvania, Laboratory
Instructor in Biology. Swarthmore College.

Pat GreSS,

B .S., Towson University, M .S.,
W est Chester University, Coach/Instructor in
Physical Education. Swarthmore College.

Charles M . Grinstead, B.A ., Pomona
College; M .A . and Ph.D., University of
California—Los Angeles, Professor of
Mathematics. 8 W hittier Place.
Cheryl P. Grood,

B .A ., University of
Michigan; M .A . and Ph.D., University of
W isconsin, Assistant Professor of
Mathematics. Swarthmore College.

Carl H. Grossman, B.s. and Ph.D.,
University o f Pennsylvania, Associate
Professor o f Physics. 629 N. Chester Road.
Maria Luisa Guardiola, Licenciada,
Universität autonoma de Barcelona; Ph.D.,
University o f Pennsylvania, Associate
Professor of Spanish. Swarthmore College.
Julie Hagelin,

B.A. Pomona College, Ph.D.,
University of New M exico; Assistant
Professor of Biology. Swarthmore College.

396

Edith Hall, B.A ., M .A ., D.Phil., Oxford
University, Cornell Visiting Professor of
Classics. Swarthmore College.
Cynthia Perwin Halpern, B.A ., Tulane
University; M .A ., T h e London School of
Economics; Ph.D., Princeton University,
Associate Professor of Political Science.
Swarthmore College.
K. David Harrison, B.A. American Univer­
sity; Magister, Jagiellonian University/Poland;
M .A ., Yale University; Ph.D., Yale University,
Visiting Assistant Professor o f Linguistics.
Doan Haitung, B.A. Cleveland A rt Institute,
Visiting Assistant Professor of Studio Art
(part tim e), 129 E. M t. Airy Avenue,
Philadelphia PA 19119.
John J . HaSSett,

B.A ., S t. Francis College;
M .A ., University of Iowa; Ph.D., University
o f Wisconsin, Susan W. Lippincott Professor
of Modem Languages and Literatures (Span­
ish). 514 S . Providence Road, Wallingford PA
19086.

Adam Hertz,

B.A ., University of Redlands;
M.Ed., Temple University, Director of
A thletics. Swarthmore College.

Sally HeSS, B.A ., Barnard College; M.Phil.,
Yale University, Associate Professor of Dance
(part time). Swarthmore College.
Robinson G. Hollister Jr., B .A ., Amherst
College; Ph.D., Stanford University, Joseph
W harton Professor of Economics. 1 Whittier
Place.
Raymond F. Hopkins, B.A ., O hio Wesleyan
University; M .A ., O hio State University;
M .A . and Ph.D., Yale University, Richter
Professor o f Political Science. 308 Ogden
Avenue.
Steven P. Hopkins,

B.A . and M .A .,
University o f California, Santa Barbara; A.M.
and Ph.D., Harvard University, Associate
Professor o f Religion. 312 S . Chester Road.

Wendy A . Horwitz,

B.A ., Harvard Univer­
sity; M .A . and Ph.D., Temple University, Vis­
iting Assistant Professor of Psychology (part
time). 502 Westview Street, Philadelphia, PA
19119.

Kathleen P. Howard, B.A ., Princeton
University; Ph.D., Yale University, Associate
Professor o f Chemistry. Swarthmore College.

I

Constance Cain Hungerford, B.A .,
Wellesley College; M .A ., Ph.D., University
of California, Berkeley, Provost and Mari S.
Michener Professor of A rt History.
410 Dickinson Avenue.
Thomas J . Hunter,

B .S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics. Swarthmore College.

J. Matthew Hutchinson,

B.A . G rinnell C ol­
lege; Ph.D., University of W isconsin-M adison, Camille and Henry Dreyfus Fellow. 915
Harvard Avenue, # 1205, Swarthmore PA
19081.
Virginia M. Indivero, B.S., Elizabethtown
College; M .S., Villanova University, Lecturer
in Chemistry. 2915 Wakefield Drive, Holmes,
PA 19043.
Hiroshi Iwasaki, B .A ., Osaka University For
Foreign Students; MFA, Boston University,
Visiting Assistant Professor of Theater (part
time). 235 E. Gowen Avenue, Philadelphia
PA 19119.
Charles L . James, B .S., State University of
New York-New Paltz; M .S., State University
of New York-Albany, Sara Lawrence
Lightfoot Professor o f English Literature.
402 Laurel Lane, Wallingford, PA 19086.

Philip N. Jefferson, B .A ., Vassar College;
M.A., Ph.D., University of Virginia, Associate
Professor of Economics. 625 Elm Avenue.

Aimee S .A . Johnson,

B .A ., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Associate Professor
of Mathematics. Swarthmore College.

Kendall Johnson,

B.A ., University of
Michigan; M .A ., University o f Pennsylvania;
Ph.D., University o f Pennsylvania. Assistant
Professor of English Literature. Swarthmore
College.
Nora Johnson, B .A ., University o f Califor­
nia, Los Angeles; M .A . and Ph.D., University
o f California, Berkeley, Associate Professor
of English Literature. Swarthmore College.

Pieter M . Judson, B .A ., Swarthmore
College; M .A . and Ph.D., Columbia
University, Associate Professor of History
and Chair. 1108 Spruce Street, #2F, Philadel­
phia PA 19107.
Edward T. Kako, B .A ., Brown University;
M .A . and Ph.D., University o f Pennsylvania,
Assistant Professor of Psychology. 230 W.
Albemarle Avenue, Lansdowne PA 19050.
Wol-A Kang,

B.A ., Fu-Jen Catholic Univer­
sity, Taipei, Taiwan; M .A ., Peking University,
Beijing, China, Language Instructor in
Chinese (part tim e). Swarthmore College.

Jennie Keith,

B.A . Pomona College; M .A .
and Ph.D., Northwestern University, C enten­
nial Professor of Anthropology and Director
o f the Eugene M. Lang Center for C ivic and
Social Responsibility. 612 Ogden Avenue.

John B. Jenkins,

Charles F. Kelemen,

Eric L.N . Jensen, B .A ., Carleton College;
M.S., Ph.D., University of Wisconsin,
Assistant Professor of Astronomy. Swarthmore
College.

Deborah G. Kemler Nelson,

B .S. and M .S., U tah State
University; Ph.D., University of California,
Los Angeles, Isaac H. Clothier Jr. Professor of
Biology. 330 Cornell Avenue.

Yoshiko Jo ,

B.A ., Seiwa College;
Nishinomiya, Japan; B.A ., North Central
College, Illinois; M .A ., University of IllinoisUrbana-Champaign. Language Instructor in
Japanese (part time). Swarthmore College.

Michael Johns,

B.A ., New England
Conservatory; M .M . and Doctor of Musical
Arts, Temple University, Associate in Perfor­
mance (Music). Swarthmore College.

B.A ., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science.
776 Hillview Road, Malvern PA 19355.
B .A ., M .A .,
and Ph.D., Brown University, Centennial
Professor of Psychology. 211 Benjam in West
Avenue.
Mary K. Kenney, A .B., Chestnut Hill
College; M .A ., Villanova University,
Language Instructor in Spanish (part tim e).
Swarthmore College.

Mary Ann Klassen,

B.A ., Agnes Scott
College; M .S., University of Wyoming,
Lecturer in Physics and Astronomy.
Swarthmore College.

Eugene A. Klotz,

B .S., A ntioch College;
Ph.D., Yale University, Albert and Edna
Pownall Buffington Professor o f Mathematics.
735 Yale Avenue.

397

Faculty

Jonathan Kochavi, B .A ., University of
Chicago; Ph.D., State University o f New
York-Buffalo, Visiting Assistant Professor of
Music (part tim e). Swarthmore College.
Ann Komaromi, B .A ., Northwestern
University; M .A . and Ph.D., T h e University
of W isconsin-M adison, Assistant Professor of
Russian. Swarthmore College.
Haili Kong,

M .A ., People’s University,
Beijing; Ph.D., University o f ColoradoBoulder, Associate Professor of Chinese.
Swarthmore College.

Robin Kucharczyk,

B .A ., Douglass College,
Rutgers University; Ph-D., Yale University,
Visiting Assistant Professor in Chemistry. 416
N . Chester Road, Apt. #3, Swarthmore PA
19081.

Scott Kugle,

B.A ., Swarthmore College;
Ph.D., Duke University, Assistant Professor
o f Religion, Swarthmore College.

Allen Kuharski, B.A ., University of
W isconsin-M adison; M .A . and Ph.D.,
University o f California, Berkeley, Associate
Professor o f Theater. 3 17 N . 35th Street,
Philadelphia PA 19104.
Mark Kuperberg, B.A ., Amherst College:
M .A . and Ph.D., Massachusetts Institute of
Technology. Professor of Economics. 147 Park
Avenue.
James R. Kurth,

B .A ., Stanford University;
M .A . and Ph.D., Harvard University, Claude
C . Sm ith Professor of Political Science. 100
Rutgers Avenue.

Harleigh Leach,

B .A ., Trinity College; M .S.,
Sm ith College, Coach/Instructor in Physical
Education. Swarthmore College.

Grace M . Ledbetter,

B.A ., Bryn Mawr C ol­
lege; M .A ., University of Virginia; Ph.D.,
Cornell University, Associate Professor of
Classics and Philosophy. 241 Rutgers Avenue.

Sonya Lee,

B.A ., University o f Washington,
Seattle; M .A ., University o f Chicago, Visiting
Instructor in A rt History (part tim e). Swarthmore College.

Carolyn Lesjak,

B .A ., Swarthmore College;
M .A ., Duke University; Ph.D., Duke
University, Associate Professor o f English
Literature. 219 S t. Mark’s Square,
Philadelphia, PA 19104.

Gerald Levinson, B .A ., University of
Pennsylvania; M .A . and Ph.D., University of
398

Chicago, Jane Lang Professor o f Music.
307 Maple Avenue.

Lillian M . Li, A .B ., Radcliffe College; A.M.
and Ph.D., Harvard University, Professor of
History. 308 Chestnut Avenue.
Jeremy Loomis,

B .A ., University of
Maryland, M .S., Miami University, M.B.A.,
University o f Maryland, Coach/Instructor in
Physical Education. Swarthmore College.

Tamsin Lorraine,

B .A ., Middlebury College;
Ph.D., University of Massachusetts, Associate
Professor of Philosophy. 314 N . Providence
Road, Wallingford, PA 19086.

Jose-LuiS Machado,

B .S. Universidad de
Los Andes, Bogota; M .S., University of
Vermont; Ph.D., University o f Minnesota,
Assistant Professor of Biology. Swarthmore
College.

Milton R . Machuca, Licenciatura in
Psychology, Universidad Centroamericana,
San Salvador, El Salvador; M .A ., Temple
University, Visiting Instructor o f Spanish.
Swarthmore College
NolSOn A . M aCkon, B .S., Case Institute of
Technology; Ph.D., University o f Delaware.
Howard N. and Ada J. Eavenson Professorship
in Engineering. 250 Haverford Avenue.

Ellen B. Magenheim, B .A ., University of
Rochester; M .A ., Ph.D., University of Mary­
land, Professor o f Economics. Swarthmore
College.
James Magruder, B .A .,

Cornell University;
M .A ., M.F.A., and D.F.A., Yale University,
Visiting Assistant Professor in Theater
(part tim e). Swarthmore College.

Jonathan Hart Makwaia, Certificate, Roy
Hart Centre, Visiting Instructor in Theater.
Swarthmore College.

Bakirathi Mani, B.S.F.S., Georgetown
University; M .A ., Jawaharlal Nehru Univer­
sity; Ph.D., Stanford University, Assistant
Professor of English Literature. Swarthmore
College.
Jeanne Marecek,

B .S., Loyola University;
Ph.D., Yale University, William Rand Kenan
Professor of Psychology. 325 S. Monroe
Street, Media, PA 19063.

Michael Marissen,

B.A ., Calvin College;
Ph.D., Brandéis University, Professor of
Music. 915 Harvard Avenue, #1100.

William Marshall, B.F.A., University of
Florida; M.F.A., Virginia Tech, Resident
Designer and Associate Professor o f Theater.
720 Ogden.

Thomas A . Morton, B .A ., Pennsylvnia State
University; Ph.D., University o f Pennsylvania,
Visiting Lecturer in A rt History (part tim e).
Swarthmore College.

Jocelyns Mattei-Noveral,

Frank A . Moscatelli, B .S., c.w. Post
College; M .S. and Ph.D., New York
University, Professor o f Physics.
401 Rogers Lane, Wallingford PA 19086.

B.S., Orsay
University, Laboratory Instructor in Biology.
Swarthmore College.

Stephen B. Maurer,

B.A ., Swarthmore
College; M .A . and Ph.D., Princeton
University, Professor of Mathematics.
206 Benjamin W est Avenue.

Bruce A . Maxwell,

B.A . and B .S., Swarth­
more College; M .Phil, Cambridge University;
Ph.D., Cam egie-M ellon University, Assistant
Professor o f Engineering. 951 Beatty Road,
Springfield, PA 19064.

Arthur E . McGarity,

B .S., Trinity University;
M.S.E., Ph.D., T h e Johns Hopkins University,
Henry C . and J. A rcher Turner Professor of
Engineering. 135 Rutgers Avenue.

Erin Mee, A .B ., Harvard College; M .A .
New York University. Instructor of Theater.
Swarthmore College. 2 Crum Ledge Lane.
Lisa Meeden,

B .A ., G rinnell College; M .S.
and Ph.D., Indiana University, Associate
Professor of Computer Science. 12 Shepherds
Lane, Wallingford PA 19086.

Justine MelO,

B.A. Princeton University,
Ph.D. University of California at San
Francisco; Visiting Assistant Professor of
Biology. Swarthmore College.

Rachel A. Merz,

B .A ., Western New M exico
University; M .S., University of Florida; Ph.D.,
University of Chicago, Professor o f Biology.
401 Dickinson Avenue.

Brian A. Meunier,

B .F.A., University of
Massachusetts-Amherst; M.F.A., Tyler School
of Art, Temple University, Professor of Studio
Art and Studio A rt Coordinator. Swarthmore
College.

Janine Mileaf,

B.A ., Wesleyan University;
M.A., Ph.D., University of Pennsylvania,
Assistant Professor of A rt History.
Swarthmore College.

Amanda Miller, Associate

in Performance
(Dance). Swarthmore College.

Lynne A. Molter, B .S. and B .A ., Swarthmore
College; S.M . and Sc.D ., Massachusetts
Institute of Technology, Professor of
Engineering. Swarthmore College.

George Moskos,

B .A ., Davidson College;
M .A . and Ph.D., University o f W isconsinMadison, Professor o f French, James C .
Hormel Professor in Social Justice.
730 Yale Avenue.

Michael L . Mullan, B .A ., University of
California, Berkeley; M.Ed., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education. 401 Rogers
Lane, Wallingford PA 19086.
BrauliO Munoz,

B .A ., University of Rhode
Island; M .A . and Ph.D., University of
Pennsylvania, Professor o f Sociology.
500 Harvard Avenue.

Rosaria V. Munson,

Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University o f Pennsylvania, Professor
o f Classics. Swarthmore College.

Jeffrey S. Murer,

B .A ., University of
Wisconsin; Ph.D., University o f IllinoisChicago, Assistant Professor o f Political
Science. Swarthmore College.

James Murphy, B .A ., State University of
New York at Albany, Visiting Instructor in
Theater (part tim e). Swarthmore College.
Marjorie Murphy, B .A ., Jersey City State
College; M .A ., San Jose State University;
Ph.D., University o f California, Davis,
Professor of History. Swarthmore College.
Carol Nackenoff, A .B .,

Sm ith College; M .A.
and Ph.D., University o f Chicago, Professor
of Political Science. 302 S. Chester Road.

C. Kemal Nance,

B.A ., Swarthmore College;
M.Ed., Temple University, Associate in
Performance (D ance). Swarthmore College.

Donna Jo Napoli,

B.A ., M .A ., and Ph.D.,
Harvard University, Professor of Linguistics.
226 Park Avenue.

Carole Netter, Maitrisse and DEA,
University o f Paris, Language Instructor in
French (part tim e). Swarthmore College.

399

Faculty

Tia Newhall, B.S.-SE D , M .S., Ph.D.,
University o f W isconsin-M adison, Assistant
Professor o f Computer Science. #5 Crum
Ledge.
James. P. Noveral,

A .B., Temple University;
M .S., Ph.D., Drexel College, Visiting Associ­
ate Professor of Biology (part tim e).

Hans F. Oberdiek, B .S. and Ph.D.,
University of Wisconsin, Henry C . and
Charlotte Turner Professor of Philosophy.
4 10 Dickinson Avenue.
Stephen A . O’Connell, A .B ., Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Professor o f Economics.
509 Harvard Avenue.
Virginia Adams O’Connell, B .A .,

Haverford
College; M .A ., Ph.D., University o f Pennsyl­
vania, Visiting Assistant Professor of Sociol­
ogy and Anthropology. 509 Harvard Avenue.

Lizzie Olesker,

B.A ., A ntioch College;
M.F.A., New York University, Visiting
Assistant Professor in Theater (part time).

Frederick L . Orthlieb, B .S. and M .S.,
Massachusetts Institute o f Technology; Ph.D.,
Cam egie-M ellon University, Professor of
Engineering. T h e Isaiah V. Williamson Chair
of C ivil and M echanical Engineering. 13
G reen Valley Road, Wallingford PA 19086.

Michael J . Piovoso,

B .S., University of
Delaware, M .S.E.E., University of Michigan,
Ph.D., University of Delaware, Visiting
Associate Professor o f Engineering.
Swarthmore College.

Elke Plaxton,

B .A ., Brigham Young Univer­
sity; M .A ., University o f Colorado, Language
Instructor in German (part tim e). 2022
Brandywine Street, Philadelphia PA 19103.

Helen Piotkin, B.A ., Swarthmore College;
M .A ., University o f Michigan, Visiting In­
structor in Religion (part tim e). Swarthmore
College.
Emily Proctor, A .B ., Bowdoin College;
A .M ., Ph.D., Dartmouth College, Visiting
Assistant Professor of Mathematics.
Swarthmore College.
Colin Purrington,

B.A ., Reed College;
Ph.D., Brown University, Associate Professor
of Biology. Swarthmore College.

Paul R. Rablen,

B .A ., Haverford College;
M .A ., Columbia University; Ph.D., Yale
University, Associate Professor of Chemistry.
404 Elm Avenue.

Charles Raff, B.A ., University of Rochester;
M .A . and Ph.D., Brown University, Professor
o f Philosophy. 214 Rutgers Avenue.

Elizabeth A . Ottinger,

Eric Raimy, B .A ., University o f Toronto;
Ph.D., University o f Delaware, Visiting
Assistant Professor of Linguistics (part time).
46 Julie Lane, Newark DE 19711.

Robert S. Raley,

Keith Reeves, B .A ., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science. 308 S . Chester
Road.

Leonidas Pantelidis,

Patricia L . Reilly, B.A ., University of
California; M .A ., Bryn Mawr College; Ph.D.,
University o f California, Assistant Professor
o f A rt History. Swarthmore College.

B.A ., Franklin and
Marshall College; Ph.D., University of
Minnesota, Assistant Professor o f Chemistry.
Swarthmore College.
B.S., M cG ill University;
M .S. and Ph.D., University o f Michigan,
Associate Professor of Chemistry.
602 Elm Avenue.
Diploma in Physics,
National and Kapodistrian University of
A thens; Ph.D., Massachusetts Institute of
Technology, Visiting Assistant Professor of
Physics. Swarthmore College.

Robert F. Pasternack, B.A . and Ph.D.,
Cornell University, Edmund A llen Professor
o f Chemistry. 800 Avondale Road,
Wallingford PA 19086.
Donna T. Perrone,

B.S., University of
Delaware, Laboratory Instructor in Chemistry.
1002 Beech Road, Wallingford PA 19086.

Steven I. Piker, B.A ., Reed College; Ph.D.,
University o f W ashington, Professor of
Anthropology. 125 Rutgers Avenue.
400

Michele Reimer, B .A ., Yale University;
M .S.W ., Sm ith College School for Social
Work; Ph.D., Temple University, Visiting
Assistant Professor of Psychology (part time).
50 Rosedale Road, Wynnewood PA 19096.
Celia B. Reisman, B.F.A., Camegie-Mellon
University; M.F.A., Yale University, Assistant
Professor of Studio A rt (part tim e). 49 Merbrook Lane, Merion Station PA 19066.

K. Ann Ranninger,

B.A ., University of
Pennsylvania; M .A . and Ph.D., Bryn Mawr
College, Professor of Education. 20 President
Avenue, Rutledge PA 19070.

Prudence G. Schran, B .S., University of
Maine; M .A ., W est Chester University,
Lecturer in Physics and Astronomy.
Swarthmore College.

Micheline Rice-Maximin, Licence and
Maitrise Université de la Sorbonne, Paris-IV;
M.A., University of North Texas; Ph.D.,
University o f Texas-Austin, Associate
Professor o f French. 525 Elm Avenue.

Richard Schuldenfrei, b .a . and M .A .,
University of Pennsylvania; Ph.D., University
of Pittsburgh, Professor o f Philosophy. 19
W hite Pine Lane, Rose Valley PA 19065.

Barbara Riebiing,

B.A ., University of
Pennsylvania; M .A ., University of Pennsyl­
vania; Ph.D., University of Pennsylvania,
Visiting Associate Professor of English
Literature (part tim e). Swarthmore College.

Steve Risberg,

B .A ., Dartmouth College,
Supervisor o f Student Teachers.

Marianne Rogers, B .S., Thomas Edison
University, Laboratory Instructor in
Chemistry. Swarthmore College.
Ellen M . ROSS, B .A ., Princeton University;
M.A. and Ph.D., University of Chicago, Asso­
ciate Professor of Religion. 604 Elm Avenue.
Mary E . R o th ,

B .A ., Kenyon College; Ph.D.,
Massachusetts Institute of Technology,
Lecturer in Chemistry and Director o f Intro­
ductory Laboratories. 119 Chapel Hill Drive,
Newark DE 19711.

Richard L . Rubin,

A .B ., Brown University;
M.A. and Ph.D., Columbia University,
Professor of Political Science and Public
Policy (part tim e). Swarthmore College.

Bernard Saffran, B .A ., City College of
New York; Ph.D., University o f Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 G arrett Avenue.
BemOUSSi Saltani, Maîtrise de langue et
de littératures françaises, Faculté des lettres;
DEA (lettres modernes), Thèse de troisième
cycle, Université d’Aix-en-Provence;
Doctorat d’état, université de la Sorbonne
nouvelle, Paris III, Associate Professor of
French. Swarthmore College.

Peter J . Schmidt, B .A ., Oberlin College;
M.A. and Ph.D., University of Virginia, Pro­
fessor of English Literature. 606 Elm Avenue.
Allen M . Schneider,

B .S., Trinity College;
Ph.D., Indiana University, Eugene M. Lang
Research Professor of Psychology. 608 Elm
Avenue.

Barry Schwartz, B .A ., New York University;
M .A . and Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor o f Social
Theory and Social A ction. 279 S . Fifth
Street, Philadelphia PA 19106.
Peggy Ann Seiden, b .a ., Colby College;
M .A ., University o f Toronto; M .L.I.S.,
Rutgers University, College Librarian.
Swarthmore College.
Paula SepinUCk, B .A ., Bennington College;
M .A ., Villanova University, A djunct Associ­
ate in Performance (Dance). Swarthmore
College.
Helene Shapiro, B .A ., Kenyon College;
Ph.D., California Institute of Technology, Pro­
fessor of Mathematics. Swarthmore College.
Kenneth E . Sharpe, B.A ., Dartmouth
College; M .S., London School o f Economics
and Political Science; Ph.D., Yale University,
W illiam R . Kenan Jr. Professor o f Political
Science. 521 Elm Avenue.
Jnn Sherman,

B .A ., Temple University,
Associate in Performance (Dance).
Swarthmore College.

Adrienne Shibles,

B.A ., Bates College;
M .S., Sm ith College, Associate Professor of
Physical Education. Swarthmore College.

Don H. ShimamotO, B .S., Stanford Universi­
ty; M .A . and Ph.D., Brandeis University,
Associate Professor o f Mathematics.
Swarthmore College.
Faruq M .A . Siddiqui, B .S., Bangladesh
University o f Engineering and Technology;
M .S. and Ph.D., University of Pittsburgh,
Professor o f Engineering. 30 Waterford Way,
Wallingford PA 19086.
Nandini Sikand, B.A .,

St. Stephens College,
Delhi University; M .A ., Northern Illinois
University; Ph.D. (currently enrolled) T he
Graduate Center CU N Y, Visiting Assistant
Professor of Film and Media Studies.
Swarthmore College.

401

Faculty

Sunka Simon,

M .A ., Universitadt Hamburg;
Ph.D., T h e Johns Hopkins University,
Assistant Professor o f German. Swarthmore
College.

Janet C. Talvacchia,

Kathleen K. Siwicki, B .S., Brown Univer­
sity; M. Phil., Cambridge University; Ph.D.,
Harvard University, Professor o f Biology.
15 W hite Pine Lane, Media PA 19063.

Joseph M . Thometz, M .A .,

Lee A . Smithey,

Eva F. Travers, B .A ., Connecticut College;
M .A . and Ed.D., Harvard University,
Professor of Education. 416 Park Avenue.

B.A ., Emory University;
M .A . and Ph.D., University o f Texas—Austin,
Assistant Professor o f Sociology. Swarthmore
College.

Lisa Smulyan,

B .A ., Swarthmore College;
M .A .T., Brown University; Ed.D., Harvard
Graduate School o f Education, Professor of
Education. 3 50 Vassar Avenue.

Kirsten E . Speidel,

B .A ., Oberlin College;
M .A ., Johns Hopkins University, Language
Instructor in Chinese (part tim e). Swarth­
more College.

Leah Stein, B .A ., Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.
Thomas A . Stephenson, B.S., Furman
University; Ph.D., T h e University of Chicago,
Professor o f Chemistry. 737 Harvard Avenue.
Kris Stone,

B.F.A., M illikin University;
B.F.A., A rt Institute o f Chicago; M.F.A.,
Yale University, Visiting Assistant Professor
o f Theater (part tim e). Swarthmore College.

A .B., M .A ., Bryn
Mawr College; Ph.D., University of
Pennsylvania, Professor of Mathematics.
Swarthmore College.
San Francisco
State University, Ph.D., Graduate Theological
U nion, Berkeley, Visiting Assistant Professor
in Religion. Swarthmore College.

William N. Turpin,

M .A ., University of St.
Andrews; M .A ., University of Toronto; Ph.D.,
Cambridge University, Professor o f Classics.
7 Sylvan Avenue, Rutledge PA 19070.

Richard Valelly, b .a ., Swarthmore College;
Ph.D., Harvard University, Professor of
Political Science. Swarthmore College.
Thomas Valente, B .S., M ontana State
University, Laboratory Instructor in Biology.
Swarthmore College.
Elizabeth A . Vallen, B.A ., Case Western
Reserve University; Ph.D., Princeton
University, Associate Professor o f Biology.
Swarthmore College.
Patricia Vargas, M .A ., Inca Garcilaso
de la Vega University, Lima, Peru, Language
Instructor in Spanish (part tim e). Swarthmore
College.
Judith G. Voet,

B.F.A., SU N Y Purchase,
Associate in Performance (Music).
Swarthmore College.

B .S., A ntioch College;
Ph.D., Brandeis University, James H.
Hammons Professor of Chemistry.
9 Tanglewood Circle, Wallingford PA 19086.

Walter R. Stromquist,

B.A ., University of
Kansas; M .A ., Ph.D., Harvard University,
Visiting Associate Professor of Mathematics.
Swarthmore College.

Amy Cheng Vollmer,

Atsuko Sllda,

B.A ., Obirin University,
Tokyo, Japan; M .A ., University of Arizona,
Language Instructor in Japanese (part tim e).
Swarthmore College.

Daniel A . Wachs, B.Mus., Curtis Institute of
Music; M .A ., Juilliard School of Music. Asso­
ciate in Performance (Music). Swarthmore
College.

Donald K . Swearer, B.A ., M .A ., and Ph.D.,
Princeton University; B.D. and S.T.M ., Yale
Divinity School, Charles and Harriett Cox
McDowell Professor of Religion.
109 Columbia Avenue.

Eric Wagner, B.A ., C onnecticut College;
Coach/Instructor in Physical Education.
Swarthmore College.

Richard Stone,

Kari Swingle, b .a . and M .A ., University of
Minnesota, Instructor in Linguistics. 1511A
Wallingford Road, Springfield PA 19064.

402

B.A ., W illiam Marsh
R ice University; Ph.D., University of Illinois,
Associate Professor of Biology. Swarthmore
College.

Robin E . Wagner-Pacifici, B .A ., Brown
University; M .A . and Ph.D., University
o f Pennsylvania, Professor o f Sociology.
330 North Princeton Avenue.

Mark I. Wallace,

Thomas Whitman,

Rachel Heath Wallace, B.A . Skidmore
College, M .S., O hio State University,
Laboratory Instructor in Biology. Swarthmore
College.
Richard G. Wang, B .A ., Fudan University,
Shanghai, China; M .A ., University of
Colorado; Ph.D., T h e University o f Chicago,
Visiting Assistant Professor o f Chinese.
Swarthmore College.

Kelly Wilcox,

B .A ., University of
California at Santa Barbara; M. Div.,
Princeton Theological Seminary; Ph.D.,
University o f Chicago, Associate Professor
of Religion. 604 Elm Avenue.

Steve C. Wang,

B .S. Cornell University;
M.S., Ph.D., University o f Chicago, Assistant
Professor o f Statistics. Swarthmore College.

Andrew H. Ward, A .B.,

Harvard University;
Ph.D., Stanford University, Associate
Professor o f Psychology. Strath Haven
Condominiums, 801 Yale Avenue.

Martin 0 . Warner, B .A . University of
North Carolina-Chapel Hill; M .A . Duke
University, Registrar. Swarthmore College.
Robert E . Weinberg, B .S., Cornell
University; M .A ., Indiana University; Ph.D.,
University o f California, Berkeley, Professor
of History. 9 40 Harvard Avenue.
Philip M . Weinstein, B .A ., Princeton
University; M .A . and Ph.D., Harvard Univer­
sity, Alexander Griswold Cummins Professor
of English Literature. 510 Ogden Avenue.
Stephen Welsh,

B .A ., Swarthmore College;
M.F.A., Temple University, Associate in
Performance (D ance). Swarthmore College.

Hansjakob Werlen, M .A ., University of
Notre Dame; Ph.D., Stanford University,
Associate Professor of German.
515 Elm Avenue.
Larry E . Westphal,

B .A ., Occidental
College; Ph.D., Harvard University, J. Archer
and Helen C . Turner Professor of Economics.
Swarthmore College.

Patricia White,

B .A ., Yale University;
Ph.D., University of California, Santa Cruz,
Associate Professor o f English Literature.
Swarthmore College.

B .A ., Swarthmore
College; Ph.D., University of Pennsylvania,
Assistant Professor of Music. Swarthmore
College.
Richard Wicentowski, B .S., Rutgers
College, Rutgers University; M .S., University
of Pittsburgh; Ph.D., Johns Hopkins
University, Assistant Professor o f Computer
Science. Swarthmore College.
B .A ., Swarthmore College,
Coach/lnstructor in Physical Education.
Swarthmore College.

Jennine Willett, B .A .

Dance, B.A . English,
Point Park College; M.F.A. Dance, Florida
State University, Associate in Performance
(Dance).
Robert E . Williams, B .S., Delaware State
College; M .S., Rutgers University, Marian
Snyder Ware Professor o f Physical Education
and A thletics. 507 O ak Crest Lane,
Wallingford PA 19086.

Craig Williamson, B .A ., Stanford
University; M .A ., Harvard University; Ph.D.,
University of Pennsylvania, Professor of
English Literature. 501 Harvard Avenue.
Sarah Willie,

B .A ., Haverford College;
M .A . and Ph.D., Northwestern University,
Associate Professor of Sociology. Swarthmáre
College.
Lee Wimberly, B .A . Stanford University;
J.D ., University of California at Berkeley,
Professor o f Physical Education. Swarthmore
College.
James S. Wiseman, B .S., Massachusetts
Institute o f Technology; M .S. and Ph.D.,
Northwestern University, Visiting Assistant
Professor of Mathematics. Swarthmore
College.
Sujane Wu, B.A ., Soochow University,
Taipei, Taiwan; M .A . and Ph.D., University
o f W isconsin-M adison, Assistant Professor
o f Chinese. Swarthmore College.

Carina Yervasi,

B .A ., Hofstra University;
Ph.D., the City University of New York,
Assistant Professor of French. Swarthmore
College.

Tyrene White,

B .A ., Middle Tennessee
State University; M .A ., Ph.D., O hio State
University, Associate Professor of Political
Science. 4 W hittier Place.

403

Faculty

Divisions and Departments
L D IV ISIO N O F T H E H U M A N ITIES
Marion Faber, Chair

Art
Brian A . Meunier, Chair

Asian Studies
Haili Kong, Chair

Classics
W illiam N. Turpin, Chair

English Literature
Peter J. Schm idt, Chair (on leave 200 3 -2 0 0 4 )
Nora Johnson, A cting Chair (2 0 0 3 -2 0 0 4 )

History
Pieter M. Judson, Chair

Mathematics and Statistics
Thomas Hunter, A cting Chair

Modern Languages and Literatures

11160(1016Femald>chair
Mathematics and Statistics
Thomas J. Hunter, A cting Chair

Philosophy
Richard Eldridge, Chair

Physics and Astronomy
Amy L.R. Bug, Chair

Psychology
Frank H. Durgin, Chair

III. D IVISIO N O F T H E SO C IA L
SC IEN C E S
Robert E. Weinberg, Chair

Economics
Mark Kuperberg, Chair

Educational Studies
Lisa Smulyan, Chair

Joh n J . Hassett, Chair

Engineering

Music and Dance

Erik Cheever, Chair

M ichael Marissen, Chair
Sharon Friedler, Director of Dance

History
Pieter M. Judson, Chair

Philosophy

Linguistics

Richard Eldridge, Chair

Theodore Femald, Chair

Psychology
Frank H. Durgin, Chair

Religion

Mathematics and Statistics
Thomas Hunter, A cting Chair

Philosophy
Richard Eldridge, Chair

Yvonne B. Chireau, Chair

Political Science

Theater

Tyrene W hite, Chair

A llen Kuharski, Chair

Psychology
Frank H. Durgin, Chair

II. D IV ISIO N O F T H E N A TU RA L
SC IEN C E S A N D EN G IN EERIN G
Janet Talvacchia, Chair

Biology

Sociology and Anthropology
Miguel Diaz-Barriga, Chair

Interdisciplinary Programs
Appointment pending

Amy Cheng Vollmer, Chair

Chemistry and Biochemistry
Robert F. Pasternack, Chair

Computer Science (Program)
Lisa Meeden, Chair

Engineering
Erik Cheever, Chair

Linguistics

404

Rose MaiO,

Administrative Coordinator for
the Divisions of Humanities, Social Sciences,
and Natural Sciences and Engineering

Standing Committees
of the Faculty
Academic Requirements
Council on Educational Policy
Committee on Faculty Procedures
Computing Services
Cooper
Curriculum Committee

Special Assignments
Ad H oc Committee on Electronic Privacy
Ad H oc Task Force on Documented
Disabilities
Crum Woods
Land-Use Planning Committee
Parrish Renovation Committee
Residence Hall Committee

Physical Education and Athletics
Fellowships and Prizes
Foreign Study
Health Sciences Advisory
Library
Promotion and Tenure
Research Ethics
Sciences Planning

Programs and
Concentrations
Asian Studies
Black Studies
Cognitive Science
Comparative Literature
Environmental Studies
Film Studies

Other Committees W ith
Faculty Representation
Ad Hoc Committee on A D A Planning
Advisory Council to the Dean
Advisory Council to the Dean of Admissions
Advisory Council to Physical Education
and Athletics
Advisory Council to the V P for Facilities
and Services

Francophone Studies
German Studies
Interpretation Theory
Latin American Studies
Medieval Studies
Peace and Conflict Studies
Public Policy
Teacher Education
Women’s Studies

Animal Use and Care
College Budget Committee
College Judiciary Committee
Community Services Advisory Board
Cultural Diversity
Equal Opportunity Advisory Committee
Faculty and Staff Benefits
Honorary Degrees
Lang Scholarship
Sager
Swarthmore Foundation

405

Administration

ADMINISTRATIVE DIVISIONS
O ffice of the President
President
Vice President for College and
Community Relations and Executive
Assistant to the President
Equal Opportunity Office
Social Coordinator
O ffice of the Provost
Associate Provost
Associate Provost for Information
Technology
Executive Assistant to the Provost and
Faculty Grants Administrator
C enter for Social and Policy Studies
Foreign Study Office
Information Technology Services
Media Services
Lang Center for C ivic and
Social Responsibility
Community Service Learning
Libraries
Cornell Scien ce Library
Friends Historical Library
M cCabe Library
Swarthmore College Peace Collection
Underhill Music Library
Physical Education and A thletics
O ffice of the V ice President for Finance
and Treasurer
Controller
A ccounting
Business Office
Bursar
Office Services
Human Resources
Institutional Research
Investment Office
O ffice o f the D ean of Admissions and
Financial Aid
Admissions
Financial Aid

406

O ffice of the D ean of the College
Associate Dean for Academic Affairs
Associate Dean for Student Life
Associate Dean for Multicultural Affairs
Career Services
Academic Support
Black Cultural Center
Disability Services
Fellowships and Prizes
Gender Education
H ealth Sciences Office
Health Services
Intercultural Center
Psychological Services
Registrar’s Office
Residential Life
Student Activities
Upward Bound
O ffice of the Vice President
for Administration
Bookstore
Dining Services
Facilities Management
Environmental Services
Grounds
M aintenance
Planning and Construction
Lang Performing Arts Center
Occupational and Environmental Safety
Post Office
Public Safety
Risk Management
Scott Arboretum
Summer Programs
O ffice of the Vice President for Alumni,
Development, and Public R elations
Alumni Relations
Advancement Operations
Advancement Information Systems
Alumni and G ift Records
Research
Development
Annual Giving
Capital Giving
Corporate, Foundation, and
Government Relations
Planned Giving
News and Information
Parent Programs
Publications
Stewardship

Alfred H. Bloom,

.A., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

Constance Cain Hungerford,

B.A .,
Wellesley College; M .A ., Ph.D., University
of Califomia-Berkeley, Provost and Mari S.
Michener Professor of A rt History.

Laura Moreno, Social Coordinator.
Laura K. Warren, Executive Coordinator.
Gilmore Stott, B.A . and M .A ., University
o f Cincinnati; B.A . and M .A ., University
of Oxford; M .A . and Ph.D., Princeton
University; Associate Provost Emeritus and
Special Assistant to the President.

Suzanne P. Welsh, B .A .,

B .S., University of
Delaware; M .B.A ., Pennsylvania University,
Vice President for Finance and Treasurer.

James L. Bock III,

B .A ., Swarthmore
College; M.Ed., University of Virginia, Dean
of Admissions and Financial Aid.

Maurice G . Eldridge, B.A ., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.

PROVOST’S OFFICE
Constance Cain Hungerford, B.A .,
Wellesley College; M .A ., Ph.D., University
of Califomia-Berkeley, Provost and Mari S.
Michener Professor o f A rt History.
Ellen B. Magenheim, B .A ., University of
Rochester; M .A ., Ph.D., University of
Maryland, Associate Provost and Professor
o f Economics.

Robert J . Gross, B .A ., Swarthmore College;
M .S.S., Bryn Mawr College Graduate School
of Social Work; M .A .T. and Ed.D., Harvard
University, Dean of the College.

Marcia C. Brown, B .A ., Villanova Univer­
sity; M.Ed., University of Pennsylvania,
Executive Assistant to the Provost.

Lawrence M . Schall, B .A .,

Coordinator.

Swarthmore
College; J.D . and Ed.D., University of
Pennsylvania, Vice President of
Administration.

Dan C. West, B .A ., Austin College; B.D.,
Union Theological Seminary in Virginia;
D.Div., Vanderbilt University; Ed.D., Harvard
University, Vice President for Alumni,
Development, and Public Relations.
Melanie Young, B .A ., viichigan State
University; M .C ., Arizona State University,
Associate Vice President for Human
Resources.

Cathy PeSCatOre, Administrative

Joanne Kimpel,

Administrative Coordinator.

DEAN’S OFFICE
Robert J . Gross,

B .A ., Swarthmore College;
M .S.S., Bryn Mawr College Graduate School
o f Social Work; M .A .T., Ed.D., Harvard
University, Dean of the College.

Joy Charlton,

B .A ., University o f Virginia;
M .A . and Ph.D., Northwestern University,
Associate Dean for Academic Affairs.

Tedd R . GOUndie, B .S., Muhlenberg College;

PRESIDENT’S OFFICE

M .S., Bowling G reen State University, Asso­
ciate Dean o f the College for Student Life.

Alfred H. Bloom, B .A .,

Darryl M . Smaw, B .S.,

Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

Maurice G. Eldridge, B.A ., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.

Delaware State
College; M. Div., Crozer Theological
Seminary; M .T h., Colgate Rochester/Bexley
Hall/Crozer; Ed.M., Harvard University;
Ed.D., Harvard University, Associate Dean
for Multicultural Affairs.

407

Administration

Rafael Zapata, B .A ., Iona College, M .A .,
Arizona State University, Assistant Dean of
the College and Director o f the Intercultural
Center.
Timothy E . Sams, B .A ., U nion College;
M .A ., SU N Y-A lbany, Assistant Dean of the
College and Director o f the Black Cultural
Center.
Gloria Carey Evans,

B.A ., Western
Washington College of Education; M .S.,
University o f Washington; Ph.D., Stanford
University, Adviser to International Students.

Myrt Westphal, A .B., Occidental College;
Ed.M., Boston University, Assistant Dean of
the College and Director o f Residential Life
and Coordinator for Services for Students
with Disabilities.
Karen M . Henry,

B .A ., Swarthmore College;
M .S.S., Bryn Mawr College Graduate School
of Social Work; Ph.D., Temple University,
Assistant Dean of the College and Gender
Education Adviser.

Angela “ Gigi” Simeone, A .B .,

Wellesley
College; Ed.M., Boston University; Ph.D.,
University o f Pennsylvania, Health Sciences
Adviser and Prelaw Adviser.

Jenny H. Yim,

B •A., Virginia Polytechnic
Institute and State University, M .A ., Ball
State University, Coordinator o f Student
Activities.

Monique Bourque,

B .A ., M ontana State
University; M .A . and Ph.D., University of
Delaware, Fellowships and Prizes Adviser.

Karin A . Carter, A .B .,

Bryn Mawr College;
M.Ed., Temple University, Director, Office
o f Learning Resources and the Student
Academic M entor Program.

Patricia A . Coyne, Administrative
Coordinator.

Terri Borgese, Bernadette Dunning,
Barbara Hirshfeld, A .B., Cornell University;
Ruthanne Krauss, Devonia “ Bonnie”
Lytle, Joanna K. Nealon, A .B ., Immaculata
College; Diane E . Watson, Administrative
Assistants.

408

ADMISSIONS OFFICE
James L . Bock III,

B .A ., Swarthmore
College; M.Ed., University o f Virginia, Dean
of Admissions and Financial Aid.

Sheila L . Baisden,

B.A ., Lafayette College,
Director o f Admissions.

Kennon L . Dick, B.A ., College of William
and Mary; M .A ., Drexel University, Associate
Dean of Admissions.
Jessica Bell,

B .A ., Tufts University; M.A.,
Bowling G reen State University, Assistant
Dean o f Admissions.

Suzi Nam, B.A .,

T h e College o f New Jersey;
M .A ., University o f Chicago, Assistant Dean
o f Admissions.

Brian Burnheter, B .A ., Swarthmore College,
Admissions Counselor.
Kendra Quincy Kemp, A .B ., Dartmouth
College, Admissions Counselor.
Wallace Ann Ayres,

B.A ., Swarthmore
College; Ed.M., Harvard University,
Admissions Officer.

Margaret T. Kingham, B .A ., Mary
Washington College, Admissions Officer.
Rhoni Stefanacci, B .S., Villanova
University, Admissions Information
Specialist.
Yvetta Moat, Administrative Coordinator.
Maureen Plummer, Office Manager.
Bernadette Carroll, Catherine Custer,
B .S., Lockhaven University; Maureen
McKeon, Dianna Mullen, B .S., Millersville
University; M .A ., W est Chester University;

Janet Sadler, Diane Stasiunas, Susan
Wallace, Administrative Assistants.
Arlene K. Mooshian, B.S., W est Chester
University; Jeanette Richardson, B.S.,
Drexel University, Receptionists.

ALUMNI, DEVELOPMENT, AND
PUBLIC RELATIONS

AliSOn Tenny, B .A ., University of California

Dan C. West,

C a p ita l Q iving

B.A ., Austin College; B.D.,
Union Theological Seminary in Virginia;
D.Div., Vanderbilt University; Ed.D., Harvard
University, Vice President for Alumni,
Development, and Public Relations.

Connie Baxter,

Administrative Coordinator.

at Santa Cruz, Planned Giving Administrator.

John Stewart,

B .A ., Wake Forest University;
M .A ., Washington College, Director.

Anne Bonner,

B.A ., University o f Wyoming;
M .A ., University o f Washington, Senior
Associate Director.

Susan Lathrop, B .A .,

John M . Malcolm,

Wellesley College;
M.Ed., Sm ith College; B .S., University of
Delaware, Associate Director.

Dennis Archey,

Susan Clarey, B .A ., Syracuse University,
Associate Director.

Development
B .A ., cum laude,
Williams College, Director.
A .A ., University of
Maryland, Administrative Assistant.
Parents and S tew ard sh ip P rogram s

Susan H. Levin,

B .A ., W heaton College;
M.A., University of Pennsylvania, Director.

Carole Roinestad,

B.A. Queens College,

Assistant Director.

Tarsia Duff, Rose Martin, Administrative
Assistants.
A n n u al Q iving

Patricia A . Laws,

B .A ., Lehigh University,

Donna Madel; Kathy Marshall,

B.A .,
Goucher College, Administrative Assistants.
P rin cip a l Q iving

Florence Ann Roberts, B.A ., Gettysburg
College; M .S., University of Pennsylvania,
Coordinator o f Principal Gifts.
Katharine Bressler, B .A ., Susquehanna
University; M .S., University of Pennsylvania,
Administrative Assistant (shared with Corpor­
ate, Foundation, and Government Relations).

Director.

News a n d In form ation

Mary Beth Mills, Assistant Director.
Craig Waltman, B.A ., Elizabethtown

Tom Krattenmaker,

College, Associate Director.

Mary Claire Dismukes, B.A ., University
of South Carolina, Assistant Director.
Deborah J . Mulligan,

Administrative Assis­

tant.
C orp orate, F ou n d atio n , an d
Q ovem m en t R elatio n s

Nadine Kolowrat, Associate Director.
Katharine Bressler, B .A ., Susquehanna
University; M .S., University o f Pennsylvania,
Administrative Assistant (shared with
Principal Giving).
P lan n ed Q iving

Edward H. Mills Jr., B .A ., University of
Virginia; J.D ., Harvard Law School, Director.
Stephen D. Bayer, B .A, Tufts University;
J.D., Emory University School o f Law,
Associate Director.

B.A ., University of

Minnesota, Director.

Anita Pace, Administrative Assistant.
Marsha Nishi Mullan, B .A ., Washington
State University, Associate Director.

Mark Duzenski, B .S., Trenton State
University, Sports Information Director.
Alisa Giardinelli,

B .A ., Pennsylvania State
University; M .A ., Temple University, Assis­
tant Director and Publications Staff Writer.

Steven Lin,

B .A ., University of Maryland,
World Wide Web Editor/Intemet
Coordinator.
A d v an cem en t O p eration s

Diane C. Crompton,

B .S., Rosemont
College; M .B.A ., Pennsylvania State
University, Director.

Sandy Byers, Administrative Assistant.

409

Administration

Alum ni and Q ift Records

Publications

Ruth KrakOWer, B.F.A., University of
Hartford, Hartford School o f A rt, Director.

Jeffrey R. Lott,

Debra L . Polykoff, C .D .A ., Delaware Valley
Academy of Dental and Medical Assistants,
Records Information Specialist.
Deborah J . Mulligan, G ift Information
Specialist.

Amanda M . Hrincevich, B .A .,

Marist

College, Alumni Recorder.

Mildred D. Pettyjohn, B .S., Cheyney
Stephanie Specht, G ift

University,
Recorders.

Elizabeth Young, Administrative Assistant.
R esearch

Kay Draper, B.S.Ed., Northwestern Univer­
sity; J.D ., University of Illinois, Director.
Linda McCiOSkey, B .A ., W idener University,
Research Associate/Writer.

B .A ., Middlebury College;
M .A .T., Rhode Island School o f Design,
Director; Editor o f the Swarthm ore C ollege
Bulletin.

Andrea K. Hammer,

B.A ., Franklin and
Marshall College, Associate Director; Manag­
ing Editor o f the Sw arthm ore C ollege Bulletin.

Carol Rrévart-Demm, B .A ., University
College, London, Assistant Director; Class
Notes Editor o f the Sw arthm ore C ollege
Bulletin.
Angela Doody,

B .A ., O hio State University,

Assistant Editor.

Audree Penner,

B .A ., University o f
Missouri-Columbia, Desktop Design
Specialist.

Phillip Stern, B .A ., Swarthmore College;
M.F.A., University of Pennsylvania, Graphic
Designer.

Florence Ann Roberts,

Janice Merrill-Rossi,

Darbara Fleming, B .A ., Tufts University,
Research Associate/Writer.

D00KST0RE

B.A ., Gettysburg
College; M .S., University o f Pennsylvania,
Research Associate/Writer.

Kay Watson, A .A .S., Penn State University,
Administrative Assistant.
Advancem ent Inform ation Systems

Mlmi GeiSS, Manager.
Darbara Mann, B.S., W est Chester
University, Programmer/Analyst.

A lum ni R elations

U sa Le e , B .A ., Swarthmore College; M.Ed.,

Administrative

Assistant.

Kathleen K. Grace, B .S., Elizabethtown
College; M .B.A ., Philadelphia University,
Director.
Steve Levin,

B .A ., Temple University, Book

Manager.

Linda Dordiey, Office Coordinator.
Charles Stasiunas, Bookstore Assistant.
Tum Ermel, Bookstore Assistant.

Boston University, Director.

Astrid Devaney, Associate Director.
Patricia Maloney, B .A ., Pennsylvania State
University, Assistant Director.

CAREER SERVICES

Geoff Semenuk,

Nancy Rurkett, B .A ., M .A ., University of
Tennessee, Director.

Millie Dappollone,

H. Thumas Francis, B.A ., Kalamazoo
College; M .A ., W estern Michigan University,
Associate Director.

B.A ., University of
Delaware, Production Coordinator.
A .A .S., Community
College o f Philadelphia, Administrative
Assistant.

410

Jennifer Harrington,

B.A ., Gettysburg
College; M.Ed., University o f Delaware,
Assistant Director.

Patricia E . Trinder, A .B., Oxford College of
Technology, Assistant Director/Recruitment
Manager.

Deborah McGinnis, Accounts Payable Clerk.
Student Accounts

Eileen Pothier, Administrative Assistant;
Leslie M. Brubaker, B.A ., Cedar Crest

Linda Weindel, Student Accounts Manager.
Marie McBride, Student Accounts

College, Administrative Assistant (part tim e).

Assistant.
Office S erv ices

CENTER FOR SOCIAL AND POLICY STUDIES
Keith W. Reeves, B .A ., Swarthmore
College; Ph.D., University of Michigan,
Director.

Cheryl Robinson, A .A .S.,

Delaware County
Community College, Manager.

Marie Kirlin, Joann M . Massary,
Administrative Assistants.

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 C SP S
Director, and C SP S Resident Statistician.

Felicia Carter ’03, Sue Chen ’06, Kristin
Davis ’06, Rebecca Strauss ’06, Student
Research Assistants.

CONTROLLER’S OFFICE

DINING SERVICES
Linda McDougall,

B .A ., Temple University,
Director of Dining Services.

Laurie Dibeier,

B.A ., Pennsylvania State
University, Coffee Bar Information.

Barbara Boswell, Catering Manager.
Janet A . Kassab, Director of Purchasing.
Lisa Scolaro, Culinary Institute, Catering
Chef.

A ccou n tin g

Marie Dalton, Cash Operations Manager.
Therese Hopson, Front-of-House Manager.

Robert Lopresti,

B.S., Rutgers, C.P.A.,
Manager of Financial Information Systems.

SCOtt TuttOn, B .A ., Johnson & Wales, Back-

Christina Mahoney,

Lynn Grady, Administrative Assistant.

Joseph Cataidi,

EQUAL OPPORTUNITY OFFICE

B .S., Penn State
University; C.P.A., M .B.A ., Drexel
University, Controller.
B .S., LaSalle University;
M .B.A ., LaSalle University, Associate
Controller.

of-House Manager.

Sharmaine B. LaMar,

B .S. LaSalle University,
Restricted Funds A ccountant.

B .S ., Saint Joseph’s
University; J.D ., University of Richmond,
Equal Opportunity Officer.

Frances Ciliberti, B .S., Penn State
University; M .B.A ., Villanova University,
Budget Analyst.

FACILITIES AND SERVICES

Denise A. Risoli,

Business O ffice

Nancy E . Sheppard,

Lawrence M . Schall,
Manager, Business

Office Operations.

Jean English, Administrative Assistant.
Catherine Cinquina, Purchasing

B.A ., Swarthmore
College; J.D . and Ed.D., University of Penn­
sylvania, Vice President o f Administration.

Joan Berry,

A .S., Widener University,
Administrative Coordinator.

Coordinator.

4 11

Administration

FACILITIES MANAGEMENT

Tom Cochrane, Senior Project Manager for
Engineering Systems.

C. Stuart Hain, B.A ., Roanoke College,
Associate Vice President for Facilities
Management.

Paula Bale, B .A ., Wake Forest University;
M .A ., University o f North Carolina at Chapel
Hill, Contracts Manager.

Claire Ennis,

Woodford Frazier,

Facilities Management

Coordinator.

Manager.

Alice Balbierer, Director of Special Projects.
Barbara Tumolo, Facilities Coordinator and

Susan Sayer,

Facilities Information

B .S., Cornell University,
Planner/Project Manager.

Director o f Summer Programs.

Steve Borger, Crew Leader, Support
Services Crew.

FINANCE

M aintenance

Suzanne P. Welsh,

Ralph P. Thayer, Director of Maintenance.
Jacqueline West, Information Specialist.
Bill Maguire, Foreman, Maintenance/Trades.
Gary Morrissey, Painter Foreman/Work

B .A ., B .S., University of
Delaware; M .B .A ., Pennsylvania University,
Vice President for Finance and Treasurer.

LoiS L . FalZOne, Administrative
Coordinator.

Coordinator, Faculty Housing.

E nvironm ental Services

OFFICE OF INSTITUTIONAL RESEARCH

Patti Shields, Manager.
Patricia Fitzgerald, Supervisor.
Judy Majors, Supervisor.
Alvin Miser, Supervisor.

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

(¡rounds

Deborah L . Thompson, B .S., Kutztown
University, Institutional Research Assistant.

Jeff JabCO,

B.S., Penn State; M .S., North
Carolina State University, Director of
Grounds/Coordinator of Horticulture.

FINANCIAL AID OFFICE

Paul Eriksen, B.S., University of Delaware,
Garden Supervisor.

Laura Talbot,

Chuck Hinkle, B .S ., Temple University,

Judith A . Strauser, B .S., B .A ., Gannon
University, Associate Director of Financial
Aid.

Garden Supervisor.

Jim McKenna, Motor Pool Foreman.
Greg Paige, A .A ., Virginia Polytechnic
Institute and State University, Volunteer and
Integrated Pest Management
Coordinator/Gardener III.
P lan n in g an d C on stru ction

Janet M . Sender,

B .S., Penn State U niv­
ersity, M .S., Drexel University, Director of
Planning and Construction.

Michael Boyd,

412

Senior Project Manager.

B.A ., W heaton College,
Director of Financial Aid.

Kristin Moore, B.S., Saint Francis
University; M .A ., Indiana University of
Pennsylvania, Assistant Director.
Sydney Pasternack,

B .A .,

su n y

Cortland,

Associate Director.

Joanne Barracliff,

Loan Coordinator.

Gina F ittS , Administrative Assistant

Lisa Goundie, B .A ., Muhlenberg College,
Administrative Assistant.

Andrea Sconier LaBoo,

FOREIGN STUDY OFFICE
Steven I. Piker,

B .A ., Reed College; Ph.D.,
University of Washington, Professor of
Anthropology, Foreign Study Adviser.

Rosa M. Bernard, B .S., Pace University,
Foreign Study Coordinator.
Diana R. Malick, B .S., Neumann College,
Foreign Study Assistant.

B .A ., Swarthmore
College; M .A ., Pennsylvania State University,
H IV Test Counselor.

James E . Clark,

M.D.; B .A ., W est Virginia
University; M.D., Jefferson Medical College,
Director o f Medical Education, Crozer
Chester Medical Center, Consultant.

Rima Himelstein,

M.D.; B .S., University
o f Pennsylvania; Consultant, Adolescent
Medicine.

Charles D. Hummer III,
HEALTH SCIENCES ADVISORY PROGRAM
Gigi Simeone, A .B.,

Wellesley College;
Ed.M., Boston University; Ph.D., University
of Pennsylvania, Health Sciences Adviser.

Barbara Hirshfeld, A .B.,

Cornell University,

Administrative Assistant.

Arthur Laver,

M .D .; B .A ., Swarthmore
College; M.D., Hahnemann University,
Consultant, Obstetrics and Gynecology.

Vinisha J . Patel,

M.D.; B.S., U nion
College; M.D., Albany Medical College,
Consultant, Internal Medicine.

HEALTH SERVICES
Linda Echols, R.N ., C.R.N.P.; Diploma,
Hospital of the University o f Pennsylvania;
B.S.N., M .S.N ., Ph.D., University of
Pennsylvania; M .B.A ., W harton School;
N.P. Certificate, Johns Hopkins Hospital,
Director of W orth Health Center.

Geraldino Cole, R.N ., c .r .n .p .; A .S.,
Delaware County Community C ollege;:
B.S.N., M .S.N ., and F.N.P. Certificate,
Widener University, Nurse and Nurse
Practitioner.
Constance C. Jones,

R .N .C .; Diploma,
Hospital of the University of Pennsylvania,
Nurse.

Ethel Kaminski, r .n .; a .s ., M t. Aloysius
Junior College; B .S.N ., Gwynedd Mercy
College; M .S.N., University of Pennsylvania,
Nurse.
Barbara Krohmer, r .n .; a .s ., Delaware
County Community College, Nurse.
Eileen Stasiunas,

M.D.; B .A ., M .A .,
Amherst College; M .D ., Jefferson Medical
College; Fellowship, T h e Christ Hospital,
University o f Cincinnati; Consultant,
Orthopedic Medicine.

R.N ., B .S.N ., Villanova

University, Nurse.

Mari Clements, R .D .; B.S., Immaculata
College; M.H.Ed., St. Joseph’s University,
Nutrition Clinical Specialist.

Kim Paterson, M .D .; B.S., Cornell
University; M .D., Temple Medical School,
Consultant, Internal Medicine.
Barry Rinker, M.D.; B .S., Muhlenberg ,
College, M .S., University of Michigan, M.D.,
Jefferson Medical College, Consultant, in
Internal Medicine.
Paul S. Zamostien, M.D.; B .S., Ursinus
College; M .D ., Jefferson Medical College,
Consultant, Obstetrics and Gynecology.
Alan Zweben,

M.D.; B .S., SU N Y, Stoney
Brook; M .D., New York Medical College,
Consultant, Internal Medicine.

Bonnie Ermel, Nursing Assistant.
Carolyn D. Evans, A .A ., Neumann College;
B .S., Neumann College, Administrative
Assistant.

HUMAN RESOURCES
Melanie Young, B .A ., Michigan State
University; M .C ., Arizona State University,
Associate Vice President, Human Resources.
Lee Robinson,

B .A ., Rhode Island College;
M .S., Villanova University, Employee
Relations Manager.

413

Administration

Carolyn Hatt, B.A ., University of Delaware;
M .S., Widener University, Recruiting
Specialist.

Jane F. James, B .S., State University of
New York at New Paltz, Academic
Computing Coordinator.

Martin Cormican, B .A ., Widener University;
M .S.T., Widener University; J.D ., Widener
University, Compensation and Benefits
Manager.

Steven Kane,

Mildred L . Connell,

Manager, Human
Resources Information Systems.

Theresa Handley, Administrative
Coordinator.

Carole Forsythe,

B .S., Millersville University,
M .B .A ., W est Chester University, User
Services Coordinator.

Frank Milewski, B.S., Saint Joh n’s
University, Banner Application Support
Manager.
Donald Osborne, A .A .S., Gloucester County
College, Telecommunications Administrator.

Assistant.

Tom Palm, B .S., Drexel University, User
Services Coordinator.

Sara Hoffman, Administrative Assistant.

Adam Preset,

IHFORMATIOH TECHNOLOGY SERVICES

Technician.

Judy R. Downing,

David Robinson, B.B.M ., Widener
University, Computer Operator.

Erie Behrens,

R. Glenn Stauffer, B .B.A ., Temple
University, Database Manager.

Senior Human Resources

B.A ., Swarthmore College,
U N IX System Manager.

Michael W. Rapp, Hardware Support
Director o f Computing
and Communication Services.
B.A ., Swarthmore College,
Humanities Computing Coordinator and
Manager, Academic Computing.

Katie Bourne, B .A ., Lock Haven University;
M .S., Drexel University, Banner Application
Support Analyst.
Lisa Brunner-Bireley, a .a .s , Delaware
County Community College, Purchasing/
Accounting.
Mark J . Dumic,

B .A ., M .B .A ., University
o f Rochester, Manager o f Networking and
Systems.

Heather Dumigan, User Services

Edward Siegle, B.A ., W est Chester Univer­
sity, Banner Application Support Analyst.
Donald Tedesco,

B.A ., Rutgers University,

Systems Analyst.

Robert Velez, B.S., Liberty University,
Network Administrator.
Doug Willen, B.A ., Princeton University;
Ph.D., University of California, Academic
Computing Coordinator.
M ed ia Services

Coordinator.

Andrew Metherall, B .S., Lyndon State
College, Manager o f Media Services.

Elizabeth Evans, B .A ., Bennington College;
Ph.D., Cornell University, Academic
Computing Coordinator.

Michael Bednarz, B .A ., Pennsylvania State
University, Media Services Technician.

Seth Frisbie-Fulton, B .A .,

A ntioch College,

User Services Coordinator.

Tiffany Hanulec,

B .A ., Bryn Mawr College,

Systems Analyst.

Mary K. Hasbrouck,

B.A ., Oberlin College,
Technology Coordinator.

Robin Jacobsen, B .B .S ., Temple University,
Manager, User Services.

414

David T. Neal Jr., B.A ., Temple University,
Media Services Technician.

LANG CENTER FOR CIVIC AND
SOCIAL RESPONSIBILITY
Jennie Keith,

B.A ., Pomona College; M.A.
and Ph.D., Northwestern University,
Executive Director.

Patricia James, B .A ., Colorado College;
M.Ed., Temple University, Associate Direc­
tor for Student Programs and Training.

So-Young Jones,

Cynthia Jetter, b .a . Swarthmore College,
Associate Director for Community
Partnerships and Planning.

Melinda Kleppinger, B .S., Lebanon Valley
College, Technical Services Assistant.

Debra Kardon-Brown,

B .S. Pennsylvania
State University, Assistant to the Director
and Programs Coordinator.

LANG PERFORMING ARTS CENTER
Susan Dinsmore Smythe, b .a ., Wesleyan
University, Managing Director.
Nick KourtideS, Production Intern.
James P. Murphy, B.F.A., State University
of New York at Albany, Manager of
Operations.

LIBRARIES

B.A ., Euha Women’s
University, Korea; M .L.S., Simmons
College, Technical Services Specialist.

David A . LoyndS, B.S., Swarthmore
College, Technical Services Assistant.
Jacqueline Magagnosc,

b .a ., University
o f California, Berkeley; M .S., Drexel U n i­
versity, Government Documents Specialist.

Mary Marissen, B.A ., Calvin College;
M .M ., T h e Catholic University of America,
Technical Services Specialist.
Louise Petrilla, A .A .,

Delaware County
Community College, Technical Services
Specialist.

Margaret Rivello, Technical Services
Specialist.

Netta Shinbaum, B.A ., State University of
New York, Oswego, Technical Services
Specialist.
Sandra M . Vermeychuk,

COLLEGE LIBRA RY

b .a ., Swarthmore College; M .S. in Ed., University of
Pennsylvania, Interlibrary Loan Specialist.

Peggy Ann Seiden, b .a ., Colby College;
M.A., University o f Toronto; M .L.I.S.,
Rutgers University, College Librarian.

Elizabeth Woolson, A .B ., Chestnut Hill
College, Technical Services Serials
Specialist.

Amy V. Morrison, B .A .

A ccess an d L en d in g S erv ices

and M .L.S.,
Rutgers University, Associate College
Librarian.

Annette Newman,

B .A., T h e Evergreen
State College, Assistant to the College
Librarian.

Kiana T. Nesbitt,

B .S. Widener University,
Financial Administrator.

Alison J . Masterpasqua,

B .S., Millersville
State College, Access and Lending Services
Supervisor.

Florence Bendrick, b .a ., immaculata
College; M.Ed., Cheyney University, W eek­
end Access and Lending Services Specialist.
Linda Hunt,

Technical S erv ices

B.A ., W est Chester University,
Access and Lending Services Specialist.

Barbara J . Weir, B.S., Pennsylvania State
University; M .L.S., Drexel University,
Assistant Director for Acquisitions, Systems,
and Data Management.

Ann Elise McLaughlin, B.F.A., Temple
University, Night Access and Lending
Services Supervisor.

Amy McColl, B .A .,

University o f Delaware;
M.L.S., Drexel University, Assistant Head
of Technical Services for Monographs,
Special Collections, and Preservation.

Mary Ann Wood, B .S., Pennsylvania State
University; M.Ed., Temple University,
Evening Access and Lending Services
Supervisor.

Justin Clarke,

B.A ., Oberlin College,
Technical Services Assistant.

415

Administration

B ib lio g ra p h ic In stru ctio n an d R e fer en c e

Anne Garrison,

B.A ., Drew University;
M .A ., University o f Washington; M .L.S.,
University of Washington, Head o f Refer­
ence Services and Humanities Librarian.

Barbara E p Addison, B.s., University of
Wisconsin (Milwaukee); M .S. in Librarianship, University of Wisconsin (Madison),
Technical Services Coordinator.
Susanna K. Morikawa,

Megan Adams,

B.A ., Dickinson
College; M.F.A. and Ph.D., Syracuse
University, Archival Specialist.

Pam Harris,

Assistant.

B.A ., College of St.
Benedict, St. Joseph; M .L.S., Syracuse
University, Social Sciences Librarian.
B.A ., Mary Washington
College; M .L.S., Drexel University,
Outreach, Instruction, and Reference
Services Librarian.

Edward H. Fuller, B.A ., Widener College;
M .S. in L.S., Drexel University, Reference/
Video Resources Librarian.
Cornell S cien ce L ib rary

Meg E . Spencer, B.A ., University of
Richmond; M .S., Drexel University, Head
o f Cornell Library of Science and Engineer­
ing and Science Librarian.
Teresa E . Heinrichs, B .A ., Waynesburg
College, Cornell Access and Lending
Services Supervisor.
Margaret J . Brink,

B.A ., University of
Iowa, Serials and Access Specialist
U n d erh ill M usic L ib rary

George K. Huber,

B •A., University of
Pennsylvania; M .S. in L.S., Drexel
University, Performing Arts Librarian.
Tri-College L ib rary C on sortiu m

Linda G. Bills, B .A ., University of
California, Los Angeles; M .S.L.S., Case
Western Reserve University, Special
Projects Librarian.
Jon Mark Bolthouse,

B ■A., Loyola
University; M .S., University o f Illinois,
Champaign-Urbana, Systems Coordinator.

Greg Posey, W eb

Developer.

Charlotte A . Blandford,

Administrative

H on orary C u rators o f th e
F rien cls H isto rica l L ib rary

Margaret Hope Bacon, Esther Leeds
Cooperman, Mary Dunlap, David C.
Elkinton (emeritus), Philip L . Gilbert,
Valerie Giadfelter, James E . Hazard,
Adalyn Purdy Jones, Elizabeth H.
Moger, Jane Rittenhouse Smiley (emerita), Ronald Stroud, Robert C. Turner,
Nancy V. Webster, Signe Wilkinson, and
Harrison M . Wright.
S w arth m ore C olleg e P e a c e C o llection

Wendy E . Chmielewski, B.A ., Goucher
College; M .A . and Ph.D., State University
o f New York at Binghamton, Cooley
Curator.
Barbara E . Addison, B .s ., University of
W isconsin (Milwaukee); M .S. in Librarianship, University of W isconsin (Madison),
Technical Services Coordinator.
Anne Yoder,

B.A ., Eastern M ennonite
College; M .L.S., K ent State University,
Archivist.

A dvisory C ou n cil o f th e S w arth m ore
College P ea c e C o llection

Harriet Hyman Alonso, Irwin Abrams
(emeritus), Asia Bennett, Katherine
Camp, Kevin Clements, Hilary Conroy
(emeritus), John Dear, Donald B.
Lippincott, Hannah and Felix
Wasserman.

FRIEN D S H IST O R IC A L LIBRA RY

Christopher Densmore, B .A ., Oberlin
College; M .A ., University of Wisconsin,
Curator.
Patricia Chapin O’Donnell,

B.A . and
M .A ., University o f Pennsylvania; M .A .,
University o f Delaware, Archivist.

416

LIST GALLERY
Andrea Packard,

B .A ., Swarthmore
College; Certificate, T h e Pennsylvania
Academy of the Fine Arts; M.F.A.,
American University, Director.

OCCUPATIONAL AND
ENVIRONMENTAL SAFETY
Paul T. Rodgers, B .S., Millersville
University; M .S. in Safety Sciences, Indiana
University of Pennsylvania, Occupational
and Environmental Safety Officer.

PAYROLL
Karen Phillips, Payroll Administrator.
Kathryn Timmons, Payroll Assistant.
Bonnie Gasperetti, Payroll Clerk.
Catherine Wilson, Payroll Clerk.

POST OFFICE
Vincent J . Vagnozzi,

B .S., W est Chester

University, Supervisor.

Joseph Quinn, Assistant Supervisor.
John Quinn, Window Clerk.
Mary Hamilton, Clerk.
John Steel, Earl Leight, Russ Quann,

Jeffrey L. Darcy, B .S.,

Brown University;
M .S., San Francisco State University;
Master’s Candidate, Bryn Mawr College
Graduate School o f Social Work and Social
Research, Psychology Intern.

Dora E . David, B .A ., s u n y College,
Buffalo; M .A ., Widener University;
Doctoral Candidate, Widener University
Institute o f Graduate C linical Psychology,
Psychology Intern.
Daniel G. Ratner,

B .A ., Brown University;
M .A ., Widener University; Doctoral
Candidate, Widener University Institute
o f Graduate Clinical Psychology, Psychology
Intern.

Nicholas C. Scull, B .A ., University of
Arizona; M .S.S., L.S.W ., Bryn Mawr
College Graduate School of Social Work
and Social Research, C linical Social Work
Fellow.
Julia A . Stein,

B.A ., Swarthmore College;
M .A ., Bryn Mawr College; Doctoral
Candidate, Bryn Mawr College Clinical
Developmenntal Psychology Program,
Psychology Intern.

Birgitte Haselgrove,

Administrative

Assistant.

Couriers.

PUBLIC SAFETY
PSYCHOLOGICAL SERVICES
David Ramirez, B.A .,

M .A ., and Ph.D.,
University of Texas, Director.

Paula S. Rosen, B.A ., University of
Rochester; M .S.S., Bryn Mawr College;
Ph.D., Bryn Mawr College Graduate School
of Social Work and Social Research, Senior
Clinical Social Worker.
Kim 0. Grant, B .S., Purdue University;
Ph.D., University of South Carolina,
Clinical Psychologist.
Joseph C. Hewitt,

B .A ., University of
Pennsylvania; D.O ., University of Medicine
and Dentistry New Jersey-School of
Osteopathic Medicine; Fellow, Child and
Adolescent Psychiatry, Jefferson Medical
| College, Consulting Psychiatrist.

Owen Redgrave, B.S., W est Chester
University; A .A .S ., Delaware County
Community College, Director of Public
Safety.
Leon Francis, Assistant Director of Public
Safety.

Marty Dietz,

A .A .S., Philadelphia
Community College; Brian Harris, Patrol
Sergeant.

Jim Ellis, Kathy Agostinelli, A .A .S.,
Delaware County Community College; J o e
Louderback, Rob Warren, Public Safety
Officers.

Bob Stephano,

Patrol Corporal.

4 17

Administration

Ellie Jamison, George Darbes, Fire

INVESTMENT OFFICE

Protection Engineering, A .A .S., Safety
Management, Delaware Technical
Community College; Michelle Wollman,
Communications C enter Staff.

Mark C. Am stUtZ, B .A ., College of
William and Mary; M .A ., University of
Virginia, CFA , Director of Investments.

Terri Narkin, Sally Coultes,
Administrative Assistants.

Lori Ann Johnson, B.A ., Rutgers
University; M .B .A ., Villanova University,
Assistant Treasurer.
Louisa C. Ridgway,

REGISTRAR’S OFFICE

B.A ., Vassar College;
M .B.A ., University o f Pennsylvania, Senior
Investment Officer.

Martin 0. Warner, B .A ., University of
North Carolina at Chapel Hill; M .A ., Duke
University, Registrar.

Assistant.

Diane M . Codings,

Assistant.

B.A ., Sm ith College,

Carmen Duffy, Treasury Operations
Delores R. Robinson,

Administrative

Associate Registrar.

Elaine Hamilton, Assistant Registrar.
Janet McSwiggan, Assistant Registrar.

THE S C O n ARBORETUM
Claire Sawyers,

B .S. and M .S., Purdue
University; M .S., University o f Delaware,
Director.

Andrew Bunting,

A .A .S., Joliet junior
College; B.S-, Southern Illinois University,
Curator.

Carla Hetzel, Curatorial Intern.
Josephine 0. Hopkins, Office Manager.
Jeff Jabco, B .S., Penn State University;
M .S., North Carolina State University,
Horticultural Coordinator.

UPWARD BOUND
C. Kemal Nance, B .A ., Swarthmore
College; M .A ., Temple University, Director.
DeLoiS M . Collins, B .A ., Temple
University, Associate Director.
Sharon D. White,

B .A ., Eastern College;
M .S.W ., Bryn Mawr College, Academic
Coordinator.

VISUAL RESOURCES COLLECTIONS,
DEPARTMENT OF ART
Laura Grutzeck, B.F.A., Tyler School of
A rt; M .S., Drexel University, Assistant
Curator.

Julie Jenney,

B .A ., University of Oregon,
Education and Special Events Coordinator.

Rhoda Maurer, B.A ., University of
Washington, Plant Records Supervisor.

DEPARTMENT/CONCENTRATION
ASSISTANTS AND TECHNICIANS

Kelly Roderick, B .S. Delaware Valley
College, M .S., University of Delaware,
Assistant Education Coordinator.

Art: June V. Cianfrana, A .A .S.,

Desi Scruggs, Garden Intern.
Helen DiFeliciantonio; Jody Downer,
A .A .S ., Drexel University, Administrative
Assistants.

418

Delaware
County Community College, Administrative Assistant; Douglas Herren, B.F.A.
W ichita State University; M.F.A Louisiana
State University, Studio Technician.

Asian Studies: Jenny Gifford,
Administrative Assistant.

Biology: M att Powell, Administrative
and Technology Manager, B.S., Central
Michigan University; Maria E. Musika,
Administrative Assistant; John Kelly,
A A .S., Community College of Philadel­
phia; B.S., T h e W harton School, University
of Pennsylvania, Senior Technical Special­
ist; Gwen Rivnak, B .S. Denison University;
M.E., Widener University, Laboratory
Coordinator; B ill Pinder, B .A ., Swarthmore
College, Biology Greenhouse Manager.

German Studies: Eleonore Baginski, B.S.,
St. Joseph’s University, Administrative
Coordinator.
History: Theresa Brown, A .A .S., Delaware
County Community College; B .B.A .,
Temple University, Administrative
Assistant.
Latin American Studies: Jenny Gifford,
Administrative Assistant.

Linguistics: Kari Swingle,

Instructor and

Black Studios: Jenny Gifford,

Administrative Assistant.

Administrative Assistant.

Mathematics and Statistics: Stephanie j.
Specht, Administrative Assistant; Steve
Amgott, B.A ., University of Pennsylvania;
Ph.D., Rutgers University, Computer Labo­
ratory Coordinator.

Chemistry and Biochemistry: Kathryn R.
McGinty, B.A ., M .A ., California State U n i­
versity at Long Beach, Administrative Assis­
tant; David S . Trimble, B.S., Denison U ni­
versity; Ph.D., University of Tennessee, In­
strument Coordinator.

Classics: Deborah Sloman, Administrative
Assistant.

Computer Science: Bridget M. Rothera,
Administrative Assistant; Jeffrey M. Knerr,
B.S., William and Mary College; M .S. and
Ph.D., University of N orth Carolina,
Lab/System Administrator.
Economics: Nancy Carroll, B.A ., Barat
College, Administrative Assistant.
Educational Studies: Kae Kalwaic, B.S.,
Shippensburg University; M.Ed., Temple
University, Administrative Assistant.
Engineering: Holly A .

Castleman,
Administrative Assistant; Grant Lee Sm ith,
Mechanic; Edmond Jaoudi, Electronics,
Instrumentation and Computer Specialist.

English Literature: Carolyn Anderson,
Administrative Coordinator; Nancy Bech,
Administrative Assistant (part tim e).

Environmental Studies: Holly A .

Castle-

man, Administrative Assistant.

Film and Media Studies: Carolyn
Anderson, Administrative Coordinator;
Nancy Bech, Administrative Assistant.

Francophone Studies: Eleonore Baginski,
B.S., St. Joseph’s University, Administrative
Coordinator.

Modern Languages and Literatures:
Eleonore Baginski, B .S., St. Joseph’s
University, Administrative Coordinator;
M ichael Jones, B.A ., SU N Y, Buffalo,
Language Resource Center Director; A nna
Everetts, Administrative Assistant.

Music and Dance: Judy Lord, A .A .,
Wesley College, Administrative Coordi­
nator; Hans Boman, B.M ., Philadelphia
College o f Performing Arts, Dance Program
Accompanist; Sarah Yardney, B .A ., Swarth­
more College, Arts Administration Intern.
Philosophy: Donna Mucha, Administrative
Assistant.

Physical Education and Athletics:
Marian Fahy, Administrative Assistant;
Sharon J. Green, Administrative Assistant;
Ray Scott, Equipment/ Facilities Manager;
Marie M ancini, A .T., C ., B .S., West Chester
University, R ob Roche, M .S. University of
Illinois; B .S. W est Chester.

Physics and Astronomy: Carolyn R.
Warfel, A.S.,W idener University,
Administrative Assistant; James Haldeman,
Instrumentation/Computer Technician;
Steven Palmer, M achine Shop Supervisor;
Christopher D. Cothran, B .S ., Stanford
University; Ph.D., University of Virginia,
Postdoctoral Research Scientist.
Political Science: Kathleen Kerns, B .A .,
University o f Pennsylvania, Deborah
Sloman, Administrative Assistants.

419

Administration

Psychology: Joanne Bramley, Administrative
Coordinator; Julia W elbon, B .A ., William
Sm ith College, Academic Coordinator; Don­
ald Reynolds, Instrumentation Technician.
Public Policy: Catherine Wareham, A .S.,
Wesley College, Administrative Assistant.
Religion: Eileen McElrone, Administrative
Assistant.

Sociology and Anthropology: Rose Maio,
Administrative Coordinator.

Theater: Caroly n

Anderson, Administrative
Coordinator; Nancy Bech, Administrative
Assistant; Sarah Yardney, B .A ., Swarthmore
College, Arts Administration Intern.

Women’s Studies: jenn y
Administrative Assistant.

420

Gififord,

Visiting Examiners 2003

ART

COMPUTER SCIENCE

Professor Evelyn Lincoln, Brow n U niversity
Professor Charles Palermo, C ollege o f
Staten Island
Mr. Jeffrey Reed, Com m unity C ollege o f
Philadelphia
Ms. Mary Shepard, Independent Scholar

Mr. Radu Florian, IBM
Professor Karen Karavanic, Portland State
U niversity
Professor Joh n Render, C olum bia University
Professor David Levine, St. Bonaventwre
U niversity
Professor Robert Noonan, C ollege o f W illiam
and Mary
Professor Holly Yanco, U niversity o f
M assachusetts-Low eU

BIOLOGY
Dr. Om a Cohen-Fix, T he N ational Institutes
o f H ealth
Professor Joh n Foster, U niversity o f South
A labam a
Professor Greg Guild, University o f
Pennsylvania
Professor Mary Harrington, Smith C ollege
Professor Carl Huether, University o f
Cincinnati
Professor Sco tt M cRobert, St. Joseph’s
University
Professor Jeffrey Rosen, U niversity o f D elaw are
Professor Robert Seyfarth, U niversity o f
Pennsylvania
Professor Timothy Short, Queen’s C ollege—
CU N Y
Professor Joanne Willey, H ofstra U niversity

BLACK STUDIES
Professor Robert Hall, N ortheastern U niversity
Professor Aisha Khan, State U niversity o f
N ew York-Stony B rook

CBEMISTRY
Professor Frances Blase, H averford C ollege
Professor Charles Miller, H averford C ollege
Professor W. Todd Miller, State U niversity o f
New York-Stony B rook
Professor David W alba, U niversity o f C olorado

CLASSICS
Professor Harriet Flower, Franklin & M arshall
College
Professor Alison Keith, U niversity o f T oron toVictoria C ollege
Professor Deborah Steiner, C olum bia
University

DANCE
Professor N inotchka Bennahum, Long Island
U niversity
Professor Linda Caruso-Haviland, Bryn M a w
C ollege
Professor Ze’Eva Cohen, Princeton University

ECONOMICS
Professor Janet Ceglowski, Bryn M a w C ollege
Professor Rachael Goodhue, U niversity o f
C alifom ia-D avis
Professor Nora Elizabeth Gordon, U niversity
o f C alifornia—San D iego
Professor Peter Jubinski, C olgate U niversity
Professor R ebecca Maynard, University o f
Pennsylvania
Professor Alexandra Minicozzi, U niversity o f
Texas—Austin
Professor David Ross, Bryn M a w C ollege
Professor Susan Skeath, W ellesley C ollege

EDUCATION
Professor Geraldine Bloemker, W idener
U niversity
Professor Katherine McClelland, Franklin
and M arshall C ollege
Professor Chris Roellke, Vassar C ollege
Professor Carol Sansone, U niversity o f U tah
Professor Katherine Schultz, U niversity o f
Pennsylvania
Professor Janie Ward, Sim m ons C ollege

COMPARATIVE LITERATURE
Professor R ebecca Graves, H averford C ollege

421

Visiting Examiners

ENGLISH LITERATURE

LINGUISTICS

Professor Stuart Curran, U niversity o f
Pennsylvania
Professor Thadious Davis, V anderbilt University
Professor Jonathan Harris, Ithaca C ollege
Professor Martin Hipsky, O hio W esleyan
University
Professor Peggy Knapp, C arnegie M ellon
University
Professor A nna McCarthy, N ew York
University
Professor M ichael Moses, D uke University
Professor Judith Musser, L aS alle University
Professor Carol Singley, Rutgers University—
C am den
Professor Gustavus Stadler, H averford C ollege
Professor Theresa Tensuan, H averford C ollege
Professor Jeanne Walker, University o f
D elaw are
Professor Philip Wegner, U niversity o f Florida

Professor Eugene Buckley, University o f
Pennsylvania
Professor Susan Fischer, R ochester Institute o f
Technology
Professor Roberta Golinkoff, U niversity o f
D elaw are
Professor Jim McCloskey, U niversity o f
C alifom ia-S an ta C ruz
Professor Richard Meier, U niversity o f Texas,
A ustin
Professor Lawrence Sipe, U niversity o f
Pennsylvania
Mr. Richard Sproat, A T& T Labs R esearch
Professor Cheryl Zoll, M assachusetts Institute
o f Technology

ENVIRONMENTAL STUDIES
Mr. Thomas Johnson, Philadelphia A cadem y
o f N atural Sciences

HISTORY
Professor Samuel Amaral, N ational A cadem y
o f H istory—A rgentina
Professor David Brody, U niversity o f
C alifom ia-D avis (Em eritus)
Professor Douglas Egerton, LeM oyne C ollege
Professor Venus Green, City C ollege
Professor A tina Grossman, T he C ooper U nion
Professor James Grubb, U niversity o f
M aryland-B altim ore C o.
Professor Paul Kramer, John s H opkins
University
Professor Gary Marker, State U niversity o f
N ew York-Stony B rook
Professor Matthew Sommer, Stanford
University
Professor Brad Weiss, C ollege o f W illiam
and Mary
Professor R ebecca Winer, V illanova University

INTERPRETATION THEORY
Professor James Katz, Rutgers U niversityN ew Brunsw ick

422

MATHEMATICS AND STATISTICS
Professor James Callahan, Smith C ollege
Professor James Haglund, U niversity o f
Pennsylvania
Professor Thomas Halverson, M acalester
C ollege
Professor M ichael Larsen, U niversity o f
C hicago
Professor Hal Sadofsky, U niversity o f O regon
Professor David Walnut, George Mason
U niversity

MODERN LANGUAGES—CHINESE
Professor Xiaofei Ttan, Owen H arvard
U niversity

MODERN LANGUAGES—GERMAN
Professor Susan Cocalis, U niversity o f
M assachusetts-A m herst
Professor Monika Shaft, U niversity o f D elaw are
Professor Dorothea von Muecke, Colum bia
U niversity

MODERN LANGUAGES—SPANISH
Professor Miguel Gonzalez-Gerth, University
o f Texas—A ustin
Professor Carlos Trujillo, V illanova University

MUSIC
Professor Christine Anderson, Tem ple
U niversity
Professor James Primosch, U niversity o f
Pennsylvania

PHILOSOPHY

RELIGION

Professor Charles Brittain, C orn ell University
Professor Audre Brokes, St. Joseph’s U niversity
Professor John Christman, Pennsylvania State
University
Professor David Finkelstein, U niversity o f
Chicago
Professor Dan Kaufman, U niversity o f Florida
Professor Kathleen W right, H averford C ollege

Professor Stephen Dunning, University o f
Pennsylvania
Professor M illicent Feske, St. Joseph’s
University
Professor Charles Hallisey, A m herst C ollege
Professor Joel Kaminski, Sm ith C ollege
Professor A nne McGuire, H averford C ollege
Professor Miriam Peskowitz, Tem ple University

PHYSICS AND ASTRONOMY

SOCIOLOGY AND ANTHROPOLOGY

Mr. John Greenly, C orn ell University
Professor Jim Gunton, Lehigh University
Professor Lynne Hillenbrand, C aliforn ia
Institute o f Technology
Professor Jagu Jagannathan, A m herst C ollege
Professor Ken Singer, C ase W estern Reserve

Dr. Elizabeth Hilbink, Princeton U niversity
Mr. M ilton Machuca, Tem ple University
Professor A nne Meneley, Trent University—
C anada
Professor Darrell Moore, D ePaul University
Professor Andrew Perrin, U niversity o f N orth
C arolin a-C hapel H ill
Professor Howard Posner, H averford C ollege
Professor Magali Sarfatti-Larson, University
o f U rbino, Italy
Professor Paul Silverstein, R eed College
Professor Howard W inant, U niversity o f
C alifom ia-S an ta B arbara

POLITICAL SCIENCE
Professor Paul Green, University o f C alifornia—
Riverside
Professor Ronald Kahn, O berlin C ollege
Professor Yvonne Lassalle, H unter C ollege
Dr. William LeoGrande, A m erican University
Professor Jerome Maddox, U niversity o f
Pennsylvania
Professor James Murphy, D artm outh C ollege
Professor Sankar Muthu, N ew School fo r
Social Research
Professor Anne Norton, U niversity o f
Pennsylvania
Professor Donald Puchala, U niversity o f
South C arolina
Professor Shelly Rigger, D avidson C ollege

WOMEN’S STUDIES

PSYCHOLOGY

Dr. Elena Gapova, European H um anities
University—B elarus

THEATER
Professor Henrik Borgstrom, N iagara
U niversity
Mr. Mark Lord, Bryn Mater C ollege
Mr. James Pyne Jr., Independent Scholar
Ms. Katherine Elizabeth Stevens, Bryn Mater
C ollege

Dr. Lynn Kirby, U niversity o f Penn -School o f
U edicine/CH O P
Mr. Shirit Kronzon, U niversity o f
Pennsylvania-W harton
Professor Jacqueline Mattis, N ew York
University—Steinhardt School o f Education
Dr. Randy Milden, Independent Scholar
Professor Thomas Shipley, Tem ple University
Professor John Shotter, U niversity o f
New H ampshire

423

Degrees Conferred
June 1, 2003

BACHELOR OF ARTS
Sophia Krzys Acord, Sociology & A nthropology
Drew James Adams, Special M ajor in
Biochem istry

Mary Marshall Campbell, C om parative
Literature
Jennifer Marie Canton, English literatu re

Tsiri Agbenyega, Biology

Justin Taylor Capps, M usic
Sanya Ruth Carleyolsen, Econom ics and
Special M ajor in Sustainable D evelopm ent

Elcin Akcura, Econom ics

Felicia Carter, Psychology

Kristina Judith Alayan, German
Theodore Reed Berg Alexander, Philosophy

Erica Amanda Cartmill, Linguistics
N eil Curtis Cavanaugh, H istory

Emily Staggs Almberg, Biology

Haw-Bin Chai, C om puter Science

John Millies Anderson, Econom ics and
Sociology & A nthropology

Pooja Preety Chandra, Special M ajor in
Biochem istry
Hofan Chau, Special M ajor in P eace & Conflict
Education
Emily Susanna Chavez, Special M ajor in
Education and Sociology & Anthropology
Chirag Rajesh Chotalia, Econom ics and Special
M ajor in Indian and D iaspora Studies

Richard Dennis Andres, Jr., Econom ics
Mark Charles A ngelillo, C om puter Science
Timothy Joh n Applebee, A rt
Vanessa Rosman Askot, P olitical Science
Laura Allyn Barker, Biology
Alexander George Barney, P olitical Science
Kirstin Louise Bass, Biology
Naomi Leah Lee Baumol, Art
Adrienne Lorraine Bayton, A rt
Elizabeth Adriane Behrend, English Literature
Alyssa Daniela Bell, P olitical Science
Sharif Levone Bennett, P olitical Science
Sydney Jocelyn Beveridge, P olitical Science
David M ichael Bing, P olitical Science
Nicolas Blanco, Religion and A sian Studies
Philip Miles Blumenshine, Biology
Helaine Debra Blumenthal, H istory
Marina Hristova Boevska, P olitical Science and
Econom ics
Laura Isabel Bonem, English Literature
Kevin Matthew Bovard, P olitical Science
Elizabeth Glendinning Brainard, Special M ajor
in E ducation and Sociology & A nthropology
Sean Antonius Brandveen, History
Cynthia Briano, English Literature
Natalie Elizabeth Briones, Psychology
Emily Montgomery Brown, English Literature
Kadi-Ann Nneka Bryan, Biology
Davita Meara Burkhead-Weiner, Biology
Christopher W illiam Bussard, English
Literature
Jennifer Ayanna Butler, P olitical Science
M ichael G ilbert Camilleri, Special M ajor in
E ducation & H istory

424

Tanya Chotibut, Psychology
Susan Elizabeth Christensen, Linguistics
David W ae Chu, Special M ajor in Biochemistry
Benjam in Tze M an Chui, English literatu re
Steven Thomas Ciraolo, Psychology
Katrina Dorine Clark, Special M ajor in
Education and Sociology & Anthropology
Kenneth Palmer Clark, Psychology
Liza Maureen Clark, Special M ajor in D ance &
English Literature
Kathryn Daly Cloonan, Engjish Literature
Emily Ruhamah Clough, P olitical Science
Rachel Blair Cochran, French
Sara Elizabeth Cole, H istory
David S co tt Conners, H istory
Kellam McChesney Conover, G reek and Latin
Daniel M ichael Consiglio, Special M ajor in
Education & English Literature
Carrie A nne Cooper-Fenske, Biology
Julie A n n Corder, Linguistics and Com puter
Science
Robert Mihran C ox, Biology
Laura M ichiko Damerville, A rt and Economics
Dannel Dan, Special M ajor in H ealth and Social
Policy
Adrian Daub, C om parative Literature
Raquel Elizabeth Davis, Biology
Daniel Alphonse De Cotiis, Biology
Dea Marina DelCampo, Art

Yolanda Patricia de Leon, Sociology &
Anthropology
Chela Myesha Delgado, H istory
Jane Anastasia DeRonne, Linguistics
Christopher James King Dickson, Philosophy
Franzeska Elise Dickson, Linguistics

Kuzman G anchev Ganchev, C om puter Science
Eran G anot, Economics and Sociology &
A nthropology
Joanne Catherine Gaskell, Biology and
Econom ics
Elisha Gaston, Biology

Erika Lizette Doyle, Psychology

Benjamin Tim Gazy, English Literature
Zachary Philip Gelacek, Econom ics

Rachel A nn Dinetz, Religion
Heather Lyn Doyle, Art and English Literature

Shasha Geng, Econom ics

Sarah Lydia Drescher, Sociology &
Anthropology

Benjam in Ross George, Linguistics and
M athem atics

Carlos Eduardo Duque, P olitical Science

Todd Aaron G illette, C om puter Science
Aaron David Goldman, Biology

Hollis Andrew Easter, M usic and C om puter
Science
Laurel Ruth Eckhouse, P olitical Science
Louisa Chan Egan, Psychology
Caitlin Conner Engelhard, Special M ajor in
Psychobiology
Francisco Hugo Estrazulas, P olitical Science
B Daniel R oth Fairchild, Special M ajor in
Com putational Linguistics
Abram Lockhart Falk, Physics
Andrew Douglas Fefferman, Physics
Daniel Steven Fink, H istory
Denise Kathryn Finley, H istory

Tiffany May Gong, Art H istory
Nicolle Serena Gorby, P olitical Science
Jesse Luke Green, P olitical Science and
Psychology
Julie Renee Gregorio, English Literature
Perry Maxwell Grossman, Special M ajor in
U rban Studies
O livia Gray Gruber, Art H istory
Pearl A nn Guilian, Special M ajor in Film &
Media Studies
Mara Catherine Gustafson, Psychology
David Max Haendler, P olitical Science

Michael Sean Finney, C om puter Science

Benjam in Howard Hamilton, Biology

Emine Fisek, English Literature and T heater

A li Bakir Hamoudi, P olitical Science

Heather Maria Fleharty, Special M ajor in
Psychobiology
Nelson Lionel Flores, Special M ajor in
Education and P olitical Science
Karly Sarita Trombly Ford, Special M ajor in
Education and Sociology & A nthropology
John Dudley Fort, Biology

Gabriel Anderson Hankins, English Literature
Thomas Cardwell Harding, English Literature
Clare Bevin Harney, P olitical Science
Robyn Blair Harshaw, Special M ajor in
Biochem istry
Talia Lamoy Haynes, P olitical Science
Feng He, M athem atics and C om puter Science

Mara Fortes, Special M ajor in Film &
Media Studies

A nna Elizabeth Headley, Special M ajor in
Education and Film & M edia Studies

Elizabeth Louise Fortier, Biology

Karl Robert Heideck, English Literature

Adrienne Elise Fowler, Biology and P olitical
Science

Eleanor A nn Heikkinen, C om puter Science
and Linguistics

Laura Frances Fox, Psychology
Sarah Katharine Frohardt-Lane, H istory

Veronica Maria So l Herrera, P olitical Science
Gabriel Bodin Hetland, P olitical Science

Alison Lee Furman, English Literature and
Special M ajor in Film & M edia Studies

Laura Ellen Hirshfield, Special M ajor in
Education and Sociology & Anthropology

Elise Natsu Furuichi, English Literature

Jacob Solom on Sim on Hodes, H istory

Alison Sm ith Gafihey, Special M ajor in
Linguistics and Language

Morghan Bridget Holt, Linguistics and
Psychology

Benjamin Matthew Galynker, English
literature

Amelia A nn Hoover, P olitical Science
M ichael Jerome Horowitz, Biology

425

Degrees Conferred

Claire Elizabeth Hoverman, Art H istory

Malika Helen Krasik-Geiger, Linguistics

Hwa-chow Oliver Hsu, C om puter Science

R ebecca Elizabeth Lein Kuipers, Linguistics

Kathryn A n n Hurster, Psychology

Lisandra Lamboy, Sociology & Anthropology

Daniel W inthrop Ingersoll IV, H istory

Matthew Joseph Landreman, Physics

V incent Wang C h i Ip, Economics
Akira Irie, Special M ajor in C hem ical Physics

David A ntonio Lanes, P olitical Science and
Econom ics

Rashelle Spearman Isip, Biology
Norense Osakpanmwan Iyahen, M athem atics

Lucy Jane Lang, P olitical Science
Carolynn Marie Laurenza, Psychology

Joanne Kim Jacobson, Religion and A sian
Studies
Mohammed Farid Haroon Jaffer, Econom ics

Pamela Adrienne Lavallee, P olitical Science
and Psychology
Petar Lazarevic, T heater

Christine Rose James, Psychology

Elizabeth Hang Le, H istory
Jessica Lee, Special M ajor in Education and
Sociology & A nthropology
Cynthia Lee R ebecca Leger, English Literature

Olufemi James, Econom ics
David Richard January, Linguistics
Jennifer Marlene Jarson, Special M ajor in
E ducation and Psychology

Kara Beth Levy, M edieval Studies

Joan Marie Javier, Special M ajor in Education
and P olitical Science

Joh n Hunt Lillvis, Religion and Chem istry

Elizabeth Marie Jenkins, Spanish

David Abraham Lipman, M athem atics
R ebecca Lynn Lipstein, English Literature

Molly Ayn Jones, Latin
Ruben Juarez, Religion
Kyra Lili Jucovy, Linguistics and English
Literature
Benjam in Kehoon Juhn, English Literature and
H istory
David Raymond Kaczorowski, Religion
Ingrid Elizabeth Kaszas, Biology
Erica Amy Kauftnan, Special M ajor in
Education and P olitical Science

Ariana Eva Lindermayer, Philosophy

M ichael Hannon Loeb, Physics
Joshua A lan Loeffler, Econom ics
Kimberly Ruth Lucas, Econom ics and Special
M ajor in C hinese
liana R ebecca Luft, Special Major in Education
and Psychology
Jennifer Gabrielle Lunstead, Special M ajor in
Education and Sociology & Anthropology
Cameron Charles MacDearmid, Biology

Thomas James Kawczynski, History
Laurel Shani Kean, Sociology & A nthropology

James Reynold Maiolo III, Chem istry

Christopher Joh n Keary, Psychology
Yasmin Khawja, Special M ajor in M edical
A nthropology

Tamara Tturia Manik-Perlman, Sociology &
Anthropology
Emily B eth Marks, P olitical Science

Adena Marie Killian, Art
Esther Soon Bok Kim, Special M ajor in
Education and Psychology

Krista Lynn Marshall, Special M ajor in
Biochem istry
Danielle Paulette Masor, Econom ics and French

M ichael Dong H oon Kim, Religion and
Psychology

M ichael Francis M cConnell, Jr., Com puter
Science
Jeanne Marie McFalls, Biology
Shannon Tejeda McGrael, P olitical Science and
C om puter Science

M atti Evelyn Klock, M athem atics
Abigail Suzanne Kluchin, Religion
Brett M ichael Patrick Klukan, Religion
Yoshihiro Komori, Philosophy and C om puter
Science
Kasia Koziol-Dube, Special M ajor in
Psychobiology
Roban Hultman Kramer, Special M ajor in
A strophysics

426

Joseph Gerard Makin, Philosophy

Andrew Robert Meade, Physics
Robert William M elick, Econom ics
Pilar Ofelia Mendoza, History
Noah Thomas Metheny, Political Science
Miao Miao, Art

Christopher Daniel Milla, P olitical Science
Morgan Kanani Milles, Special M ajor in R acial
Dynamics in Literature and C ulture
Melissa Young Min, Religion
Megan Jo Moerke, Biology
Gabrielle Bijoux MonDesire, French
Carmen Tchokonthe M onthe, Biology
Christopher Dylan Morello, P olitical Science

Jeffrey Carroll Regier, Econom ics and
C om puter Science
Liane Tai R ice, Psychology
Martin Rio, Econom ics and M athem atics
Mark Benjam in Romanowsky, Physics and
M athem atics
Jonathan Daniel Rosa, Special M ajor in
Education & Linguistics

Michael Dorian Morse, P olitical Science

Poulami Roychowdhury, P olitical Science

Melaku Woldemariam Muluneh, Physics and
M athematics

Matthew Stark Rubin, H istory
Justin Joseph-John Ryder, Econom ics

Alicia Munoz, Spanish
David Lazar Kalinich Murphy, Physics

Samuel Levis Sadow, Art H istory
Eleanor A nne Salgado, English literatu re

John Paul Murphy, Econom ics and A rt

Ranmal Aloka Samarasinghe, Econom ics

Jessica Chiyo Nakamura, T heater

Toby Tyler Sanan, Chem istry

Katherine Nelson-Lee, T heater

Benjam in Max Schak, M athem atics and
C om puter Science

Lindsey Foster Newbold, Linguistics
Donald Nguyen, Econom ics
Tony Thanh Nguyen, Sociology &
Anthropology
Elizabeth Irene N olte, T heater
Kwaku Agyei Ntoso, Econom ics
Jesse Ellis O ’Brien, Philosophy
Katherine Jeanne O ’Donnell, Art H istory
Melkizedeck Semu Okudo, Econom ics
Sven Crandall Olsen, C om puter Science
Sasha Elena Ortiz, Psychology
Erik Andreas Osheim, Philosophy and
Computer Science
David Robert O ’Steen, Philosophy
Sara Jennifer Parent, Psychology
Patricia Park, English Literature
Amanda Trescott Parrish, H istory
David Donham Pearce, Econom ics and
Sociology & A nthropology
Collin James Peng-Sue, Econom ics
Anna Pemg, English Literature
Yen Kim Pham, Econom ics
Elizabeth Reena Pike, English Literature
Teresa Cozetti Pontual, P olitical Science
John Cooper Pottage III, Psychology
Aman Pradhan, H istory
Dimo Ivanov Pramatarov, Econom ics and
M athematics
Moriah Sage Radin, P olitical Science
James Elliot Reed, Philosophy

Jeremy Aaron Schifeling, Special Major in
Education and P olitical Science
Eric John Schober, Religion
Sarah Kate Selling, M athem atics
Marilee Serrania, English Literature
Francisco Cosme Jose Sersale di Cerisano,
Econom ics
Payal Kiran Shah, P olitical Science
A ni Rudra Silwal, Econom ics
Justin S co tt Singer, Sociology & Anthropology
Charles Eric Chambers Small, P olitical Science
Christine Marie Smallwood, English Literature
Briar Rose Sm ith, Psychology and Special M ajor
in C hinese Language and literatu re
Coby Daniel Sm ith, Econom ics
R obin Leslie Sm ith, Physics
Stephen M ichael Sm ith, C om puter Science
Mathew Jeremiah So, Biology
Youssef Yousry Solim an, Econom ics
M ichael Spiegel, C om puter Science
Daniel Aaron Sproul, C om puter Science
Sarah Lynne Stanton, English Literature
Matthew Frederick Steele, Religion
Eric Dryden Stephens, Econom ics and
Psychology
Andrew Paul Burt Stout, C om puter Science
Evelyn Iveliz Suero, Sociology & Anthropology
Cathy Ta, P olitical Science and Econom ics
Gabriel Saidimu Tajeu, P olitical Science
Yee Lin Tan, C om puter Science

427

Degrees Conferred

Pimolpan A nne Tantamjarik, H istory
Richard Yigal Tayar, H istory
Jesse Leland Taylor, Religion
Fabien Khinyeyha Tepper, Art

Margaret A nne Woodworth, Psychology and
Special M ajor in E ducation & M athematics
Suzanne Suqian Wu, Art
Paul Herbert Wulfsberg, P olitical Science

Aduke Hope Thelwell, Economics

Kai Tai Xu, Psychology
Jayson Albright Yost, Econom ics

Sim on Brendan Thomas, Religion

Latika Linn Young, Dance

Eileen Roseanne Thorsos, Biology and
Linguistics

Laura A nn Zager, M athem atics
Elizabeth Brown Zimmerman, T heater and
C om parative Literature

A nteneh Tesfaye, C om puter Science

Alyssa Faith Timm, Religion
Stephanie Korinne Tonnesen, Special M ajor
in A strophysics
Isabelle Thutran Tran, Econom ics
Lester Tran, English Literature
W illiam Tran, H istory
Genevieve Elsie Treuille, English Literature
Pascal M artin Troemel, C om puter Science
Christopher David Trucksess, Psychology
Sarah Sheehan Tufano, Religion
Katherine Elise Tunning, Spanish
A nna Lloyd Tyler, Biology
Sachie Uchimaru, Special M ajor in Education
and Psychology
Catherine Elizabeth Vanderwaart, M athem atics
and Philosophy
R ebecca Swann Van Fleet, Art
Lindsay Christine VanSciver, Psychology and
Special M ajor in Film & M edia Studies
Jonah Charles Volk, H istory and
C om puter Science
Katherine G race Voll, English Literature
Eden Elizabeth Wales, English Literature

Charles Andrew Zuppann, Econom ics and
C om puter Science

BACHELOR OF SCIENCE
Alyssa C aitlin Bonnoit, Engineering
Susan Elizabeth Christensen, Engineering
David Daniel Collins, Engineering
Nathaniel Brooks Court, Engineering
Stephen Benjam in Duvignau, Engineering
Emily Sarah Eddy, Engineering
Zoila Catalan Forgione, Engineering
V incent Thomas Galatro, Engineering
Todd Aaron G illette, Engineering
Elizabeth Marie Jenkins, Engineering
Geoffrey W illiam Klein, Engineering
Jonathan Junyin Lee, Engineering
Joseph Gerard Makin, Engineering
Kiyoyuki William Miyasaka, Engineering
David Lazar Kalinich Murphy, Engineering

R ebecca Weinberger, Linguistics

David A xel Neff, Engineering

Claire Jeanette Weiss, Biology

David Robert O ’Steen, Engineering

Rabi Steele W hitaker, A stronom y
Ursula A nne W hitcher, M athem atics

Aimee Elizabeth Schultz, Engineering

Brandyn Julia W hite, P olitical Science

A nteneh Tesfaye, Engineering

Benjam in Aldrich W iles, Econom ics and
Political Science
Renee Lynette Willemsen-Goode, A rt History

David A nthony W hitehead, Engineering

Harriett® Esther Williams, P olitical Science
Samuel Free Williams, Religion
Goreleigh Feil W illis, Political Science and
Econom ics
Karima Lynn W ilson, Sociology &
A nthropology
N icola Carlene Woodroffe, Econom ics

428

M ichael Jacob Rutberg, Engineering

Laura A nn Zager, Engineering

Awards and Distinctions

HONORS AWARDED DY THE VISITING
EXAMINERS
HIGHEST HONORS:
Drew James Adams, Helaine Debra
Blumenthal, Adrian Daub, Mara Fortes,
Thomas Cardwell Harding, Matthew Joseph
Landreman, James Reynold, Maiolo III,
Morgan Kanani Milles, Mark Benjamin
Romanowsky, Matthew, Stark Rubin,
Benjamin Max Schak, Jeremy Aaron
Schifeling

HIGH HONORS:
Sophia Krzys Acord, Theodore Reed Berg
Alexander, Elizabeth Adriane, Behrend,
Alyssa Daniela Bell, Mary Marshall Campbell,
Justin Taylor, Capps, Emily Ruhamah Clough,
Sara Elizabeth C ole, Kellam McChesney,
Conover, Julie A n n Corder, Chela Myesha
Delgado, Laurel Ruth, Eckhouse, Abram
Lockhart Falk, Andrew Douglas Fefferman,
Nelson, Lionel Flores, Laura Frances Fox,
Kuzman G anchev Ganchev, Perry, Maxwell
Grossman, Olivia Gray Gruber, Benjamin
Howard Hamilton, Gabriel Anderson
Hankins, Veronica Maria So l Herrera, Gabriel
Bodin, Hetland, Laura Ellen Hirshfleld,
Amelia A nn Hoover, David Richard, January,
Kyra Lili Jucovy, Abigail Suzanne Kluchin,
Brett Michael, Patrick Klukan, Roban
Hultman Kramer, Lucy Jane Lang, Jessica
Lee, David Abraham Lipman, Jeanne Marie
McFalls, M ichael Dorian Morse,, A licia
Muñoz, Jessica Chiyo Nakamura, Lindsey
Foster Newbold, Melkizedeck Semu Okudo,
Patricia Park, Teresa Cozetti Pontual, Aman
Pradhan, James Elliot Reed, Liane Tai Rice,
Martin Rio, Jonathan Daniel Rosa, Ranmal
Aloka Samarasinghe, Payal Kiran Shah, A ni
Rudra Silwal, Christine Marie Smallwood,
Aduke Hope Thelwell, W illiam Tran,
Catherine Elizabeth Vanderwaart, Jonah
Charles Volk, Katherine G race Voll, Eden
Elizabeth Wales, Ursula A nne W hitcher,
Samuel Free Williams, Latika Linn Young,
Charles Andrew Zuppann

HONORS:
Elcin Akcura, Richard Dennis Andres, Jr.,
Kirstin Louise Bass, Laura Isabel Bonem,
Kevin Matthew Bovard, Emily Montgomery
Brown, Kathryn Daly Cloonan, Sarah Lydia
Drescher, Carlos Eduardo Duque, Louisa

Chan Egan, Daniel Steven Fink, Denise
Kathryn Finley, Sarah Katharine FrohardtLane, Benjam in Matthew Galynker, Joanne
Catherine Gaskell, Julie Renée Gregorio,
Clare Bevin Harney, V incent W ang C h i Ip,
Molly Ayn Jones, Benjam in Kehoon Juhn,
David Raymond Kaczorowski, Erica Amy
Kaufman, Thomas James Kawczynski, Laurel
Shani Kean, M atti Evelyn Klock, David
A ntonio Lanes, Cynthia Lee R ebecca Leger,
Kara Beth Levy, M ichael Hannon Loeb,
Robert W illiam M elick, Noah Thomas
Metheny, Melaku Woldemariam Muluneh,
Katherine Nelson-Lee, Jesse Ellis O ’Brien,
Sara Jennifer Parent, Amanda Trescott
Parrish, Elizabeth Reena Pike, Dimo Ivanov
Pramatarov, Poulami Roychowdhury, Robin
Leslie Sm ith, Mathew Jeremiah So, Michael
Spiegel, Alyssa Faith Timin, Stephanie
Korinne Tonnesen, Brandyn Julia W hite,
Goreleigh Feil Willis, Paul Herbert Wulfeberg

ELECTIONS TO HONORARY SOCIETIES
PHI DETA KAPPA:
Sophia Krzys Acord, Drew James Adams,
Theodore Reed Berg Alexander, Joh n Millies
Anderson, Laura A llyn Barker, Philip Miles
Blumenshine, Emily Montgomery Brown,
Mary Marshall Campbell, Hofen Chau, Susan
Elizabeth Christensen, Benjam in Tze Man
Chui, Emily Ruhamah Clough, Rachel Blair
Cochran, Julie A n n Corder, Laura M ichiko
Damerville, Jane Anastasia DeRonne,
Christopher James King Dickson, Abram
Lockhart Falk, Mara Fortes, Laura Frances
Fox, Kuzman Ganchev Ganchev, Julie Renée
Gregorio, Feng He, A nna Elizabeth Headley,
Hwa-chow Oliver Hsu, David Richard
January, Kyra Lili Jucovy, Matthew Joseph
Landreman, David Abraham Lipman,
R ebecca Lynn Lipstein, James Reynold
Maiolo III, Noah Thomas Metheny, Lindsey
Foster Newbold, Elizabeth Irene N olte, Sara
Jennifer Parent, John Cooper Pottage III,
Aman Pradhan, James Elliot Reed, Mark
Benjam in Romanowsky, Jonathan Daniel
Rosa, Matthew Stark Rubin, M ichael Jacob
Rutberg, Jeremy Aaron Schifeling, Christine
Marie Smallwood, Robin Leslie Sm ith, Daniel
Aaron Sproul, Yee Lin Tan, Eileen Roseanne
Thorsos, William Tran, Sachie Uchimaru,

429

Awards and Distinctions

Katherine G race Voll, Ursula A nne
W hitcher, Laura A n n Zager, Charles Andrew
Zuppann

SIGMA XI:
Drew James Adams, Emily Staggs
Almberg, Laura A llyn Barker, Philip Miles
Blumenshine, Alyssa C aitlin Bonnoit, Pooja
Preety Chandra, Susan Elizabeth Christensen,
David S co tt Conners, Julie A n n Corder,
Raquel Elizabeth Davis, Erika Lizette Doyle,
Louisa Chan Egan, Abram Lockhart Falk,
Andrew Douglas Fefferman, M ichael Sean
Finney, Joh n Dudley Fort, Elizabeth Louise
Fortier, Laura Frances Fox, V incent Thomas
Galatro, Kuzman G anchev Ganchev, Joanne
Catherine Gaskell, Todd A aron G illette,
Aaron David Goldman, N icolle Serena
Gorby, Robyn Blair Harshaw, Morghan
Bridget Holt, M ichael Jerome Horowitz,
Hwa-chow Oliver Hsu, Akira Irie, Kasia
Koziol-Dube, R oban Hultman Kramer,
Matthew Joseph Landreman, David Abraham
Lipman, M ichael Hannon Loeb, James
Reynold Maiolo III, Joseph Gerard Makin,
Krista Lynn Marshall, Jeanne Marie McFalls,
Melaku Woldemariam Muluneh, David Lazar
K alinich Murphy, James Elliot Reed, Liane
Tai R ice, Mark Benjam in Romanowsky,
M ichael Jacob Rutberg, Toby Tyler Sanan,
Aimee Elizabeth Schultz, Robin Leslie Sm ith,
Mathew Jeremiah So, M ichael Spiegel, Daniel
Aaron Sproul, Andrew Paul Burt Stout,
A nteneh Tesfaye, Stephanie Korinne
Tonnesen, Catherine Elizabeth Vanderwaart,
Rabi Steele W hitaker, Ursula A nne
W hitcher, David A nthony W hitehead,
Laura A n n Zager

TAU BETA PI:
Susan Elizabeth Christensen, M ichael Jacob
Rutberg, Aim ee Elizabeth Schultz, Laura
A n n Zager

PENNSYLVANIA TEACHER CERTIFICATION
M ichael G ilbert Camilleri, Nelson Lionel
Flores, Esther Soon Bok Kim, R ebecca Lynn
Lipstein, Genevieve Elsie Treuille, Renee
Lynette Willemsen-Goode

430

FELLOWSHIPS
T he Susan P. C obbs Prize Fellow ship to
Elizabeth Engelhardt ’05
T he Sarah Kaighn C ooper Scholarship to Rachel
Best ’04
T he H annah A . Leedom Fellow ship to Philip
Miles Blumenshine ’03, Elizabeth Louise
Fortier ’03, Noah Thomas M etheny ’03, and
Donald Nguyen ’03
T he Joshu a U ppincott Fellow ship to William
Tran ’03, and Ursula A nne W hitcher ’03
T he John L ockw ood M em orial Fellow ship to
Andrew Paul Burt Stout ’03
T he T hom as B . M cC abe Jr. and Yvonne M otley
M cC abe M em orial Fellow ship to Deena Bahri
’98, Bram Duchovnay ’94, A ntoniette,
Graefin Zu Elz ’00, Jed Lewis ’00, John
Randolph III ’97, and G iri Dhar
Srinivasan ’98
T he M ellon M inority U ndergraduate Fellowship
to America Holloway ’05, Dale Jennings ’04,
Rebecca Monarrez ’05, Christina Pina ’05,
and Esther Zeledon ’04
T he L ucretia M ott Fellow ship to Sophia Krzys
Acord ’03, and Elcin Akcura ’03
T he J . Roland Pennock U ndergraduate
Fellow ship in Public Affairs to Maria Alvarez
’04, David Berger ’04, Joseph Florence ’04,
Tuyet-Tran Truong ’04, and N icola Wells ’05
T he D avid G . Sm ith Internship in H ealth and
S ocial Policy to Tuyet-Tran Truong ’04
T he M artha E . Tyson Fellow ship to Maria
Christabel Exaura Pinto ’02
T he H ans W allach R esearch Fellow ship to Ross
Benjam in Messing ’04

AWARDS AND PRIZES
T he A dam s Prize in E conom etrics to Martin
R io ’03
T he Stanley A dam son Prize in Chem istry to
Jonathan Elmer ’04
T he Jon athan Leigh A ltm an Sum m er G rant to
Njideka Akunyili ’04 with an additional
Ju ror’s D iscretionary G rant to Arpita Parikh ’04
T he A m erican C hem ical Society Scholastic
A chievem ent A w ard to James Maiolo ’03

The A m erican C hem ical Society U ndergraduate
Award in A nalytical C hem istry to Kathleen
Kristians ’04
The A m erican C hem ical Society U ndergraduate
Award in O rganic Chem istry to Katherine E.
Berry ’05

T he R obert Dunn A w ard to Tom Coughlin ’05
T he W illiam C . Elm ore Prize in Physics to
Matthew Landreman ’03, and Mark
Romanowsky ’03
T he Lew E lverson Trophy to Michael Dudley ’03

The A m erican Institute o f Chem ists Student
Honor A w ard to Drew Adams ’03

T he R obert EndersField R esearch A w ard to
M ichael DeFillipo ’04, and Kirsten
Vannice ’05

The Solom on A sch A w ard in Psychology to
Laura Frances Fox ’03

T he R obert Enders M em orial Scholarship to
Katherine Mumen ’04

The Boyd Barnard Prize to Andrew Hauze ’04

T he Friedm an Field R esearch A w ard (not
awarded this year)

The Jam es H . Barton ’72 Award to Joseph
Dickerson ’04, and Jessica Pope ’05
The Paul H . B eik Prize in H istory (not awarded
this year)

T he D orothy D itter G ondos Award (not
awarded this year)

The Tim Berm an M em orial A w ard to David
Pearce ’03

T he G onzalez-V ilaplana Prize fo r O utstanding
A chievem ent in C hem istry to Drew Adams ’03,
and James Maiolo ’03

The B lack Alum ni Prize to Rajaa Shakir ’04,
and Chelsea Richmond ’04

T he H ay-U rban A w ard in Religious Studies to
Jared Leiderman ’05

The Brand Blanshard Prize in Philosophy to
Jesse O ’Brien ’03

T he Joh n Russell H ayes Poetry Prizes to
Cynthia Braino ’03, and Alana Price ’04

The Sophie and W illiam Bram son Prize to
Sophia Accord ’03, Joh n Anderson ’03, and
Yasmin Khawja ’03

T he Sam uel H ayes 111 R esearch G rant to Dan
Yue ’05

Daniel W alter B renner M em orial Scholarship to
Stephanie Cross ’04
The Brihkm ann Prize to Mark Romanowsky
’03
Chemistry D epartm ent Senior Service A w ards to
Michael Loeb ’03
Chemistry D epartm ent Ju n ior Service A w ards to
Kathleen Kristian ’04
The Susan P. C obbs Scholarship to Mackenzie
Carlson ’04
The C R C Press Freshm an Chem istry
Achievem ent A w ard to Emily U llm an ’06
The A lice L . C rossley Prize in Asian Studies to
Kimberly Lucas ’03
The D eans’ Awards to ’03 graduates Timothy
Applebee, Susan Christensen, Emily Clough,
Chela Delgado, Joan Javier, Jessica Lee,
Christopher Morello, A licia Munoz, Anna
Pemg, Jon Rosa, Matthew Rubin, Jeremy
Schifeling, W illiam Tran, Brandyn W hite,
and Karima Wilson
The John D ew ey 9th Sem ester A w ards to
Chela Delgado ’03, Jacob Hodes ’03, Abram
Lipman ’03, Andrew Meade ’03, and Eleanor
Salgado ’03

T he E leanor Kay H ess A w ard to Elizabeth
Gardner ’05
T he Philip M . H icks Prize fo r Literary C riticism
Essay to Aviva Aron-Dine ’05 (first prize) and
Marie Becker ’04 (second prize)
T he Jesse H . H olm es Prize in Religion to
Matthew Armstrong ’05, Abigail Kluchin ’03,
and Sarah Tufano ’03
T he G ladys Irish A w ard to Alison Furman ’03
T he Ivy A w ard to Jonathan Daniel Rosa ’03
T he M ichael K een e Award to Sara Parent ’03
T he N aom i K ies A w ard to Jessica Lee ’03
T he K w ink Trophy to Robert M elick ’03
T he Lande Field R esearch A w ard to Jessica
Martin ’05, Lauren K ett ’05, Constantinos
Michaelidis ’05, and Paul R iccio ’05
T he Lang A w ard to Matthew Joseph
Landreman ’03
T he L eo M . L eva M em orial Prize in Biology to
Laura Barker ’03, Eileen Thorsos ’03, and
Emily Almberg ’03
T he Linguistics Prizes to both A nna DunbarHester (Bryn Mawr College ’03 ) and
Benjam in George ’03 (theoretical linguistics)
and to Terry Kegel (Haverford College ’03)
(application o f linguistics)

431

Awards and Distinctions

T he M cC abe Engineering A w ard to Laura A nn
Zager ’03

T he P eter G ram Swing Prize to Julie
Gregorio ’03

T he N orm an M einkoth Field R esearch A w ard to
Ju ri M iyam ae ’04

T he Melvin B . Troy A w ard to Hofan Chau ’03
(dance); Mackenzie Carlson ’04 (music)

T he N orm an M einkoth M em orial Scholarship to
Ann Marie Lam ’04

T he V ollm ecke Service A w ard to Susan
Elizabeth Christensen ’03

T he M orris M onsky Prize in M athem atics to
Matthew Fiedler ’05, and Katharine
Merow ’05

T he Jerom e H . W ood Prize in Latin A m erican
Studies (not awarded this year)

T he Lois M orrell P oetry A w ard to Ester
Bloom ’04
T he M orreU -Potter Sum m er Stipend in C reative
W riting to A nastacia Kolendo ’04
T he A . Edw ard N ew ton Student Library Prizes
to Hollis Easter ’03, and Gabriel Hankins ’03
T he H elen F. N orth A w ard (not awarded this
year)
T he O ak L e a f A w ard to Susan Elizabeth
Christensen ’03
T he M ark O sterw eil Prize to Seth Sias ’04
T he M ay E . Parry A w ard to Davita BurkheadW einer ’03
T he D rew P earson Prize to Jeremy
Schifeling ’03
T he Perdue A w ard to Milos Ilak ’04
T he W illiam Plum er P otter Prizes in Fiction to
Pel Pei ’0 4 (first prize) and Justin Capps ’03
(second prize)
T he E rnie Prudente Award to Meg Woodworth
’03, and Matthew Goldstein ’04
T he Dinny Rath A w ard to Claire
Hoverman ’03
T he R ockefeller Brothers Fund Fellow ships fo r
m inority students entering the teaching profession
to Pei Pei Liu ’04, Arpita Parikh ’04, and
Rajaa Shakir ’04
T he Judith Polgar Ruchkin Prize to Benjamin
W iles '03, Gabriel Hetland ’03, and Jeremy
Schifeling ’03
T he Jam es H . Scheuer Environm ental Fellow ship
to Amanda Cravens ’04
T he Frank Solom on Jr. Student A rt Prize to
Adrienne Bayton ’03, Miao Miao ’03, and
R ebecca Van Fleet ’03
T he H ally Jo Stein M em orial A w ard fo r D ance
to Liza Clark ’03, and Latika Young ’03
T he K aren D vonch Steinm etz ’76 M em orial
A w ard to N icolle Serena Gorby ’03, and
Danielle A lexis Silverman '04

432

Enrollment Statistics

ENROLLMENT OF STUDENTS BY CLASSES (Fall 2002)
MEN

W OM EN

TO TAL

Seniors

179

199

378

Juniors

164

189

353

Sophomores

182

188

370

Freshmen

182

189

371

707

765

1,472

Graduate students

0

0

0

Special students

0

7

7

707

772

1,479

TOTAL

N ote: These counts include 94 students studying abroad.

GEOGRAPHICAL DISTRIBUTION OF STUDENTS (Fall 2002)
Alabama.................................... 8
Alaska....................................... 5
Arizona...................................... 5
Arkansas.....................¡...:........5
Army Post Offices.................. 4
California............................. 117
Colorado.................................13
Connecticut.......................... 41
Delaware................................ 12
District of Colum bia........... 13
Florida.....................................33
Georgia.................................... 14
Hawaii..................................... 11
Idaho...............................gj...... 1
Illinois....................
40
Indiana...................................... 7
Iowa.......................... ..... ............4
Kansas............... ..........,........... 2
Kentucky................................... 6
Louisiana...................................2
M aine...................................... 14
Maryland................................ 91
Massachusetts....................... 90
Michigan................................18
Minnesota..............................23
Mississippi................................ 2
Missouri..................................... 7
Montana....................................3
Nebraska.............. ....................2
Nevada...................................... 2
New Hampshire....................12
New Jersey............................106
New M exico............................. 6
New York............................. 216

North C arolin a..................... 18
North Dakota...........................2
O h io .........................................35
O klahom a................................ 3
O regon.................................... 25
Pennsylvania....................... 169
Puerto R ic o .............................. 3
Rhode Island..........................11
South C arolin a....................... 4
South Dakota...........................3
Tennessee................................10
T exas....................................... 34
U ta h .......................................... 2
V erm ont.................................... 9
Virgin Islands...........................1
V irginia...................................54
W ashington............................29
W est V irginia...........................5
W isconsin..................................9
Wyoming................................... 2
Total U nited States....... 1,479
A rgentina.................................. 1
Australia.................................... 1
Brazil.......................................... 2
Bulgaria..................................... 5
Cambodia..................................1
Canada......................................7
C h ile ..............................
1
Colombia................................... 1
Costa R ica .................................1
C ro atia.......................................1
Dominican Republic..............1
Egypt ....u................................... 1
England, U K ............................2

.............. 1
.............. 6

G erm any .............................. ........... 2
G h a n a ......... ......................... ..........5
........... 6
.............. 5
Indonesia .............................. ...........3
7

Italy ................................
Jam aica.......................... ...:...... 4
........... 9
K enya............................. ..v . ...... 2
........... 1
...........3
.............. 2
............... 5
.............. 1
............... 1

People’s Republic o f China.,4
............... 1

Rom ania ...............................
............... 1

Singapore ........................................... 5
South K orea ..................................... 2
................ 1

Taiwan ................................... ......... .. .A
Trinidad and Tobago................. 3
Turkey ................................... ............... 5
7
Zimbabwe........................................ 2
Total From A broad .... .......116
G R A N D T O T A L ........... 1,479

433

Index

Absence from examinations, 84
Academic misconduct, 50
Academic support, 62
Accounting, 4 0 6 ,4 1 1
Administration and staff, 406
Administrative divisions, 406
Admissions, 26, 408
Admissions procedure, 26
Application dates, 27
Scholastic Aptitude and Achievem ent
Tests, 26
School subjects recommended, 26
Advance Placement, 28
Advanced degrees, 87
Advanced standing, 28
Advancement Information Systems, 4 0 6 ,4 0 9
Advancement Operations, 406, 409
Advising, 62
Alumni and G ift Records, 4 0 5 ,4 0 6
Alumni Association officers, 388
Alumni Council, 388
Alumni Relations, 67, 406, 410
A ncient history, 133
Annual Giving, 405, 406
A rt, 98
A rt history, 99
Arts, studio, 104
A sian studies, 108
Associate dean for academic affairs, 406, 407
Associate dean for student life, 406, 407
Associate dean for multicultural affairs,
406, 407
Associate provost, 406, 407
Associate provost for information technology,
4 0 6 ,4 0 7
Astronomy, 3 1 4 ,3 2 0
A thletics, 65, 312
Attachm ents to courses, 75
Attendance at classes, 82
Auditing courses, 83
Automobiles, regulations, 57
Awards and distinctions, awarded, 429
Awards and prizes, described, 89
Bachelor o f arts degree, 87
Bachelor of science degree, 87
Bequests, 11
Biology, 114
Black Cultural Center, 60, 406, 408
Black studies, 121
Board o f Managers,
committees of, 384
Bookstore, 406, 410
Botany, see biology, 114

434

Bursar, 3 0 ,4 0 6 , 411
Business Office, 406, 411
Calendar, College, 5
Calendar, yearly, 4
Capital Giving, 406, 409
Career Services, 4 0 6 ,4 1 0
C enter for Social and Policy Studies, 14, 406,
411
Chemistry and Biochemistry, 124
Chinese, 244, 247, 256
Classics, 130
Cocurricular activities, 65
Code of Conduct, 49
Cognitive science, 137
College entrance examinations, 26
College jobs, 33
Community-based learning, 6 6
Comparative literature, 139
Comprehensive examinations, 70, 73, 84
Computer science, 142
Computing services, see Information
Technology Services, 14, 4 0 6 ,4 1 4
Controller’s Office, 406, 411
Cooper (W illiam J .) Foundation, 17
Cooperation with neighboring institutions, 79
Cornell Library o f Science and Engineering,
12
Corporate, Foundation, and Government
Relations, 406, 409
Corporation, officers of, 384
Course numbering system, 97
Courses of instruction, 97
Creative arts, 79
Credit/no credit, 83
Cross-listed course rules, 72
Curriculum, 70
Dance, 284, 292
Degree requirements, 87
Degrees conferred, 424
Degrees offered, 87
Development, 406, 409
Dining hall, 59
Dining Services, 411
Directed reading, 76
Directions for correspondence, 2
Directions for reaching the College, 440
Distribution requirements, 71
Divisions and departments, 403
Divisions for distribution requirements, 71
Domestic exchange, 79
Drama, 65, 2 9 6 ,3 7 2
Drop/add, see registration, 83

DuPont (Pierre S .) Science Building, 13
Economics, 150
Education abroad, 79
Educational Resources, 11
Educational Studies, 156
Emeriti faculty, 390
Endowed chairs, 22
Endowment, 11
Engineering, 164
English literature, 176
Enrollment in courses, see registration, 83
Enrollment statistics, 433
Environmental Services, 4 0 6 ,4 1 2
Environmental studies, 196
Equal Opportunity Office, 411
Equal Opportunity statement, 2
Examination regulations, 84
Exceptions to the four-year program, 75
Exchange programs, 79
Exclusion from the College, 8 6
Executive assistant to the provost and faculty
grants administrator, 406, 407
Expenses, 30
Extracurricular activities, 65
Facilities management, 406, 410
Faculty advisers, 62
Faculty members, 390
Faculty regulations, 82
Fees (tuition, residence, etc.), 30, 8 8
Fellowships, 94
Film and media studies, 199
Final examinations, 84
Financial aid, 32
Fine arts, see art history, 98
Footnote key, 97
Foreign language requirement, 87
Foreign students, 28, 433
Foreign study, see study abroad, 28, 79, 167,
375
Foreign Study Office, 406, 413
Formats of instruction, 76
Francophone studies, 2 0 2
Fraternities, 60
French, 247, 261
Friends Historical Library, 12, 416
Gender education, 53
Geographical distribution o f students, 433
German, 268
German studies, 205
Ghana Program, 295
Gifts, 2 ,1 1

Grades, 82
Graduate study, 87
Graduation requirements
(see also distribution requirements), 70, 87
Greek, 131
Grenoble Program, 80
Grounds, 10, 1 3 ,1 5
Health care, 60
Health Sciences Advisory Program, 78
Health Services, 61
History, 207
Honors examiners, 74, 421
Honors Program, 74
Housing, 58
Human Resources, 406, 413
Incomplete grade policies, 82
Independent study, 76
Information Technology Services, 14, 406,
414
Institutional research, 406, 412
Insurance, 61
Intercultural Center, 60
Interdisciplinary work, 77
International admissions, 28
Interpretation theory, 223
Investment Office, 406, 418
Japanese, 272
Judicial bodies, 58
Kohlberg Hall, 13
Lang Center for C ivic and Social
Responsibility, 6 6 , 406, 414
Lang Music Building, 15
Lang Performing Arts Center, 15, 415
Latin, 132
Latin American Studies, 226
Leaves o f absence, 84
Libraries, 11, 415
Linguistics, 228
List Gallery, 15, 9 8 ,4 1 6
Literature (see comparative literature), 139
Loans to students, 32
Madrid Program, 80
M aintenance, 406, 412
Map o f College grounds, 438
Martin Hall, 13
Master’s degrees, 87
Mathematics and statistics, 235
M cCabe Library, 12, 4 0 6 ,4 1 2

435

Index

Media Services, 406, 414
Media, student, 65
Medieval studies, 245
M odem languages and literatures, 247
Music, 284
Music, performance, 286, 290
Nason fellowships, 95
News and Information Office, 67
Normal course load, 75
Observatory, 14
Office o f the Dean o f Admissions and
Financial Aid, 406, 408
Office o f the Dean o f the College, 402, 403,
4 0 6 ,4 0 7
Office o f Institutional Research, 406, 412
Office of the President, 4 0 6 ,4 0 7
Office o f the Provost, 406, 407
Office o f the Vice President for Alumni,
Development, and Public Relations,
4 0 5 ,4 0 6 ,4 0 9
Office o f the Vice President for Facilities and
Services, 4 06, 411
Office o f the Vice President for Finance,
406, 412
Office Services, 406, 411
Orchestra, 64
Outreach programs, 6 6
Papazian Hall, 13
Pass/fail, see credit/no credit, 83
Payroll, 417
PDC, primary distribution courses, 70
Peace and conflict studies, 304
Philosophy, 307
Physical Education and A thletics, 312
Physical education requirements, 8 6 , 312
Physics and astronomy, 314
Plagiarism, 50
Planned Giving, 406
Planning and Construction, 406, 412
Poland Program, 296, 375
Political science, 322
Post office, 417
Practical work, 78
Premedical advising, 78
President, 407
Primary distribution courses (PD C ), 70
Prizes, awarded, 4 30
Prizes, described, 89
Program o f study, 70
Freshmen and sophomores, 70
Juniors and seniors, 72

436

Honors Program, 74
Programs for service, activism and outreach,

66
Psychological Services, 417
Psychology, 333
Public policy, 342
Public Safety, 417
Publications, College, 67
Publications, student, 65
Publications Office, 67, 406, 410
Readmission to the College, 84
Registrar’s Office, 418
Registration, 83
Religion, 346
Religious advisers, 60
Religious life, 10
Repeated course rules, 83
Requirements for admission, 26
Requirements for graduation
(see also distribution requirements), 71
Residence halls, 58
Residence, regulations, 58
Residential life, 58, 59
Russian, 247, 273
Scholarships, 33, 34
Scholastic Aptitude Test, 26
Scott Arboretum, 15, 4 0 6 ,4 1 8
Security policies and procedures, 63
Sharpies Dining Hall, 59
Social Affairs Comm ittee, 63
Social centers, 59
Social coordinator, 406, 407
Sociology and anthropology, 355
Spanish, 247, 279
Special major, 73
Sproul Observatory, 14
Standing committees o f the faculty, 405
Statistics, 235
Student activities, 63
Student conduct, 49
Student Council, 64
Student employment, 33
Student exchange programs, 79
Student judicial system, 58
Student Right to Know, 81
Student rights, 56
Student-run courses, 76
Study abroad, 30, 79, 1 6 7 ,3 7 5
Submission o f the same work in more than
one course, 51
Summer o f Service, 6 6
Summer programs, 406

Summer school work, 85
Swarthmore College Peace Collection, 12
Swarthmore Foundation, 6 6
Tarble Social Center, 59
Teacher certification, 157
Theater, 65, 296, 372
Transfer, application for, 29
Transfer credit (see work done elsewhere), 85
Tuition and other fees, 30
Twenty-course credit rule, 73
Underhill Music Library, 406, 416
Upward Bound, 67, 418
Venture Program, 85
Vice president for college and community
relations and executive assistant to the
president, 406, 407
Visiting examiners, 421
Vocational advising, 62
Withdrawal from the College, 84
Withdrawal from courses, 84
Women’s Resource Center, 59
Women’s studies, 381
Work done elsewhere, 85
Worth Health Center, 60
Writing Center, 62

437

Swarthmore College
Cam pus Map
V is it o r In fo r m a tio n
B e n ja m in W e s t H o u s e ( 4 5 )
A d m in is tr a tio n O ffic e s
P a r r is h H a ll ( 2 9 )
( ? ) V is it o r P a r k in g

SEPTA
Railroad
Station

South Entrance
A thletic Fields
Village

I
I

°f

%

S w a rth m o r e 1

/ To Mary L y o n r , * l,*|l»»««»i(
Residence Hall (See Inset]

►

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Ashton House— College guest house
Beardsley Hall— Art Department and
Information Technology Services
Bond and Lodges— Student residence
Clothier Memorial Hall— Tarble Social
Center, snack bar, student offices,
bookstore, Intercultural Center, Paces
Cornell Science and Engineering Library
C osby Courtyard
Courtney Smith House— President's residence
Cratsley House— Guest house (see inset)
Cunningham House— Scott Arboretum
offices and Terry Shane Teaching Garden
Dana Hall— Student residence
DuPont Science Building— Chemistry and
Biochemistry, Physics and Astronomy
Hallowed Hall— Student residence
Hicks Hall— Engineering
Kohlberg Hall— Economics, Modem
Languages and Literatures, Sociology
and Anthropology, Language Resource
Center, Scheuer Room, Corddry Wing,
Credit Union, coffee bar
Lamb-Miller Field House
Lang Center for Civic and Social
Responsibility
Lang Music Building— Music, Underhill Music
Library
Eugene M. and Theresa Lang Performing
Arts Center— Theater, Dance,
English Literature
List Gallery
Martin Biological Laboratories— Biology
Mary Lyon Building— Student residence
(see inset)
McCabe Library— Friends Historical Library,
Peace Collection
Mertz Hall— Student residence
Mullan Tennis Center
Old Tarble— Gallery space
Olde Club— Performance space
Palmer Hall— Student residence
Papazian Hall— Philosophy, Psychology,
Engineering laboratories
Parrish Hall— Admissions Office, administration
offices, student residence, mail room
Pearson Hall— Education, Linguistics, Religion,
Human Resources, Foreign Study Office
Pittenger Hall— Student residence
Roberts Hall— Student residence
Robinson House— Black Cultural Center
Science Center— Science laboratories,
classrooms, lecture halls, commons
Scott Amphitheater
Service Building— Maintenance, Grounds,
and Environmental Services
Sharpies Dining Hall
Sharpies III— Student art gallery
Sproul Observatory— Astronomy, Computer
Science, Alumni and Gift Records
Strath Haven Condominiums (see inset)
Swarthmore Friends Meetinghouse
Tarble Pavilion— Physical Education
Trotter Hall— Political Science, History, Classics
Ware Pool
Benjamin West House— Visitor information,
Public Safety
Wharton Hall— Student residence
Whittier House— Meeting space
3 and 5 Whittier Place— Mathematics and
Statistics
Willets Hall— Student residence
Woolman Hall— Student residence
W omen’s Resource Center
Worth Hall— Student residence
Worth Health Center

Directions for Reaching
Swarthmore College
DRIVING
From the Pennsylvania Turnpike, going East

From Exit 326 (Valley Forge) take 1-76 East (Schuylkill Expressway) about 2 1/2
miles to 1-476 South. Take 1-476 approximately 13 miles to Exit 3, Media/
Swarthmore. A t the bottom of the exit ramp, follow the sign for Swarthmore by
turning left onto Baltimore Pike. (See below for “ ... the rest of the way.”)
From the Pennsylvania Turnpike, going West

Take Exit 20 (1-476 South). Stay on 1-476 approximately 17 miles to Exit 3,
Swarthmore/Media. A t the bottom of the exit ramp, follow the sign for Swarth­
more by turning left onto Baltimore Pike. (See below for “ ... the rest of the
way. )
From the New Jersey Turnpike

Take Exit 6 (to P A Turnpike) and proceed as directed above “From the Pennsyl­
vania Turnpike, going West.”
From the South

Traveling north on 1-95, pass the Chester exits and continue to Exit 7, 1-476
North/Plymouth Meeting. Take 1-476 to Exit 3, Media/Swarthmore. A t the bot­
tom of the exit ramp, follow the sign for Swarthmore by turning right onto
Baltimore Pike. (See below for “... the rest of the way.”)
. . the rest of the way”

O n Baltimore Pike, stay in the right lane. In less than one mile, turn right onto
Route 320 South. (A t the next light, Route 320 turns right.) Proceed through
the light at College Avenue to the first driveway on the right to visitor parking
at the Benjamin West House (the College’s Visitor’s Center).
TRAIN

The College is readily accessible from Philadelphia by train. Amtrak trains from
New York and Washington arrive hourly at Philadelphia’s 30th Street Station.
From 30th Street Station, the S E P T A Media/Elwyn Local (R3) takes 22 minutes
to reach the Swarthmore station, which is adjacent to campus.
AIR

A n express train runs from the airport to 30th Street Station, where you can take
the S E P T A Media/Elwyn Local (R3) train directly to the Swarthmore campus.
The combined fare is about $10, and the trip requires about one hour. Taxi ser­
vice is also available. The fare is approximately $30, and the trip requires about
20 minutes. By car from the airport, take 1-95 South to Exit 7, 1-476 North/
Plymouth Meeting. Take 1-476 North to Exit 3, Media/Swarthmore. A t the bot­
tom of the exit ramp, follow the sign for Swarthmore by turning right onto
Baltimore Pike. (See above for “ ... the rest of the way.” )

440

Periodical Postage Paid
Swarthmore PA 19081-1390
and Additional Mailing Office^
ISSN 0888-2126

Swarthmore College
500 College Avenue
Swarthmore PA 19081-1390
(610) 328-8000