Swarthmore College Catalogue, 2012-2013

SWARTHMORE
COLLEGE
BULLETIN
2012-2013

Swarthmore
College Bulletin 2012-2013
Volume CX Number 1
Catalog Issue August 2012

Directions for Correspondence
Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390
Office of the President

Rebecca Chopp
President
Academic Policy
Thomas A, Stephenson
Provost
Admissions
James L. Bock III
Vice President and Dean of Admissions
Alumni Relations
Lisa Lee
Director of Alumni Relations
Career Services
Nancy Burkett
Director of Career Services
College and Community Relations
Maurice G. Eldridge
Vice President for College and Community Relations
Communications
Nancy Nicely
Secretary of the College and Vice President for Communications
Development and Gifts
Karl Clauss
Vice President for Development and Alumni Relations
Facilities
C.
Vice President for Facilities and Services
Finance
Suzanne P. Welsh
Vice President for Finance and Treasurer
Financial Aid
Laura Talbot
Director of Financial Aid
Human Resources
Pamela Prescod-Caesar
Vice President for Human Resources
Records and Transcripts
Martin O. Warner
Registrar
Student Services
Elizabeth Braun
Dean of Students
Swarthmore College does not discriminate in
education or employment on the basis of sex,
race, color, age, religion, national origin,
marital status, sexual orientation, gender
identity or expression, veteran status, medical
condition, pregnancy, disability, or any other
legally protected status. This policy is
consistent with relevant governmental statutes
and regulations, including those pursuant to
Title IX of the Federal Education Amendments
of 1972 and Section 504 of the Federal
Rehabilitation Act of 1973.
This Bulletin contains policies and program
descriptions as of July 15,2012, and should be
used solely as an informational guide. The
College reserves the right to alter or amend at
any time the policies or programs contained in
the Bulletin. Students are responsible for
informing themselves of current policies and
meeting all relevant requirements. Up-to-date

information can be found at
www.swarthmore.edu/coursecatalog.
The Swarthmore College Bulletin (ISSN 08882126), of which this is Volume CX, number 1,
is published in August, October, January, April,
and July 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 Swarthmore College Bulletin, 500
College Avenue, Swarthmore PA 19081-1390.
Main number: (610) 328-8000
Admissions: (610) 328-8300
www.swarthmore.edu
©2012 Swarthmore College
Printed in U.S.A.

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

INTRODUCTION
EDUCATIONAL RESOURCES
ADMISSIONS
EXPENSES
FINANCIAL AID
COLLEGE LIFE
EDUCATIONAL PROGRAM
FACULTY REGULATIONS
DEGREE REQUIREMENTS
THE CORPORATION
BOARD OF MANAGERS
ALUMNI ASSOCIATION OFFICERS AND ALUMNI COUNCIL
FACULTY AND OTHER INSTRUCTIONAL STAFF
ADMINISTRATION
VISITING EXAMINERS
DEGREES CONFERRED
DISTINCTIONS, AWARDS, AND FELLOWSHIPS
ENDOWED CHAIRS
ENROLLMENT STATISTICS
COURSE CREDIT AND NUMBERING

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

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

College Calendar
2012
Aug. 25-28
Aug. 28
Aug. 28-Sept. 2
Aug. 30
Aug. 31
Sept. 1
Sept. 2
Sept. 3
Sept. 14
Sept. 21-22
Oct. 1
Oct. 12
Oct. 22
Oct. 26-28
Nov. 7
Nov. 9
Nov. 12-21
Nov. 21
Nov. 26
Nov. 26-28
Nov. 28
Dec. 1
Dec. 7-8
Dec. 10-11

Dec. 11
Dec. 14
Dec. 14-22

Dec. 21
Dec. 22

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

College Calendar
2013

Spring Semester

Jan. 19
Jan. 20
Jan. 21

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

Feb. 1
Feb. 22-23
March 8
March 18
March 29
April 3

April 8-18
April 22-24
April 24
May 3
May 3-4
May 9
May 18
May 20

May 20-21
May 23-25
June 1
June 2
June 3
June 7-9

College Calendar
2013

Fall Semester

Aug. 24-27
Aug. 27
Aug. 27-Sept. 1
Aug. 29

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

Aug. 30
Aug. 31
Sept. 1
Sept. 2
Sept. 2
Sept. 13
Sept. 23-24
Oct. 1
Oct. 11
Oct. 21
Oct. 4—6
Nov. 6
Nov. 8
Nov. 11-21
Nov. 25-27
Nov. 27
Dec. 2
Dec. 1
Dec. 2-3
Dec. 9-10

Dec. 10
Dec. 13
Dec. 13-21

Dec. 20
Dec. 21

College Calendar
2014

Spring Semester

Ja n .18
Jan .19
Jan. 20

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

Jan. 31
Feb. 17-18
March 7
March 17
March 28
April 1
April 2
April 7-17
April 13-15
April 21-23
April 23
May 2
May 4—5
May 8
May 17
May 19

May 19-20
May 22-24
May 31
June 1
June 2
June 6-8

1 Introduction to Swarthmore College
Swarthmore College, founded in 1864 by
members of the Religious Society of Friends as
a co-educational institution, occupies a campus
o f425 acres of rolling wooded land in and
adjacent to the Borough of Swarthmore in
Delaware County, Pa. It is a small college by
deliberate policy, with an enrollment of
approximately 1,550 students. The Borough of
Swarthmore is a residential suburb within half
an hour’s commuting distance of Philadelphia.
College students are able to enjoy both the
advantages of nearby rural settings and the
opportunities offered by Philadelphia. The
College’s location also makes cooperation
possible with three nearby institutions, Bryn
Mawr and Haverford colleges and the
University of Pennsylvania.

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

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

1.3 The Religious Tradition
Swarthmore College was founded by members
of the Religious Society of Friends (the
Quakers). Although it has been nonsectarian in

p .i

control since 1908 and Friends now compose a
small minority of the student body, the faculty,
and the administration, the College still values
highly many of the principles of that society.
Foremost among these principles is the
individual’s responsibility for seeking and
applying truth and for testing whatever truth
one believes one has found. As a way of life,
Quakerism emphasizes hard work, simple
living, and generous giving as well as personal
integrity, social justice, and the peaceful
settlement of disputes. The College does not
seek to impose on its students this Quaker view
of life or any other specific set of convictions
about the nature of things and the duties of
human beings. It does, however, encourage
ethical and religious concern about such matters
and continuing examination of any view that
may be held regarding them.

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

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

2.1 The Endowment
The educational resources at Swarthmore
College have been provided by gifts and
bequests from many alumni, foundations,
corporations, parents, and friends. In addition to
unrestricted gifts for the operating budget, these
donors have contributed funds for buildings,
equipment, collections of art and literature, and
permanently endowed professorships,
scholarships, awards, book funds, and
lectureships. Their gifts to Swarthmore have not
only provided the physical plant but also have
created an endowment fund of $ 1.51 billion at
market value on June 30,2011. Swarthmore is
ranked among the highest in the country in
endowment per student. Income from the
endowment during the academic year 20102011 contributed approximately $29,955 to
meet the total expense of educating each
student and provided about 37 percent of the
College’s operating revenues.
The College’s ability to continue to offer a high
quality of education depends on continuing
voluntary support. Swarthmore seeks additional
gifts and bequests for its current operations, its
permanent endowment, and its capital
development programs to maintain and
strengthen its resources. The vice president in
charge of development will be pleased to
provide information about various forms of
gifts: bequests, outright gifts of cash or
securities, real estate or other property, and
deferred gifts through charitable remainder
trusts and life-income contracts in which the
donor reserves the right to the annual income
during his or her lifetime.

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

p .2

Swarthmore, Haverford, and Bryn Mawr
colleges link their library collections through
Tripod (their shared, online catalog). Tripod, as
well as other network information sources, can
be accessed online through the library’s home
page at www.swarthmore.edu/library. The TriCollege Library Consortium takes advantage of
a long history of cooperation and a unified, on­
line catalog to work toward building a researchquality collection from the combined holdings
of these three strong liberal arts colleges.
Reference service is often where research
begins. Reference librarians guide patrons in
formulating research strategies and in accessing
the information and materials contained in the
library’s vast electronic and print collections.
The library provides a considerable digital
collection of electronic journals in all
disciplines and of citation and full-text research
databases that support access to historical,
statistical, visual, and bibliographic
information. The ever-growing amount of
online resources has created a variety of new
library services, including Live Help, an online
“chat” reference service. The library also
provides direct curricular support through
extensive print and electronic reserve readings
and honors collections.
Swarthmore College library holdings amount to
approximately 900,000 volumes with some
15.000 volumes added each year. The College
participates in the Federal and Pennsylvania
Depository Library Program and selects those
government documents most appropriate to the
needs of the curriculum and the public and
catalogs them in Tripod. The library also houses
an extensive interdisciplinary audiovisual
collection, including 12,000 videos more than
17.000 classical and jazz music recordings, and
1,400 spoken-word recordings of dramatic and
poetic literature. The video collection includes
classic U.S. and foreign films as well as
educational, documentary, and experimental
films.
The collections are housed in three libraries.
The Thomas B. and Jeannette L. McCabe
Library is the center of the College library
system and is home to the major portion of the
collections, extensive public computing
resources, a wide variety of reading and study
areas, and a video classroom.
The Cornell Library o f Science and
Engineering in the Science Center houses
60.000 volumes and serves the curricular and
research needs of students and faculty in the
sciences.
The Underhill Music and Dance Library
contains 20,000 books on music and dance as
well as the sound recordings mentioned earlier.
It provides a wide variety of listening and
viewing facilities, which overlook the Crum
Woods. Small collections of relevant materials

2 Educational Resources
are located in the Black Cultural Center and the
Beit Midrash located in the Bond Lodges.
2.2.1 Special Library Collections
The College library contains certain special
collections: the Private Press Collection,
representing the work of more than 750 presses,
an exemplary collection of “book arts” and
artists’ books; British Americana, accounts of
British travelers in the United States; the works
of English poets Wordsworth and Thomson
bequeathed to the library by Edwin H. Wells;
the works of Seamus Heaney, winner of the
Nobel Prize for Literature, 1995; the W.H.
Auden Collection commemorating the English
poet who taught at Swarthmore in the mid1940s; and the Bathe Collection of the history
of technology donated by Greville Bathe.
Within the McCabe Library building are two
special libraries that enrich the academic life of
the College:
The Friends Historical Library, founded in
1871 by Anson Lapham, is one of the
outstanding collections in the United States of
manuscripts, books, pamphlets, and pictures
relating to the history of the Society of Friends.
The library is a depository for records of
Friends Meetings belonging to Baltimore, New
York, Philadelphia, and other Yearly Meetings.
More than 10,000 record books, dating from the
1670s until the present, have been deposited.
Additional records are available on microfilm.
The collection includes materials on subjects of
Quaker concern such as abolition, Indian rights,
utopian reform, and the history of women’s
rights. Notable among the other holdings are the
Whittier Collection (first editions and
manuscripts of John Greenleaf Whittier, the
Quaker poet), the Mott manuscripts (more than
500 letters of Lucretia Mott, antislavery and
women’s rights leader), and the Hicks
manuscripts (more than 400 letters of Elias
Hicks, a prominent Quaker minister). More than
43,000 volumes are in the library’s collection of
books and pamphlets by and about Friends.
More than 200 Quaker periodicals are currently
received. The library also has an extensive
collection of photographs of meetinghouses and
pictures of representative Friends and Quaker
activities as well as a number of oil paintings,
including The Peaceable Kingdom by Edward
Hicks. It is hoped that Friends and others will
consider the advantages of giving to this library
any books and family papers that may throw
light on the history of the Society of Friends.
Visit the website www.swarthmore.edu/fhl.xml.
The Swarthmore College Peace Collection is of
special interest to research students seeking
records of the peace movement. The records of
the Women’s International League for Peace
and Freedom and the personal papers of Jane
Addams of Hull-House, Chicago, formed the

p.3

original nucleus of the Collection (1930). Over
the years, other major collections have been
added including the papers of Devere Allen,
Emily Greene Balch, Julien Cornell, Homer
Jack, A.J. Muste, Lawrence Scott, John Nevin
Sayre, William Sollmann, E. Raymond Wilson,
and others as well as the records of the
American Peace Society, A Quaker Action
Group, Center on Conscience and War, Central
Committee for Conscientious Objectors,
Fellowship of Reconciliation, Friends
Committee on National Legislation, The Great
Peace March, Lake Mohonk Conferences on
International Arbitration, National Council for
Prevention of War, SANE Inc., United for
Peace and Justice, War Resisters League,
Women Strike for Peace, World Conference of
Religion for Peace, and many others. The Peace
Collection serves as the official repository for
the archives of many of these organizations.
The Peace Collection also houses more than
12,000 books and pamphlets over 3,000
periodical titles, more than 15,000 linear feet of
manuscripts, over 50,000 photographs and other
images, thousands of audio and video
recordings, and memorabilia. Periodicals are
currently received from 22 countries. The
comprehensive website
www.swarthmore.edu/library/peace describes
the archival holdings and resources.

2.3 Information Technology
Services
Information Technology Services provides
technology resources to support the
instructional mission and the residential aspects
of the College, and the services are available to
all faculty, registered students, and College staff
members.
The College provides a robust technology
infrastructure. All classrooms are equipped with
presentation systems. All campus buildings are
connected by both wired and wireless networks.
Telephone and email services are provided to
all students, faculty, and staff members.
Shared computers and printers are available for
student use in residence halls, libraries and
various public spaces around campus.
Computer lab/classrooms are located in Trotter
and the Science Center, plus there are
department-based labs across campus. The
Media Center in Beardsley gives faculty and
students a place to try out new technology and
create presentations and multimedia for their
courses or extra-curricular activities. Music
composition stations are available in the music
library, and language study is supported by the
facilities of the Language Resource Center in
Kohlberg.
Software for academic use, such as SPSS,
ArcGIS, and Mathematica, as well as software

2 Educational Resources
for multimedia development, is available on
public computers. Some academic software is
available for download by the College
community and the College Bookstore sells a
variety of software at reasonable prices.
Faculty, staff and students may seek computer
assistance through the Help Desk by emailing
help@swarthmore.edu.

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

2.5 Physical Facilities
When Swarthmore College opened in fall 1869,
it consisted of one building—Parrish Hall—set
on farmland and serving 199 students. Today,
the College encompasses more than 40
buildings used by approximately 1,500 students
on 425 acres.
The College provides an impressive range of
modem facilities for students’ intellectual
growth, cultural enrichment, and physical and
social development. At the same time, it

p.4

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

2 Educational Resources
houses the Art Department and Information
Technology Services. Pearson, renovated in
1998, is home to the Linguistics, Educational
Studies, and Religion departments. Completing
the cluster of north campus academic buildings
is Papazian Hall, which houses the Psychology
and Philosophy departments.
The Science Center, completed in 2004,
physically links the departments of Biology, in
Martin Hall, Chemistry and Biochemistry,
Computer Science, Mathematics and Statistics,
Physics and Astronomy, and the Cornell
Science and Engineering Library to foster
interaction and exchange among faculty and
student scientists. The center offers the 80-seat
Cunniff Lecture Hall, a 120-seat auditorium,
and the Eldridge Commons area. The project
was designed and constructed using criteria
developed by the U.S. Green Building Council
to produce a sustainable design providing
opportunities for education about the
environment and environmental responsibility.
In 1999, the Martin Greenhouse was renovated
to support a broader research program.
Lang Music Building, another award-winning
building on campus, is home to the Music and
Dance Department and the Underhill Library.
McCabe Library, the intellectual heart of
campus, is the College’s main library, and
houses the national repository of the Society of
Friends.
The Lang Centerfo r Civic and Social
Responsibility, at 3 & 5 Whittier Place, is an
incubator for student-directed projects in civic
engagement, public service, advocacy, and
social action.
Sprout Observatory, with its 24-inch visual
refracting telescope, was the center of
fundamental research in multiple star systems.
A 24-inch reflecting telescope on Papazian Hall
is used for solar and stellar spectroscopy. In
2009, a 24-inch computerized telescope was
installed in the Peter van de Kamp Observatory
in the Science Center, providing state-of-the-art
observing capabilities.
In the management, design, and construction of
all physical facilities, the College recognizes
the importance of employing environmentally
sound practices and acknowledges its
commitment to current and future societies. An
example of Swarthmore’s commitment to
sustainability is the biostream bed, located
between McCabe Library and Willets Hall and
designed to filter runoff from upper-campus
building roofs. More information is available at
www.swarthmore.edu/sustainability.
Housed in Trotter Hall, the Centerfo r Social
and Policy Studies is an interdisciplinary
applied research and policy initiative at the
College. Established in 1972, the center
undertakes and supports research addressing the

p. 5

complex, dynamic, and compelling needs of
inner-city communities, particularly the
interplay between poverty and community
development in the neighboring community of
Chester. In addition, the center supports POLS
70: Politics of Punishment and POLS 106: The
Urban Underclass and Urban Policy.
For students, the center attempts to tie academic
learning to real-world problem solving and
provides a rich hands-on experience in the
broad field of social and public policy. Through
their research, education, outreach, and
advocacy activities, students have an
opportunity to put their convictions into
practice as they work with residents in the
Chester community. The center’s faculty
director is Associate Professor of Political
Science Keith Reeves ’88.
2.5.2 Cultural Enrichment
The Lang Music Building, opened in 1973,
contains a concert hall which seats 425 while
providing an expansive view into the Crum
Woods. It also is home to the Daniel Underhill
Music and Dance Library, classrooms, practice
and rehearsal rooms, and an exhibition area. It
is the central facility for the Music Department
and for musical activities at the College.
Greatly enhancing performance venues, the
Eugene M. and Theresa Lang Performing Arts
Center (LPAC) opened in 1991. The building
contains Pearson-Hall Theatre, with a seating
capacity of 825. The theater can be divided with
a 40-ton movable soundproof wall, which is
raised and lowered hydraulically. When the
wall is raised, the space may be used
simultaneously as a cinema seating more than
300 and a theater space of about equal seating
capacity. The stage of the theater may also be
transformed from its traditional configuration
into a thrust stage.
The Frear Ensemble Theatre on the lower level
of the LPAC is another, more intimate theater, a
“black box” that serves as an experimental and
instructional studio as well as the Patricia
Wityk Boyer Dance Studio and the Troy Dance
Lab. This building also provides an elegant
facility for changing art exhibits, student art
exhibitions, and a display of holdings of
Swarthmore College’s permanent art collection
in its List Art Gallery.
2.5.3 Physical Development
The College maintains about 80 acres of
playing fields around the academic heart of the
campus to support a wide range of sports,
including rugby, field hockey, lacrosse, soccer,
softball and baseball. Track sports are
supported by both an outdoor track around the
Clothier Field and indoor track in the LambM iller Field House, which also provides indoor
basketball courts. Next to the field house are the
Squash Courts building and Ware Pool, with a

2 Educational Resources
50-meter pool. Twelve outdoor tennis courts are
supplemented with the Mullan Tennis Center,
which houses indoor tennis courts and a fitness
pavilion. Ample open lawn areas, an integral
part of the Swarthmore College campus,
accommodate and inspire a range of informal
and spontaneous physical activity from Frisbee
throwing to water sliding.
2.5.4 Social Development
Residence hall rooms are assigned by a lottery.
All students have private telephone and
computer hookup capabilities in their rooms.
All halls have common lounges for socializing,
and Swarthmore’s Sharpies Dining Hall
provides an impressive single dining space,
ensuring that students have the opportunity to
interact regularly at mealtimes. Small dining
rooms within the dining hall are frequently used
for special-interest groups such as language
discussion groups.
Other student activity and organization space on
campus includes the Parlors, a student lounge,
and student activities offices in Parrish Hall;
Tarble in Clothier, with a snack bar, game
room, the College Bookstore, a large all­
campus space used for dances and other events
and Paces, a student coffeehouse; the
Intercultural Center, with both private
organization space and a large meeting room
for collective events; the Black Cultural Center;
Bond Hall, home to the religious advisers and
religious organizations; the Kitao Gallery, a
student-run art gallery; Olde Club, a
party/concert venue; the Women's Resource
Center; and two fraternity houses.
2.5.5 Scott Arboretum
The College property comprises 425 acres,
including a large tract of woodland and the
valley of Crum Creek. Much of this tract has
been developed as a horticultural and botanical
collection of trees, shrubs, and herbaceous
plants through the provisions of the Scott
Arboretum, established in 1929 by Mrs. Arthur
Hoyt Scott and Owen and Margaret Moon as a
memorial to Arthur Hoyt Scott of the Class of
1895. The plant collections are designed to
afford examples of the better kinds of trees and
shrubs that are hardy in the climate of eastern
Pennsylvania, are suitable for planting by the
average gardener, and to beautify the campus.
All collections are labeled and recorded.
Exceptionally fine displays include hollies,
flowering cherries, conifers, crabapples,
magnolias, tree peonies, lilacs, rhododendrons,
azaleas, hydrangeas and witch hazels. Specialty
gardens include the Terry Shane Teaching
Garden, the Theresa Lang Garden of Fragrance,
the Dean Bond Rose Garden, the Isabelle
Bennett Cosby ’28 Courtyard, the Nason
Garden, the Metasequoia Allée, the Harry
Wood Courtyard Garden, and the West House

p. 6

Garden. Many interested donors have
contributed generously to the collections, and
the arboretum is funded primarily by restricted
endowment funds with a combined market
value o f $27 million as of June 30,2011.
The arboretum offers educational horticulture
programs to the general public and Swarthmore
students. These workshops, lectures, and classes
are designed to cover many facets of the
science/art called gardening. Tours are
conducted throughout the year for College
people and interested public groups. In 2009 the
arboretum built the Wister Education Center
and Greenhouse (5,200 square feet) to better
fulfill its educational mission. This facility has
been awarded Gold LEED certification
(Leadership in Energy and Environmental
Design).
Aiding the arboretum staff in all its efforts, are
the Associates of the Scott Arboretum. This
membership organization not only provides
financial support but also assistance in carrying
out the myriad operations that make up the
arboretum’s total program, such as plant
propagation, public lectures, workshops,
publications, and tours to other gardens. More
than 100 volunteer Arboretum Assistants aid in
campus maintenance on a regular basis. Student
memberships are available and the arboretum
provides interesting and educational job
opportunities for students. The arboretum’s
newsletter, Hybrid, publicizes its activities and
provides up-to-date information on seasonal
gardening topics. Maps for self-guided tours
and brochures of the arboretum plant
collections are available at the Scott offices,
610-328-8025, located in the Cunningham
House.
The arboretum conducts applied research on
ornamental plants and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden Merit through the
Pennsylvania Horticultural Society, the
performance of hollies through the Holly
Society of America, and the National Boxwood
Trial Program. It holds three recognized North
American Plant Collections: hollies, magnolias,
and oaks.
The Scott Arboretum was accredited by the
American Association of Museums in 1995 and
re-accredited in 2006, signifying its
professional standards of operation as a
museum of living plants. For more information,
visit www.scottarboretum.org and sign up for
the “Garden Seeds Blog.”

2.6 Special Funds and
Lectureships
The Catherine G. '72 ond Ernest B. Abbott '72
Partners in Ministry Endowment was created in
recognition of the importance of a distinctive

2 Educational Resources
ecumenical program of spiritual nurture serving
the entire Swarthmore College community.
Income from the Abbott endowment is
distributed to Partners in Ministry to help
provide for the compensation of the religious
adviser and supporting staff of the Swarthmore
Protestant community.
The Mary Albertson Lectureship in Medieval
Studies was established in 1987 with gifts from
George Cuttino ’35 and former students,
colleagues, and friends. Mary Albertson joined
the Swarthmore faculty in 1927 and served as
chair of the History Department from 1942 until
her retirement in 1963. She was responsible for
expanding the history curriculum to include
studies on Russia, the Far and Near East,
Africa, and Latin America. Mary specialized in
English medieval history. She died in May
1986.
The Jesse and Maria Aweida Endowmentfo r
the Support o f Arabic Language Instruction was
established in 2006 by Jesse and Maria Aweida,
members of the Class of 1956.
The Barnard Fund was established in 1964 by
two graduates of the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pa. The fund
has been augmented by the 50-year class gifts
from the classes of 1917 and 1919 and other
friends. The income from the fund may be used
for any activity that contributes to the
advancement of music at the College. It has
been used for concerts on the campus, for the
purchase of vocal and orchestral scores and
other musical literature, and to provide
scholarships for students in the Music
Department who show unusual promise as
instrumentalists or vocalists.
The Peter B. Bart '54 Endowment was
established in 2005 to support the Film and
Media Studies Program at Swarthmore College.
The Albert H. Beekhuis Music Fund was created
in 1989 by a generous bequest of Mr. Beekhuis,
neighbor, friend, and patron of Swarthmore
music. The fund supports the acquisition and
maintenance of musical instruments and brings
musical performers to the College.
The Bloom Discretionary Fund Endowment was
established by Ira T. Wender ’45 in honor of
President Alfred H. Bloom. This fund is
discretionary under the direction of the
president.
The A l and Peggi Bloom Endowmentfo r
Financial A idfor International Students and fo r
Faculty Support was established in 2005. This
endowment aims to help prepare students to
identify and advance common purpose in a
global world by providing financial support to
international students at Swarthmore, and by
supporting relevant faculty efforts in any
discipline or across disciplines.

p.7

The Alfred H. Bloom Jr. and Martha B. Bloom
Memorial Visiting Scholar Fund is the gift of
Frank Solomon Jr. ’50 in honor of the parents
of Alfred H. Bloom. It brings visiting scholars
to campus at the discretion of the president.
The Patricia Boyer Music Fund was created in
1989. Income from the Boyer fund supports the
Dance Program.
The Richard B. Brandt Fund was established in
1986 by Phillip J. Stone ’62 in honor of Richard
B. Brandt, a member of the Philosophy
Department from 1937 to 1964. The fund
supports visiting speakers chosen by the
department.
Brest Family General.Endowment was
established in 2004 by Iris Lang Brest ’61, Paul
Brest ’62, Hilary Brest Meltzer ’86, and Jeremy
Brest ’90 to further the objectives and purposes
of Swarthmore College. The income of the
Brest Endowment is for unrestricted use.
The Brown Family Travel Fund, established in
2011 by Vera Grant Brown ’70 and Frank I.
Brown ’68, recognizes and honors the special
contribution that parents and family members
have played in helping their student prepare for
college and come to Swarthmore. It provides
support for families to travel to landmark events
or programs involving their student that would
not be possible otherwise due to cost of
transportation and lodging. These might include
Commencement exercises, athletic
competitions, performing arts productions,
academic presentations and the like. The use of
the fund is under the direction of the Dean’s
Office.
The Phillip A. Bruno Fine Arts Endowment was
created by Phillip A. Bruno in 1988. The fund
supports the acquisition of artwork for the
Swarthmore College collections.
The William J. Carter ’47 Religious Harmony
Fund was established in 2011 by a bequest from
William J. Carter ’47. The fund’s purpose is to
encourage and promote understanding,
harmony and respect among the various
religions of the world.
The Barbara Weiss Cartwright Fund fo r Social
Responsibility was created in 1993 by a gift
from Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. The fund supports new or
existing programs that encourage involvement
in addressing societal problems through
projects initiated by the College or created by
current students. In addition, it will provide
opportunities for faculty and students to
participate in volunteer service projects linked
to the academic program.
Wendy Susan Cheek '83 Memorial Fund fo r
Gender and Sexuality Studies. Established in
1998 by Aimee Lee and William Francis
Cheek, the fund supports student and/or
programming needs of the Gender and

2 Educational Resources
Sexuality Studies Program, including the
capstone seminar for honors and course
students. The fund shall be spent at the
direction of the gender and sexuality studies
coordinator.
The Cilento Family General Endowment Fund
was established in 2002 by Alexander P.
Cilento ’71 to support the general objectives of
the College. The income is unrestricted.
The Cilento Family Information Technology
Fund was established in 2002 by Alexander P.
Cilento ’71 as an expression of gratitude and
appreciation for the Engineering Department at
Swarthmore College. The fund supports
teaching innovations in information science,
with preference forcomputer science,
engineering, and related disciplines. The
Provost’s Office administers the fund.
The Classics Endowment was established in
2005 and, in consultation with the Provost’s
Office, shall be used to support classics
instruction directly.
The Richard W. Conner ’49 Partners in
Ministry Fund was created in spring 2000 by
Richard W. Conner ’49 to establish a matching
challenge grant program benefiting Partners in
Ministry in recognition of the importance of an
ecumenical program of spiritual nurture serving
the diverse faith traditions of the entire
Swarthmore College community.
The George R. Cooley Curatorship was
established in 1986. The Cooley endowment
supports the curatorship of the Swarthmore
College Peace Collection.
The William J. Cooper Foundation provides
funding for a varied program of lectures,
exhibits, and concerts, which enriches the
academic work and cultural experience of the
College and the community. The foundation
was established by William J. Cooper, a
devoted friend of the College whose wife,
Emma Mcllvain Cooper, served as a member of
the Board of Managers from 1882 to 1923. It
provides annual funds that are used “in bringing
to the College eminent citizens of this and other
countries who are leaders in statesmanship,
education, the arts, sciences, learned
professions and business, in order that the
faculty, students and the College community
may be broadened by a closer acquaintance
with matters of world [interest].”
The Cooper Foundation Committee, composed
of students, faculty members, and staff
members, works with members of all campus
constituencies to arrange lectures, exhibitions,
and performances of College-wide interest as
well as to bring to the College speakers of note
who will remain in residence long enough to
enter into the life of the community. In the past,
some speakers have been invited with the
understanding that their lectures would be

published under the auspices of the foundation.
This arrangement has produced 18 volumes.
The Bruce Cratsley '66 Memorial Fund was
created in 1998 and supports lectures about
photography and exhibitions.
The Carley Cunnijf ’72 Paul Hall Residence
Fund was established to honor this member of
the Board of Managers who died in January
2005.
The Michael J. Durkan Memorial Fund was
established by family and friends of Michael J.
Durkan, librarian emeritus, to support library
collections and to help bring Irish writers to
campus.
The Elizabeth Pollard Fetter Chamber Music
Fund, endowed by Frank W. Fetter ’20, Robert
Fetter ’53, Thomas Fetter ’56, and Ellen Fetter
Gille in memory of Elizabeth Pollard Fetter ’25,
subsidizes the private instrumental lessons of
outstanding student string players at the
College. Interested applicants should write to
the director of the Fetter Chamber Music
program and should plan to audition at the
beginning of each semester.
The James A. Field Jr. Lectureship was
established by Thomas D. Jones Jr. ’53 and
Vera Lundy Jones ’58 in memory of James
Field, professor of history from 1947 to 1984,
to support lectures by visiting scholars on the
history of the United States.
The James A. Field Jr. Memorial Fund was
established by family and friends of James A.
Field Jr., Clothier Professor Emeritus of history,
to support library collections.
The Tariq Q. Fischer Endowed Islamic Studies
Fund was created in 2005 by Paul and Asma
Fischer, parents of Tariq. Q. Fischer ’08, in his
memory, to support the development of an
Islamic Studies Program.
The Swarthmore College Folk Dance Club
Endowment was established in 2010. This fund
supports activities of the Swarthmore College
Folk Dance Club.
The Lee Frank Memorial Art Fund, endowed by
the family and friends o f Lee Frank ’21,
sponsors each year a special event in the Art
Department: a visiting lecturer or artist, a
scholar or artist in residence, or a special
exhibit.
The Gertrude S. Friedman Research Fund was
established in 1992 to support travel and
research of biology faculty members with
preference to those studying in the area of
physiology and related subspecialties. Grants
are awarded at the discretion of the chair of the
Biology Department.
The Garnet Athletics Endowment was created in
2002 by an anonymous donor to support the
Athletics Program at Swarthmore College. The
fund supports expenses associated with

2 Educational Resources
introducing prospective scholar-athletes to
Swarthmore College, including travel costs and
the production of publications promoting the
Athletics Program at the College.
The Mary Josephine Good '70 Endowment was
created in her memory by her father, Richard A.
Good. The fund was created in 2004 and
supports the Partners in Ministry program at
Swarthmore College.
The David R. Goodrich ’71 Endowmentfo r
Islamic Studies was established in 2003 to
support the Islamic Studies Program at
Swarthmore College. The Provost’s Office
administers the fund.
The Donald J. Gordon Art Fund was
established in 1998 by a gift from his children
and their spouses on the occasion of his 70th
birthday and the 50th anniversary of his
graduation from Swarthmore College. The fund
supports visiting artists.
The Harry D. Gotwals Fund was established in
1997 in memory of the distinguished service of
Harry D. Gotwals as vice president for
development, alumni, and public relations from
1990 to 1997. The fund supports the
professional development of members of the
division.
The M erritt W. Hallowell ’61 Career Services
Fund was established in 2002 by Merritt
Hallowell to support the College’s career
services program and initiatives, including but
not limited to student career exploration,
vocational counseling, identification of skills,
interests, and values to develop an individual’s
personalized career options; electronic and print
resources; alumni networking and mentoring;
and extern opportunities. The Career Services
Office administers the fund.
The Halpem Family Foundation Engineering
Design Fund was established in 2007 by
Michael Halpem ’68 and Christine Grant ’69.
This fund supports work by students on
interdisciplinary projects with socially relevant
purposes, which include design engineering
principles as well as aesthetics and client needs.
The Hayward Family Fund was established by
Priscilla Hayward Crago ’53 in honor of her
parents, Sumner and Elizabeth Hayward, to
receive designated life income gifts made by
the donor since 1991 and to accommodate
additional gifts anticipated over the donor’s
lifetime and from her estate. The income from
the fund provides support for the faculty at
Swarthmore College.
The Marjorie Heilman Visiting Artist Fund was
established by M. Grant Heilman ’41 in
memory of Marjorie Heilman to stimulate
interest in art, particularly the practice of art, on
campus.

p.9

The James C. Hormel ’55 Endowmentfo r
Public Policy and Social Change was
established by James Hormel ’55 to support
faculty in the Political Science Department.
The James C. Hormel ’55 Endowmentfo r
Student Services was established by James
Hormel ’55 to support staffing and programs
related to student services and activities,
including student involvement in volunteering
and programs to encourage greater
understanding of, sensitivity to, and
incorporation into the great society of
differences in culture, sexual orientation, or
race.
The William I. Hull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory of her late husband. Dr. Hull
was a professor of history and international law
at Swarthmore College for 48 years. The fund
enables the College to bring a noted lecturer on
peace to the campus each year in memory of
Dr. and Mrs. Hull, who were peace activists.
The David Kemp Endowment was created in
2006 by Giles ’72 and Barbara Kemp and
provides support for David Kemp Hall, which is
named for Gil’s grandfather.
The Kyle House Endowment was created by a
gift from Elena ’54 and Fred ’54 Kyle and is
used for the upkeep and expenses of a house on
Whittier Place currently used as a residence
hall.
The Jonathan R. Lax Fund, created by his
bequest in 1996, supports an annual Lax
Conference on Entrepreneurship and Economic
Anthropology. Jonathan Lax ’71 was class
agent and a reunion leader. His parents, Stephen
’41 and Frances Lax, and brothers Stephen
(Gerry) Lax Jr. ’74 and Andrew Lax ’78 have
been actively involved at the College.
The Genevieve Ching-wen Lee '96 Memorial
Fund was established in her memory by family
and friends and recognizes the importance of
mutual understanding and respect among the
growing number of ethnic groups in our society.
The fund supports an annual lecture by a
prominent scholar of Asian American studies
and/or an annual award to two students to assist
in projects pertaining to Asian American
studies.
The List Gallery Exhibit Fund, established
through the generosity of Mrs. Albert List,
supports exhibits in the List Gallery of the
Eugene M. and Theresa Lang Performing Arts
Center.
The Lorax Fund fo r Environmental
Sustainability was established in 2007 by a
grant from the Schwab Charitable Fund as
recommended by Naomi Zikmund-Fisher ’91.
The fund is used to support the activities that

2 Educational Resources
move Swarthmore College and its community
toward a more environmentally sustainable
future (e.g. the reduction or offsetting of carbon
or other greenhouse gas emissions, innovative
replacements of less than efficient technologies,
systems, and devices, etc.). The fund is
administered by the Office of Facilities and
Services.
The Judy Lord Endowment was established in
2004 by anonymous donors who are friends of
the College. The endowment memorializes Judy
Lord’s enthusiasm and community spirit and is
a reward for hard work and contributions to
Swarthmore College life. Earnings from the
Judy Lord endowment are awarded to academic
departmental administrative assistants with
tenure of 10 or more years at the College.
The Lovelace Family Endowment was
established in 2004 to further the objectives and
purposes of Swarthmore College. The income is
unrestricted.
The Caro Elise Luhrs '56 Business and
Leadership Endowment was established by
Caro Elise Luhrs ’56 in 2011. This fund better
prepares students for assuming leadership
positions in whatever liberal arts and science
fields they may go into by giving them
grounding in basic business skills. Activities
supported by this fund will foster strong
communication skills, inspire new ways to
develop innovative solutions and encourage
entrepreneurship thought and action.
The Julia and Frank L. Lyman '43 Partners in
Ministry Endowment was created in February
2000 in recognition of the importance of a
distinctive ecumenical program of spiritual
nurture serving the entire community of
Swarthmore College. Income from this
endowment will help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
Community.
The Isabel Gamble MacCaffrey '46 Library
Endowment was established in 2010 by Wallace
MacCaffrey in memory of his wife. The fund is
used to support the library program.
The Lucy Bunzl Malian 54 Faculty Leave
Endowment was established in 2006 by Lucy
Bunzl Malian to recognize the importance of
her Swarthmore College experience and
classmates. This endowment will be used by the
provost to support faculty leaves.
The Penelope Mason Endowmentfo r Asian
Studies was created via the estate of Penelope
E. Mason ’57. The fund supports courses taught
in the departments of art, modem languages,
economics, history, music and dance, political
science, religion, and sociology/anthropology.
The Chica Maynard '48 Cherry Border Fund
was established in 2009 by the Class of ’48,
friends and family in memory of Carolien

p. 10

“Chica” Powers Maynard ’48 to honor her ties
and over a century of family ties to Swarthmore
College. This fund supports maintenance,
upkeep, and enhancements to the Cherry Border
of the Scott Arboretum which was started in
April 1931 with a gift from Mrs. Allen K.
White, Class of 1894, in recognition of her
daughter, Carolien White Powers ’22 and the
“whisper bench” which serves as a memorial to
Carolien Powers ’22. Uses for the income of
this fund will be determined by the Scott
Arboretum.
The Thomas B. McCabe Memorial Fund was
established with gifts from alumni and the
McCabe Family to support an annual
lectureship that brings to campus each fall
individuals with distinguished careers in fields
such as public service, business, government,
education, or medicine.
The James H. Miller 58 Partners in Ministry
Endowment was created in recognition of the
importance of a distinctive ecumenical program
of spiritual nurture serving the entire
Swarthmore College community. Income from
the Miller endowment is distributed to Partners
in Ministry to help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.
The Margaret W. and John M. Moore
Endowment was created in September 1999 via
a life-income gift contract. Income provides
research stipends for selected scholars using the
resources of the Friends Historical Library
and/or the Peace Collection at Swarthmore
College.
The Paul Moses and Barbara Lubash Computer
Science Fund was created to provide support
for computer science students traveling to
seminars and related events.
The Helen F. North Fund in Classics,
established in 1996 by Susan Willis Ruff ’60
and Charles F.C. Ruff ’60 to honor the
distinguished career of Helen F. North and her
enduring impact on generations of Swarthmore
students, is awarded to support the program of
the Classics Department. At the discretion of
the department, it shall be used to fund annually
the Helen F. North Distinguished Lectureship in
Classics and, as income permits, for a
conference or symposium with visiting
scholars; summer study of Greek or Latin or
research in classics-related areas by students
majoring in the field; or study in Greece or Italy
in classics by a graduate of the department.
The Project Pericles Fund o f the Board o f
Managers was created in 2005 to support
student projects of significant dimensions. The
endowment was contributed by the Board of
Managers for administration by the Lang
Center.

2 Educational Resources
The Theodore and Elizabeth Pierson Friend
Fund fo r Islamic Studies was created in 2005
and is used to support the Islamic Studies
Program at Swarthmore College.
The Promise Fund, established anonymously by
an alumnus on the occasion of his graduation, is
administered by The Cooper Foundation
Committee. Income from the Promise Fund
brings guest speakers, artists, and performers in
music, film, dance, and theater who show
promise of distinguished achievement.
The Mary Herndon Ravdin ’50 Endowmentfo r
Partners in Ministry was established in memory
of Mary Herndon Ravdin in 2008 by her
husband, William D. Ravdin ’50. This fund
supports the Partners in Ministry program at
Swarthmore College.
The Lucinda M. Lewis ’70 and Sarah Reynolds
'09 Mathematics Endowment was established in
2012 by Robert J. Reynolds. This fund supports
visiting scholars to the department of
mathematics and student participation in
conferences. Recipients) will be chosen by the
chair of the department of mathematics.
Jane Martin '39 Roberts and John Watts
Roberts ’39 Interdisciplinary Engineering Fund
was established to support the engineering
department with preference given to both
sustainability projects and curriculum
development for the purposes of fostering
innovation at the interface between engineering
and non-engineering disciplines.
The Edgar and Herta Rosenblatt Fund was
created in 1967 and supports the work of the
faculty at Swarthmore College.
The Ruach Endowment was created in 2000 to
support Hillel activities on campus.
The Richard L. Rubin Scholar Mentoring Fund
was established by Richard Rubin, a professor
of political science and public policy at the
College, in 2003. This fund supports the
mentoring program, which the Dean’s Office
administers.
The Bemie Saffron Lecture Endowment was
established in 2007 by students, colleagues, and
friends as a tribute to this beloved and esteemed
member of the College faculty. This fund is
administered by the Economics Department and
supports expenses associated with bringing
exceptional speakers to campus.
The Sager Fund of Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimination,
the fund sponsors events that focus on concerns
of the lesbian, bisexual, and gay communities
and promotes curricular innovation in the field
of lesbian and gay studies. The fund also
sponsors an annual three-day symposium. The
fund is administered by a committee of women
and men from the student body, alumni, staff,

p.n

faculty, and administration. In 2004, Richard
Sager created an “internship” to provide
funding for students in internships with
nonprofit organizations whose primary missions
address gay/lesbian/bisexual/transgender issues.
The Lang Center for Civic and Social
Responsibility administers the internship.
The Scheuer-Pierson Fund, established in 1978
by Walter and Marge Scheuer ’48, supports the
Economics Department.
The Schmelz Family Endowment was
established in 2012 by John and Diane
Schmelz. This fund supports the athletics
program at Swarthmore College and activities
and expenses associated with the women’s
basketball program, including training trips,
winter break trips, and other program enhancing
projects.
The Science Center Endowment Fund was
established in 2003 with a gift from Peter
Weinberger of the Class of 1964. Income from
this endowment will be used to support the
operations and maintenance of the Science
Center.
The Science Center Support Endowment was
established by numerous donors to support the
operation of the renovated Science Center and
related academic programs.
Harold E. and Ruth Caldwell Snyder
Premedical Endowment Fund was established
in 1988 by Harold Cincy Snyder ’29 in
appreciation for the education he and his
beloved wife, Ruth Caldwell Snyder ’31,
received at Swarthmore College. The fund was
fully endowed through a bequest in 1992 and
supports a visiting lecturer in the medical
profession with a preference for practitioners
who treat each patient as a whole person.
The Gil and Mary Roelofs Stott Concert Fund
was established in 1997 on the 25th anniversary
of the Lang Music Building. The fund was
created as an expression of deep affection for
the Stotts by Eugene M. Lang, Class of 1938, to
recognize their special artistic talents and all
that they have meant to the Swarthmore
community. Each year, a new musical
composition will be commissioned by the
College to be performed at an annual Gil and
Mary Roelofs Stott Concert at which the Gil
and Mary Roelofs Stott Resident Student Artist
will perform.
The Mary and Gilmore Stott Honors Philosophy
Seminar Endowment was created in 1998 by
William G. Stott ’75 and by Christopher
Niemczewski ’74. The fund supports a seminar
offered by the Philosophy Department. It was
established in honor of the parents of William
G. Stott ’75.
The Swarthmore Chapter o f Sigma X i Lecture
Series brings eminent scientists to the campus
under its auspices throughout the year. Local

2 Educational Resources
members present colloquia on their own
research.
The Thatcher Fund provides individualized
assistance to students with disabilities. The
purpose of the fund is to enable such students to
take full advantage of the academic and
extracurricular life of the College and to make
Swarthmore a desirable choice for prospective
students with disabilities. The fund was
established in 1997.
The Phoebe Anna Thome Memorial
Endowment was created by a Thome family
member in 1911. The endowment supports the
faculty of Swarthmore College.
The Pat Trinder Endowment was established by
alumni and friends of Patricia E. Trinder, a
member of the career planning and placement
office staff, to honor her many years of
dedication and support to students. The
endowment supports programs to advance
career planning and placement at Swarthmore
College. It specifically supports alumni
participation in the recruiting, placement, and
mentoring efforts for students.
The P. Linwood Urban Jr. Partners in Ministry
Endowment was created in recognition of the
importance of a distinctive ecumenical program
of spiritual nurture serving the entire
Swarthmore College community. Income from
the Urban endowment is distributed to Partners
in Ministry to help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.
The Benjamin West Lecture, made possible by
gifts from members of the Class of 1905 and
other friends of the College, is given annually
on some phase of art. It is the outgrowth of the
Benjamin West Society, which built up a
collection of paintings, drawings, and prints,
which are exhibited, as space permits, in the
buildings on campus. The lecture was named
for the American artist who was bom in a house
that stands on the campus and became president
of the Royal Academy.
The Dan and Sidney West House Endowment
was established in 2006 by Giles and Barbara
Kemp to honor Vice President Dan C. West and
his wife, Sidney Childs West. The income from
this endowment will be used to support the
maintenance, upkeep, and program expenses of
the campus residence and the gardens of the
vice president for development, alumni, and
public relations, which also serves as guest
quarters and an entertainment venue for campus
visitors.
The Wister Memorial Endowment was
established in 2000 by John C. and Gertrude
Wister to support the Scott Arboretum.

p. 12

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

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

3.1 General Statement
In the selection of students, the College seeks
those qualities of character, social
responsibility, and intellectual capacity that it is
primarily concerned to develop. It seeks them
not in isolation but as essential elements of the
whole personality of candidates for admission.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise of distinction in the
quality of their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its
students on the basis of their academic
achievement and commitment to intellectual
inquiry as well as their individual future worth
to society and of their collective contribution to
the College.
It is the College’s policy to have the student
body represent not only different parts of the
United States but also many foreign countries;
public, independent, and religiously affiliated
schools; and various economic, social,
religious, ethnic, and racial backgrounds. The
College is also concerned to include in each
class the sons and daughters of alumni and
members of the Society of Friends.
Admission to the first-year class is normally
based on the satisfactory completion of a 4-year
secondary school program. Under some
circumstances, students who have virtually
completed the normal 4-year program in 3 years
will be considered for admission, provided they
meet the competition of other candidates in
general maturity as well as readiness for a
rigorous academic program. Home-schooled
students should make every effort to complete
the application with information that is
appropriate to their experience. It is useful to
note that Swarthmore is looking for the same
information about a candidate as is required
from a student with more traditional secondary
schooling. Students who have already
completed a college degree, or higher, are not
eligible for admission to Swarthmore College.
All applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school principal,
headmaster, or guidance counselor, and from
two academic teachers.
3. Standardized testing results for any one of
the three following testing scenarios: The SAT

p. 13

and any two SAT Subject Tests, the ACT with
writing; the SAT and the ACT (with or without
writing).
4. Applicants considering a major in
engineering are strongly encouraged to take the
SAT Math level 2 subject test.
5. A brief statement about why the student is
applying to Swarthmore, a brief essay on a
meaningful activity or interest, and a longer
essay (subject specified).
6. Cocurricular and extracurricular activities.
Applicants must have satisfactory standing in
school and standardized tests as well as strong
intellectual interests. The College is also
interested in strength of character, promise of
growth, initiative, seriousness of purpose,
distinction in personal and extracurricular
interests, and a sense of social responsibility.
The College values the diversity that varied
interests and backgrounds can bring to the
community.

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

3.3 Applications and
Examinations
Application to the College may be submitted
through either the Regular Decision or one of
the Early Decision plans. Applicants follow the
same procedures, submit the same supporting
materials, and are evaluated by the same criteria
under each plan.
The Regular Decision plan is designed for those
candidates who wish to keep open several
different options for their undergraduate
education throughout the admissions process.

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

p. 14

enrolling at the College. An offer of admission
is also dependent on a student’s continued
demonstration of character and high standards
for personal conduct. Lapses in either category
may be grounds for rescinding an offer of
admission.
For U.S. citizens and permanent residents
applying as first-year or transfer students,
admission to Swarthmore is determined without
regard to financial need. See information
concerning financial aid.

3.4 Interview
An admissions interview with a representative
of the College is a recommended part of the
first-year application process. Prospective firstyear applicants should take the initiative in
arranging for this interview. On-campus
interviews are available to rising seniors from
June through early December. Students are
encouraged to complete the interview before
submitting an application to the College. Those
who can reach Swarthmore with no more than a
half-day’s trip are urged to make an
appointment to visit the College for this
purpose. Other students may contact the
Admissions Office in the fall of their senior
year to request a meeting with an alumni
representative in their own area. The deadline to
request an alumni interview is Dec. 1.
Applicants for transfer may interview with an
alumni representative. Transfer interviews are
completely optional and may be requested in
the winter and must be completed by the
transfer deadline of April 1.
Arrangements for on-campus or alumni
interviews can be made by writing to the
Admissions Office or by calling (610) 328-8300
or (800) 667-3110. Requests for interviews may
also be made through the admissions website.

3.5 Advanced Placement
Enrolled first-year students with special
credentials may be eligible during the first
semester for advanced placement (placement
into courses with prerequisites) and/or credit
toward graduation from Swarthmore (32 credits
are required). All decisions are made on a
subject-by-subject basis by the registrar in
consultation with individual Swarthmore
departments. Such credit is available only for
examinations taken before matriculation at
Swarthmore. Typically, special credentials
consist of Advanced Placement (AP)
examinations of the College Entrance
Examination Board, higher-level examinations
of the International Baccalaureate, certain other
foreign certifications (such as British A-Levels
or the German Abitur), or courses taken at
another college. Every effort is made to place
students at the appropriate level, but no

3 Admissions
department is required to give credit for work
done elsewhere. Credit is denied or revoked if a
student chooses to take a course at Swarthmore
that the Swarthmore department says essentially
repeats the work covered by the credit.
Departmental AP-credit policies are posted on
the registrar’s website under “Policies.”
In some cases, students may qualify for
advanced standing and may become juniors in
their second year. To qualify for advanced
standing, a student must do satisfactory work in
the first semester, obtain 14 credits by the end
of the first year, intend to complete the degree
requirements in 3 years, and signify this
intention when she or he applies for a major
during the spring of the first year.
Those students who wish to have courses taken
at another college considered for either
advanced placement or credit must provide an
official transcript from the institution attended
as well as written work (papers, examinations);
syllabi; and reading lists in order that the
coursework may be evaluated by the
department concerned. Such requests for credit
must be made within the first year at
Swarthmore. Departments may set additional
requirements. For instance, students may be
required to take a placement examination at
Swarthmore to validate their previous work.

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

p. 15

4. It is the applicant’s responsibility to
guarantee the authenticity of all submitted
credentials. This includes notarized translations
of official documents and certified school
transcripts signed by the appropriate school
staff member.
5. The College does not accept transfer
applications from foreign nationals who require
financial aid.

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

4 Expenses
4.1 Student Charges
Total charges for the 2012-2013 academic year
(two semesters) are as follows:
Tuition
$42,744
Room
$6,500
Board
$6,170
Student activities fee
$336
$55,750
These are the annual charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items. In
addition, the College will bill for unpaid library
fines, Worth Health Center fees, and other fees
and fines not collected at the source.
Students engaged in independent projects away
from the College for which regular academic
credit is anticipated are expected to register in
advance in the usual way and pay normal
tuition. If the student is away from the College
for a full semester, no charge for room and
board will be made. However, if a student is
away for only a part of a semester, the
preceding charges may be made on a pro rata
basis.
Students who have not satisfied their financial
obligations will not be permitted to return to
campus, attend any classes, live in campus
housing, have a meal plan, register via add/drop
(or any other method) for any classes, enroll for
the following semester, participate in the room
lottery, obtain a transcript, or be permitted to be
graduated. Late fees of 1.5 percent per month
will accrue on all past-due balances.
The regular College tuition covers the normal
program of four courses per term as well as

variations of as many as five courses or as few
as three courses. Students who elect to carry
more than five courses incur a unit chargé for
the additional course ($5,343) or half-course
($2,671), although they may within the regular
tuition vary their programs to average as many
as five courses in the two semesters of any
academic year. College policy does not permit
programs of fewer than three courses for degree
candidates in their first eight semesters of
enrollment.
4.1.1 Study Abroad
Students who wish to receive Swarthmore
credit for study abroad must, for the semester or
year abroad, pay the full Swarthmore charges
(excluding the student activities fee). Financial
aid is normally applicable to study abroad, with
the approval of the Off-Campus Study Office.
Students contemplating study abroad should
begin working with the Off-Campus Study
Office well in advance for academic and
administrative planning.

4.2 Payment Policy
Semester bills are mailed in July and December.
Payment for the first semester is due by July 31,
2012, and for the second semester by January 7,
2013. A 1.5 percent late fee will be assessed
monthly on payments received after the due
date. Many parents have indicated a preference
to pay College charges on a monthly basis
rather than in two installments. For this reason,
Swarthmore offers a monthly payment plan,
which provides for payment in installments
without interest charges. Information on the
plan is mailed to all parents in April.

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

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

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

p. 17

c.
No room refund if notice is received after
the 8th week.
2. Takes a leave of absence and notifies the
Dean’s Office, they will be assessed:
a. No penalty if notice is given by Dec. 1.
b. A $100 penalty if notice is given between
Dec. 1 and Jan. 5.
c. A $500 penalty if notice is given between
Jan. 5 and the 8th week of classes.
d. No room refund after the 8th week.

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

5 Financial Aid

p. 18

To make a Swarthmore education available to
Assistance is available only during a normalqualified students, the College designated in
length undergraduate program (eight semesters)
excess of $30 million for Swarthmore
and only if a student enrolls full-time each
scholarships for the coming year. About 52
semester, earns four credits each semester, and
percent of our student body receives scholarship makes satisfactory academic progress. These
assistance through Swarthmore on the basis of
factors also apply in our consideration of a
their families’ financial situations. To meet the
sibling’s undergraduate educational expenses.
needs of our students, the average aid award for
Students who choose to live off campus will not
2011—2012 was $38,800. A total of 70 percent
receive Swarthmore Scholarship or
of our students will share more than $37 million Supplemental Educational Opportunity Grants
in scholarships, loans, and campus job
in excess of their college bills. However, the
opportunities during die 2012-2013 academic
cost of living off campus will be recognized in
year.
the calculation of a student’s financial need, and
other outside sources of aid may be used to help
Although admission and financial aid decisions
meet off-campus living expenses once the
are made separately, they are made at the same
college bill is satisfied.
time. A prospective student should apply for
Swarthmore aid and outside assistance when
The College has, by action of our Board of
applying for admission to Swarthmore.
Managers, reaffirmed its need-blind admission
Instructions for filing an aid application are
policy and the related practice of meeting the
included in the admissions application
demonstrated financial need of all enrolled
instruction booklet or can be found at
students. Although, eligibility for federal aid
www.swarthmore.edu/financialaid. Financial
funds is limited to those who are able to
assistance will be offered if a family does not
complete and to submit the Statement of
have the capacity to meet college costs without
Registration Compliance, additional funds have
our help. The amount a family is expected to
been made available for those who are unable to
contribute is determined by weighing the
accept need-based federal aid because they have
family’s income and assets against such
not registered with the U.S. Selective Service.
demands as taxes, living expenses, medical
U.S. citizens and permanent residents who have
expenses, siblings’ undergraduate tuition
not previously received financial aid may
expenses, and so forth. Family contributions
become eligible and may apply to receive aid if
also include a $2,000 to $2,500 summer
their financial situations have changed. A
earnings contribution from students, as well as a student who marries may continue to apply for
portion of the student’s personal savings and
aid, though parents are still expected to
assets.
contribute to the student’s education.
For 2012-2013, the College charges, which
Financial support for foreign national students
include tuition, room, board, and a student
is limited and must be requested during the
activity fee, will be $55,750. This activity fee
admission application process. New aid
covers not only the usual student services—
applications from foreign nationals cannot be
health center, library, and laboratory fees, for
considered after admission.
example—but also admission to all social,
Answers to most financial aid questions are
cultural, and athletic events on campus. The
available at www.swarthmore.edu/financialaid.
total budget figure against which aid is
computed is $58,090. This allows for an
5.1 Scholarships
estimated $1,180 for books and supplies and
$1,160 for personal expenses. A transportation
For the academic year 2012-2013, the College
allowance is added to file budget for those who
will award more than $30 million in
live in the United States but more than 100
Swarthmore Scholarship funds. About one-half
miles from the College. It is this larger total that o f that sum will be provided through the
we use when determining a student’s need for
generosity of alumni and friends by special gifts
our help.
and the scholarships listed in section 5.4.
Students do not apply for a specific College
Although our financial aid awards are loan-free,
scholarship. Rather, the College decides who is
students and parents remain welcome to borrow
to receive restricted endowed scholarships or
to help pay the family’s share of Swarthmore
support from general scholarship funds.
expenses (see section 5.2).
Although the qualifying criteria for awarding
In keeping with our policy of basing financial
most endowed scholarships remain general,
aid on demonstrated need, the College reviews
some donors have established explicit
each student’s family financial situation
guidelines that closely mirror the interests of
annually. Students who would like to be
the individual for whom the scholarship is
considered for our support for the next year
named. Financial need, however, is a
must submit a new financial aid application
requirement for all college scholarships except
each spring. A student’s aid is not withdrawn
unless financial need is no longer demonstrated. the regional McCabe Scholarship. Federal Pell

5 Financial Aid
Grants and federal Supplemental Educational
Opportunity Grants are also available to eligible
students.

5.2 Loan Funds
Although our aid awards are now loan-free,
students may choose to borrow instead of
working or to help ease the family’s burden.
First-year students may borrow up to $5,500;
sophomores may borrow $6,500, and juniors
and seniors may borrow up to $7,500.
The federal Direct Stafford Loan is a long-term,
low-interest educational loan. Eligibility for a
federal Direct Stafford Loan is determined by
the College, using federal guidelines. Family
income, family size, asset strength, and number
of children in college, etc., form the basis for
the determination of your federal eligibility.
Parents who wish to borrow might consider the
federal Direct PLUS Loan. Up to $55,750 per
year is available at 7.9 percent interest, and
repayment may be made over a 10-year period.
For more information about these loan
programs or other financial options read our
financial aid brochure, or go to our website at
www.swarthmore.edu/financialaid.

5.3 Student Employment
Student employment on the Swarthmore
campus is coordinated by the Student
Employment Office, which is under student
direction. Campus jobs are available in such
areas as our libraries, Information Technology
Services, the student-run coffeehouse, most
academic and administrative offices, and many
other places on campus. Our students manage,
give tours, tutor, write, coordinate, and provide
support throughout the campus. Students apply
for campus positions when they arrive in the
fall. On-campus hourly rates of pay run from
$8.58 to $9.20. Students receiving financial aid
are usually offered the opportunity to earn up to
$1,840 during the academic year, and are given
hiring priority, but there are many jobs
available for non-aided students who wish to
work on campus. Students are encouraged to
keep a moderate work schedule—no more than
about 7 or 8 hours weekly—so that academic
performance is not compromised. About 1,200
of the 1,400 students on campus choose to
work.
The Student Employment Office also publicizes
local off-campus and temporary employment
opportunities.
For those who wish to work off campus and
who qualify for the federal Work-Study
Program, off-campus positions in public or
private nonprofit agencies may be arranged
through our Financial Aid Office—if funding is
sufficient.

p. 19

5.4 Scholarship Funds
All students who demonstrate financial need are
offered scholarship aid, some of which is drawn
from the following named funds. However,
students should not worry if they do not fit the
specific restrictions listed because their
scholarships will instead be drawn from other
sources not listed here. By completing the aid
application process, a student will be
considered for the following funds. No separate
application is needed.
(Financial need is a requirementfo r all
scholarships except the McCabe Scholarships.
No separate application is needed.)
The Catherine G. '72 and Ernest B. '72 Abbott
Scholarship, established in 1999 by Catherine
and Ernest Abbott, is awarded to a first-year
student who shows great promise. This
renewable scholarship is for a man or woman
who demonstrates financial need and academic
excellence.
The Karim Abdel-Motaal ’90 Egypt Scholarship
was established in 2012. The scholarship shall
be awarded to students on the basis of academic
merit and financial need and is renewable.
Preference will be given first to students from
Egypt, secondarily to Arab or Arab American
students and thence to international students or
students from the United States. For each of the
preceding preferences, additional preference
will be given to women candidates.
The Frank and Alice Adelberg Scholarship was
established by Stephen M. Hamik ’75 in 2010
in his capacity as executor of their charitable
estate. The Adelbergs were Holocaust survivors
who believed deeply in Jewish causes which
promoted peaceful international discourse and
who dedicated their benefactions to such
endeavors. The scholarship is awarded to
students on the basis of academic merit and
financial need and is renewable. Preference will
be given to students who have an interest in
human rights, conflict resolution, and the
promotion of peace and understanding.
The Lisa P. Albert '81 Scholarship, established
in 1983 by Lisa Albert and her mother, Stella
Saltonstall, is awarded to a young man or
woman on the basis of scholarship and financial
need, with preference given to a student with a
demonstrated interest in the humanities.
The George I. Alden Scholarship, established in
1989 as a memorial by the Alden Trust with
matching funds from several individual donors,
is awarded on the basis of academic merit and
financial need with preference given to a
student from New England studying in the
sciences or engineering.
The Vivian B. Allen Foundation, established in
1969, provides scholarship aid to enable foreign
students to attend Swarthmore College as part

5 Financial Aid
of the foundation’s interest in the international
exchange of students.
The Susan W. Almy ’68 Scholarship was
established by this alumna in 2003. The fund
supports financial aid for needy students at
Swarthmore College, with preference given to
students interested in international careers,
especially in developing nations.
The Alumni Council Scholarship, established in
2000 by the Alumni Council of Swarthmore
College, is awarded based on academic merit
and financial need and is renewable.
The Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, it is funded through alumni gifts and
bequests to encourage donors who cannot fund
a fully endowed named scholarship.
The John R. '53 and Joyce B. '55 Ambruster
Scholarship was created in 2001. The
scholarship is awarded on the basis of academic
merit and financial need.
The Janice R. Anderson '42 Scholarship,
established in 2006, is awarded on the basis of
academic merit and financial need.
The Smitha Arekapudi ’99 Scholarship was
established in 2006 by Drs. Bapu and
Vijayalakshmi Arekapudi. This renewable
scholarship is awarded on the basis of academic
merit and financial need. Preference is given to
a premed student, with a background in the
humanities and social sciences, who plans to
become a doctor and care for patients.
Preference is also given to students who show
commitment to socially responsible citizenship,
with demonstrated qualities of exceptional
character, intellectual curiosity, and leadership.
The Evenor Armington Scholarship, created in
1980 in recognition of the long-standing and
affectionate connection between the Armington
family and Swarthmore College, is given each
year to a worthy student with financial need.
The Paul '62 and Catherine ’60 Armington
Endowed Scholarship was established in 2005.
The scholarship is awarded on the basis of
academic merit and financial need and is
renewable. Preference will be given to students
who have plans to or are currently studying in
Africa.
The Barclay G. Atkinson Scholarship and
Rebecca M. Atkinson Scholarship were
established in 1892 by Rebecca M. Atkinson
and are now part of the general scholarship
fund.
The Frank and Marie Aydelotte Scholarship,
established in 1946 by femily, friends, and
alumni, is awarded to a new student who shows
promise of distinguished intellectual attainment
based on sound character and personality. The
award is made in honor of Frank Aydelotte,
president of the College from 1921 to 1940 and

p. 20

originator of the Honors Program at
Swarthmore, and Marie Osgood Aydelotte, his
wife.
The David Baltimore '60 Scholarship was
established by an anonymous donor in 2000.
This renewable scholarship is awarded with
preference given to a junior or senior majoring
in biology or chemistry.
The Norman Barasch Scholarship was
established in 2006 by Richard Barasch ’75 in
honor of his father. This renewable scholarship
is awarded on the basis of academic merit and
financial need.
The Philip and Roslyn Barbash, M.D.,
Scholarship was endowed in 1990 as a
memorial by their daughter and son-in-law,
Babette B. Weksler, M.D., ’58 and Marc E.
Weksler, M.D., ’58. This renewable scholarship
is awarded on the basis of academic merit and
financial need. Preference is given to women
with an interest in the sciences and, in
particular, in the environment.
The Charles F. Barber Scholarship was
established in 2009 by Charles F. Barber, a
member of the Board of Managers from 1967 to
1974, in memory of his wife of 62 years, Lois
LaCroix Barber. Lois and Charles raised four
children, including Robin Barber ’74. The
scholarship is awarded to students on the basis
of academic merit and financial need and is
renewable.
The W. Herman Barcus '27 Scholarship,
established in his memory in 1982 by his
widow, Kate, and his employer, Sun Oil, is
awarded to a student with financial need.
The Philip H. Barley ’66 Memorial Scholarship
was established in 1968 in memory of Philip H.
Barley by his family and friends and the Class
of 1966, which he served as president. The
scholarship provides financial assistance for a
junior or senior who has demonstrated
outstanding leadership qualities at Swarthmore.
The Franklin E. Barr Jr. ’48 Scholarship was
established in 1984 by Betty Barr to honor her
husband’s memory and is awarded to a firstyear student who has broad academic and
extracurricular interests and shows promise of
developing these abilities for the betterment of
society. This scholarship, based on financial
need, is renewable for three years.
The Robert A. Barr, Jr. '56 Scholarship was
established by a group of alumni in 2011 in
honor o f Robert A. Barr, Jr., who served
Swarthmore College as Dean of Men from
1962-1970, and as Dean of Admissions from
1977-1994. This scholarship was created to
honor Dean Barr for his contributions to the
lives of Swarthmore students; as an unfailingly
supportive adviser to so many he admitted to
the College, and as a role model who taught us
how to treat and respect one another. This

5 Financial Aid
renewable scholarship will be awarded to a first
year student with strong academic credentials
who also shows promise of making substantial
contributions to the co-curricular life of the
campus. When appropriate, preference will be
given to sons and daughters of Swarthmore
alumni.
The Peter B. Bart '54 Scholarship, established
in 2005, is awarded to deserving students.
The Connie L. Baxter Scholarship was
established by Eugene M. Lang ’38 in 2010 in
honor of Connie L. Baxter, in recognition of her
extraordinary dedication as a member of the
Swarthmore College staff. The scholarship shall
be awarded to students on the basis of academic
merit and financial need and is renewable.
Preference will be given to students who
transfer to Swarthmore from a community
college, or to students with an interest in
classics or theater.
The H. Albert Beekhuis Scholarship in
engineering is awarded on the basis of
academic merit and financial need to a firstyear student and is renewable through the
senior year as long as that student retains a
major in engineering. This scholarship was
endowed in 1989 through the generous bequest
of Dr. Beekhuis, neighbor, friend, and
successful chemical engineer.
The Patty Y. and A.J. Bekavac Scholarship.
Established in 1997 by their daughter, Nancy Y.
Bekavac ’69, the scholarship is awarded on the
basis of financial need, with preference given to
students from western Pennsylvania.
The Margaret Fraser Bell '53 Scholarship,
created in 2000 in her memory by her husband,
Monroe Bell, is awarded each year to a junior
on the basis of academic merit and financial
need, with preference given to a student
majoring in Russian.
The Sherry F. Bellamy '74 Scholarship was
established in 2003 by Sherry Bellamy. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Belville Scholarship was established in
1882 by Catharine Reading Belville, Class of
1919. Honoring Robert Chambers Belville and
Margaret Klein Belville, the scholarship is
awarded annually to an incoming student of
particular promise.
The Brand and Frances Blanshard Scholarship,
established in 1987 by a former student to
honor the memory of this philosophy professor
and his wife, is given to a deserving student
with high academic promise.
The Al and Peggi Bloom Endowmentfo r
Advancing Swarthmore's Global Reach was
established in 2005. This endowment supports
international student financial aid and supports
faculty effort in any discipline or across

P- 21

disciplines that enhances the global reach of the
college curriculum.
The Blough and Locksley Family Scholarship,
established in 2003 by Stephen Blough ’79 and
Sally Locksley ’79, is awarded on the basis of
academic merit and financial need. The
scholarship is renewable.
The Jeanne Cotten Blum '40 Scholarship,
established in 2003 by Jeanne Cotten Blum, is
awarded on the basis of academic merit and
financial need. The scholarship is renewable.
The Frank '36 and Benita Blumenthal
Scholarship was established in 2006 by Frank
Blumenthal. This renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Curtis Bok Scholarship was established in
1964, the College’s centennial year, in honor of
the late Philadelphia attorney, author, and jurist,
who was a Quaker and honorary alumnus of
Swarthmore. The renewable scholarship is
assigned annually to a junior or senior whose
qualities of mind and character indicate a
potential for humanitarian service such as
Curtis Bok himself rendered and would have
wished to develop in young people. Students in
any field of study, and from any part of this
country or from abroad, are eligible.
The Winifred Cammack Bond '43 Scholarship
was established by Winifred Cammack Bond
and her husband, George Cline Bond ’42, to be
awarded to a first-year student who is the first
member of his or her family to attend college,
with a high school record showing strong
academic, athletic, and leadership abilities.
The Book and Key Scholarship was established
in 1965 by members of Book and Key, a men’s
secret honorary society, when the society was
dissolved. The scholarship is awarded to a
member of the senior class.
The Anne C. Booth '32 Endowed Scholarship
was established in 2006 by this alumna who
wanted students to be able to share the special
educational experience she enjoyed, regardless
of financial need. Although Anne died in 2006,
her memory lives on through this scholarship.
The Frank R. Borchert Jr. '58 and Thomas K.
Glennan Jr. '57 Scholarship was established in
2002 by T. Keith ’82 and Kathryn P. ’82
Glennan in honor and memory o f their uncle
and father who, from their days as fraternity
brothers at Swarthmore, became lifelong friends
and brothers-in-law. They shared a common
commitment to educational excellence, and
each devoted his professional life to this cause.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Edward S. Bower '42 Memorial
Scholarship, established in 1958 by Mr. and
Mrs. Ward T. Bower in memory of their son, is

5 Financial Aid
awarded annually to a student who ranks high
in scholarship, character, and personality.
The George '38 and Josephine Clarke '41
Braden Scholarship was established in 1999 by
their children in honor of George and in
memory of Josephine. The renewable
scholarship is awarded to a student with
demonstrated need for financial assistance, with
preference for a child of immigrant parents or
guardians.
The William A. Bradford Jr. '66 Scholarship
was established in 2000 by William Bradford.
The renewable scholarship provides financial
assistance to a student who shows great promise
and is based on academic merit and financial
need.
The Carol Paxson Brainerd '26 Scholarship,
established in 2001, is awarded on the basis of
financial need and academic merit.
The Susan Goldman Brandes 76 Memorial
Scholarship was established in 2008 by her
husband, Lee Brandes. The renewable
scholarship is awarded to students on the basis
of academic merit and financial need.
Preference is given to students majoring in
chemistry.
The Daniel Walter Brenner 74 Memorial
Scholarship, established in 1979 by family and
friends in memory of Daniel W. Brenner, is
awarded to a senior majoring in biology who is
distinguished for scholarship and has an interest
in plant ecology, wildlife preservation, or
animal behavior research. The recipient is
chosen with the approval of the biology faculty.
The Leon Willard Briggs '17 Scholarship,
established in 1979 with a bequest from Ina
Carey Diller in honor of her husband, is
awarded to a worthy student with financial
need.
The John S. Brod '34 Scholarship, established
in 1984 with gifts from this chemistry mijor
and his employer, Procter & Gamble, is
awarded to a deserving student on the basis of
academic merit and financial need.
The John G. Brokaw Scholarship was
established in 2005 by Lawrence Jean
Richardson ’78 and Jacqueline Brokaw
Richardson ’80. It is awarded on the basis of
academic merit and financial need.
The Robert C. Brooks Scholarship was
established in 1964 by several of his former
students as a memorial to Professor Brooks,
who taught political science at Swarthmore
from 1912 to 1941. The scholarship is awarded
to students on the basis of academic merit and
financial need.
The Edna Pownall Buffington, Class o f1898,
Scholarship was established by a bequest from
Albert Buffington, Class of 1896, during 1964,
the College’s centennial year. This scholarship

______________________________________ p. 22

honors a graduate and a longtime resident of
Swarthmore and is awarded on the basis of
financial need.
The Bushnell Family Scholarship was
established in 2005 by the Bushnell family:
father Douglas, daughter Rebecca Bushnell ’74,
and brothers Michael and David, in honor of
wife and mother, Peggy Meeker ’45. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Malcolm Campbell '44 Unitarian
Scholarship, established by Malcolm Campbell
on the occasion of his 50th reunion, is awarded
to a student who is an active Unitarian
Universalist with financial need and a strong
academic record. The scholarship is renewable.
The Centennial Scholarship, established in
1964 with gifts from many donors to the
Centennial Campaign, is awarded on the basis
of financial need.
The Chang/Hawley '58 Scholarship, established
in 2003, is named for Rosalind Chang
Whitehead and John K. Hawley. Their son,
Charles Loy Hawley ’85, is also an alumnus.
The scholarship is awarded on the basis of
financial need and academic merit.
The Chi Omega Scholarship, established by the
sorority and the Swarthmore Chapter of Gamma
Alpha, provides an award to a student annually
on the basis of academic merit and financial
need.
The Elinor Jones Clapp '46 Scholarship was
established in 2003. The renewable scholarship
is awarded on the basis of academic merit and
financial need with preference given to students
who are U.S. citizens residing abroad.
The William '17 and Eleanor Stabler '18
Clarke Scholarships, established in 1985 in
their honor by W. Marshall ’47 and Cornelia
Clarke ’46 Schmidt, are awarded to two worthy
first-year students with financial need.
Preference for these renewable scholarships is
accorded to members of the Society of Friends.
The Class o f 1913 Scholarship, established on
the occasion of the class’s 50th reunion, is
awarded to a student who has demonstrated
financial need.
The Class o f 1914 Scholarship, established in
honor of the class’s 50th reunion, is awarded to
a student who has demonstrated financial need.
The Class o f 1915 Scholarship, established in
1940, is awarded to a student with financial
need.
The Class o f 1917 Scholarship is awarded to a
student who has demonstrated financial need.
The Class o f1925 Scholarship, created on the
occasion of the class’s 50th reunion, is awarded
on the basis of academic merit and financial
need.

5 Financial Aid
The Class o f1930 Scholarship was endowed on
the occasion of the class’s 60th reunion. The
renewable scholarship is awarded alternately to
a woman or a man on the basis of sound
character and academic achievement, with
preference given to those who exercise
leadership in athletics and community service.
The Class o f1932 Scholarship was established
on the occasion of the class’s 70th reunion. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Class o f1938 Harriet and William Carroll
Scholarship was established on the occasion of
the class’s 65th reunion by their classmates and
members of their family in honor of the
Carrolls’ long-standing service to the College.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Class o f1939 Scholarship was established
at the 50th reunion of the class in fond memory
of Frank Aydelotte, president of the College
from 1921 to 1940, and his wife, Marie
Aydelotte. The renewable scholarship is
awarded to a worthy student with financial
need.
The Class o f 1941 Scholarship was created in
celebration of the 50th reunion of the class. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Class o f1943 Scholarship, established to
honor the 50th reunion of that class, is awarded
to a student in the sophomore class on the basis
of sound character and academic achievement,
with preference given to those participating in
athletics and community service. The
scholarship is renewable through the senior
year.
The Class o f1946 Scholarship was established
on the occasion of the class’s 50th reunion in
recognition of the Swarthmore tradition that so
influenced its members.
The Class o f1949 Scholarship was established
in 1999 in celebration of the class’s 50th
reunion. The renewable scholarship is awarded
on the basis of academic merit and financial
need.
The Class o f1950 Scholarship, established on
the occasion of the class’s 50th reunion, is
awarded to one or more deserving students. It is
renewable.
The Class o f1952 Evans H. Burn Memorial
Scholarship, established on the occasion of the
class’s 50th reunion in memory of the class’s
longtime president, is awarded on the basis of
academic merit and financial need. It is
renewable.
The Class o f1954 Scholarship, established on
the occasion of the class’s 50th reunion, is
awarded on the basis of academic merit and
financial need. It is renewable.

p. 23

The Class o f1956 Scholarship, established on
the occasion of the class’s 25th reunion, is
awarded on the basis o f academic merit and
financial need.
The Class o f1957 Gilmore Stott Memorial
Scholarship, established on the occasion o f the
class’s 50th reunion, is in memory of Dean
Gilmore Stott, who died in 2005. A beloved
College professor and dean for 55 years who
played the viola in the College orchestra, taught
ethics, and counseled thousands of students; he
was widely admired for his intelligence, judicial
manner, modesty, gentleness, and consideration
of others. This renewable scholarship is
awarded, on the basis of academic merit and
financial need, to a student who shares some of
Dean Stott’s wonderful characteristics.
The Class o f1960 Scholarship was created in
honor of the 50th reunion o f file class. This
renewable scholarship shall be awarded to
students on the basis of academic merit and
financial need.
The Class o f1963 Scholarship, awarded on the
basis o f academic merit and financial need, is
renewable through the senior year. The
scholarship was created in honor of the class’s
25th reunion.
The Class o f1964 Scholarship, established in
honor of their 50th reunion, is renewable and
awarded to students on the basis of academic
merit and financial need.
The Class o f1969 Scholarship was established
at the 25th reunion of the class in honor of the
contributions made by Courtney Smith,
president of Swarthmore College from 1953 to
1969. The scholarship was given with
bittersweet memories of the campus turmoil of
the 1960s and with confidence in the power of
open discussion and reconciliation. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Cochran Memorial Scholarship, ■
established in 1979 in memory of the Cochran
family by the estate of Marie A. Cochran, is
awarded annually to a student who has
demonstrated financial need.
The David L. ’77 and Rhonda R. '76 Cohen
Scholarship, established in 2004, is awarded on
the basis of academic merit and financial need.
The Sarah A. Cole '34 Scholarship, founded in
1953 by her parents to celebrate her life and
memory, is awarded to deserving students on
the basis of academic merit.
The Charles A. Collins, Class o f 1912,
Scholarship, established in 1974, is awarded
every year to a deserving student in need of
financial assistance, in accordance with the
donor’s will. Charles Collins, a New Jersey
farmer, was active in local Quaker affairs and
served as a trustee of the Philadelphia Yearly
Meeting.

5 Financial Aid
The N. Harvey Collisson '22 Scholarship,
established in 1965 by his family and the Olin
Mathieson Charitable Trust in memory o f N.
Harvey Collisson, is awarded to a first-year
student. Selection places emphasis on character,
personality, and ability.
The Gehan Talwatte '87 and Keara Connolly
'87 Endowed Scholarship was established in
2011. The scholarship shall be awarded to
students on the basis of academic merit and
financial need and is renewable. Preference will
be given first to students from Sri Lanka,
secondarily to other international students, and
thence to students from the United States.
The Marcia Perry Ruddick Cook '27
Scholarship is awarded to a junior on the basis
of merit and need, with preference given to an
English literature major. The renewable
scholarship was endowed in 1987 by J. Perry
Ruddick in memory of his mother.
The Edward Hanes Cooley '43 Endowed
Scholarship, established in 2005, is awarded on
the basis of academic merit and financial need,
with a preference for a student majoring in
engineering.
The Helen Ridgway Cooley, Class o f1907,
Endowed Scholarship, established in 2005, is
awarded on the basis of academic merit and
financial need, with a preference for a female
student majoring in music.
The Stephanie Cooley '70 Scholarship was
established in loving memory by her parents in
1984 and is awarded on the basis of financial
need, with preference for a student from Greece
or a student with an interest in the study of
classics.
The David S. Cowden '42 Scholarship was
established in 1977 by David Cowden, who
taught English literature at Swarthmore from
1949 until his death in 1983. The scholarship is
awarded on the basis of financial need.
The Mark W. Crandall '80 International
Scholarship was established in 2004. The
renewable scholarship is awarded on the basis
of academic merit and financial need, with a
preference for international students.
The John '41 and Barbara Crowley Endowed
Scholarship was established in 2006 by the
Crowleys as a symbol of their long-standing
affection for and commitment to the College.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Crum Meadow Scholarship was created by
an anonymous donor in 2001. The renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Ellsworth F. Curtin '16 Memorial
Scholarship was established in 1982 by
Margaretta Cope Curtin ’18 in memory of her

p. 24

husband, with preference for engineering
majors.
The Marion L. Dannenberg Scholarship,
established in 1978, is awarded to a first-year
student with financial need who ranks high in
personality, character, and scholarship. This
endowment is in memory of Mrs. Dannenberg,
who was the mother, grandmother, and great­
grandmother of seven students who attended
Swarthmore.
The Anna Janney DeArmond '32 Scholarship
was established by bequest from her estate in
2008. The renewable scholarship is awarded on
the basis of academic merit and financial need.
Preference is given to a female upper-class
student interested in a teaching career at the
high school or college level, majoring or
expressing an interest in literature in the
English language or the history of countries in
which the language of literature is ordinarily
English.
The Edith Thatcher '50 and C. Russell '47 de
Burlo Scholarship is awarded to Swarthmore
College students who are United States citizens
whose legal residence is in Maine, Vermont,
Rhode Island, or Massachusetts and who intend
to major either in engineering or the humanities.
The renewable scholarship, established in 1986
as the gift of Edith and Russell de Burlo, is
awarded on the basis of financial need and
academic merit.
The Kenneth William Defontes Jr., Class o f
1972, Scholarship was established in 2006 to
support a deserving student who expresses
interest in pursuing a major in engineering or
the physical sciences. This renewable
scholarship is awarded on the basis of academic
merit and financial need and may be given to a
first-year student.
The Delta Gamma Scholarship, created by the
sorority, is awarded to a student who has
demonstrated academic merit and financial
need.
The William Diebold, Class o f1906, William
Diebold Jr., Class o f1937, and John T.
Diebold, Class o f1949, Endowed Scholarship
was established in 2004 by John T. Diebold in
honor of the Diebold family. The scholarship is
awarded on the basis of academic merit and
financial need, with a preference for students
studying and performing research in Europe.
The Edward L. Dobbins '39 Memorial
Scholarship was established by Hope J.
Dobbins in 1997 in memory of her husband.
The Dobbins scholarship is awarded to a
worthy student who demonstrates a
commitment to the betterment of society
through involvement in community or
environmental activism. Preference for the
renewable scholarship is given to residents of
Berkshire County, Mass.

5 Financial Aid
The Patrick A. Dolan Scholarship was
established by Patrick D. Dolan ’83 in 2004.
The renewable scholarship is awarded on the
basis of academic merit and financial need to a
first-year student who shows great promise.
The Francis W D ’Olier, Class o f1907,
Scholarship, created in 1964 in memory of
Francis W. D’Olier, is awarded to a first-year
student. Selection for the renewable scholarship
focuses on character, personality, and ability.
The William Dorsey Scholarship was
established in 1906 through the estate of
Elizabeth Dorsey, a member of the Board of
Managers from 1868 to 1870, in memory of her
father, who served on the Board of Managers
from 1862 to 1865 and from 1867 to 1874. The
scholarship is awarded on the basis of financial
need.
The Agnes B. Doty Memorial Scholarship was
established in 2000 by her daughter, Christine
M. Doty ’70. The renewable scholarship is
awarded each year, with a preference given to
students majoring in Asian studies.
The Marcel Dubien Endowed Scholarship was
established in 2007 by Jacques Joussot-Dubien
’49 to honor his father. This renewable
scholarship is awarded on the basis of academic
merit and financial need. Preference is given to
students from Europe who are not U.S. citizens.
The Faith '51 and Ross ’50 Eckler Scholarship
was established in 2002 by A. Ross and Faith
Woodward Eckler. The renewable scholarship
is awarded on the basis of academic merit and
financial need, with preference given to a man
or woman with a commitment to community
service.
The Marjorie Vandeusen ’38 and J. Earle '36
Edwards Scholarship was established by an
anonymous donor in 2000. The renewable
scholarship is awarded with preference given to
a junior or senior who has demonstrated a
commitment to socially responsible citizenship,
with a special interest in peace and conflict
studies.
The Maurice G. Eldridge ’61 Scholarship was
created by an anonymous donor in recognition
of outstanding administrators at Swarthmore
College. The Eldridge Scholarship was
established in 1999 to honor Maurice G.
Eldridge, vice president of college and
community relations and executive assistant to
the president. The renewable scholarship is
awarded to a student with merit and need who
has demonstrated a commitment to socially
responsible citizenship, with a preference for a
student from the Washington, D.C., public
school system, especially from either the
Banneker Academic High School, Duke
Ellington School of the Arts, or the Bell
Multicultural School.

p. 25

The George Ellsler, Class o f1890, Scholarship,
created in 1943 by a bequest from Mary Ellsler,
is awarded to a student who has demonstrated
financial need.
The Robert K. Enders Scholarship, established
by his friends and former students to honor Dr.
Robert K. Enders, a member of the College
faculty from 1932 to 1970, is awarded annually
to a worthy student with an interest in the study
of biological problems in a natural
environment.
The J. Horace Ervien, Class o f1903,
Scholarship, created in 1979 with gifts from J.
Horace Ervien and his wife, is awarded to
students demonstrating academic merit and
financial need.
The European Alumni Scholarship was
established in 2006 by gifts from Antoinette
Graefin zu Eltz ’01, Jacques Joussot-Dubien
’49, and other European alumni. This
scholarship is awarded on the basis of academic
merit and financial need. Preference is for
students from Europe who are not U.S. citizens.
The Howard S., Class o f1903, and Gertrude P.
Evans Scholarship provides scholarships for
worthy students with financial need. Howard
Evans majored in engineering at Swarthmore
and was a native of the village of Swarthmore.
The Philip Evans '48 Scholarship was
established in fond memory of Philip Evans by
his friend Jerome Kohlberg ’46 and seeks to
expand the diversity of the Swarthmore
community by bringing to campus students who
are outstanding in leadership, intellectual
curiosity, community service, and athletic
participation. The scholarship, awarded to
members of the first-year class and renewable
annually, provides a summer-opportunity grant
as well as internship, mentoring, networking,
and alumni opportunities.
The Michael S. Fedak ’82 Scholarship was
established in 2003. The renewable scholarship
is awarded on the basis of academic merit and
financial need with preference given to students
from New Jersey majoring in economics or
mathematics.
The Samuel and Gretchen Vogel ’56 Feldman
Scholarship was established in 1992 by
Gretchen Vogel Feldman and her husband,
Samuel. The renewable scholarship, awarded
on the basis of financial need, is given to a
student interested in pursuing a teaching career.
The Samuel M. and Gretchen Vogel ’56
Feldman Scholarship II was established in
2000. The renewable scholarship, awarded on
the basis of financial need, is given to a student
interested in pursuing a teaching career after
graduating from Swarthmore College.
The Martin Fleisher ’80 and Mark Risk ’78
Scholarship, established in 2005, is awarded on
the basis of academic merit and financial need.

5 Financial Aid
The Eleanor Flexner '30 Scholarship,
established in 1989, is awarded to a deserving
student on the basis of academic merit and
financial need, with preference given to a
student majoring in English literature.
The Margaret Mccain Ford '43 Scholarship
was established in 2006 in her memory by her
husband, Thomas Ford, and their children. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Norma Patz Fox '82 and Clifford Fox
Scholarship was established in 2006 by Clifford
and Norma Patz Fox. This renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Caroline W. Frame Scholarship was
established in 1885 by a bequest from her
grandfather, Samuel Willets. The funds, now
part of the general scholarship fund, are
awarded on the basis of academic merit and
financial need.
The David W. Fraser Scholarship. This
endowed scholarship was established in 1991
by the Board of Managers and friends of David
Fraser in honor of his service as president of
Swarthmore College from 1982 to 1991. This
scholarship is awarded to one student enrolled
in an approved program of academic study
outside the boundaries of the United States.
Preference is given to students studying in
Asian, Middle Eastern, and African countries.
The Marianne Durand Frey '57 Scholarship,
established by Marianne Durand Frey in 2002,
reflects the donor’s gratitude for scholarship aid
received during her attendance at Swarthmore.
This renewable scholarship is awarded based on
academic merit and financial need to a woman
who has attended a public high school.
The Theodore and Elizabeth Friend
Scholarship was established in 1981 and was
announced during the closing ceremony for The
Program for Swarthmore as an expression of
respect and appreciation by board members and
others who have been associated with them in
the service of Swarthmore College. The
scholarship honors this former president of
Swarthmore, who served from 1973 to 1982,
and his wife. It is awarded each year on the
basis of financial need to a worthy student.
The Theodore Friend and Elizabeth Pierson
Friend Scholarship was established by him in
2005 and is awarded on the basis of academic
merit and financial need, with a preference for a
student from an Islamic country or a student
engaged in Islamic Studies.
The Toge and Mitsu Fujihira Scholarship was
created in 2000 by their son, Donald Fujihira
’69. The renewable scholarship is awarded to a
man or woman who shows great promise and
assumes both financial need and academic

p. 26

excellence. Preference is given to students of
Asian descent.
The John and Gail Gaustad Scholarship was
established by friends and students of the
Gaustads to honor their many years of service
to the College. In 1984, John Gaustad, the
Edward Hicks Magill Professor of Astronomy,
and his wife, Gail, started the practice of
welcoming international students into their
home during periods when the dorms were
closed. Over the years, they were hosts to about
120 students with many becoming close and
lasting friends. This renewable scholarship,
expressing appreciation for the Gaustads’
generosity and dedication, is awarded annually
to a promising student who demonstrates
financial need and academic excellence.
The Martha Salzmann Gay '79 Scholarship was
created in 2000 by Martha S. Gay. The
renewable scholarship assumes both academic
excellence and financial need and is awarded to
a first-year student who shows great promise.
The David Gelber '63 and Kyoko Inouye
Scholarship, established in 2004, is awarded on
the basis of academic merit and financial need,
with a first preference for students from New
York or New Jersey majoring in history and a
second preference for humanities majors.
The Jeffrey L. Gertler '74 Memorial
Scholarship was established in 2005 by an
anonymous donor. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Joseph E. Gillingham Scholarship was
established by a bequest from prominent
Philadelphia merchant Joseph E. Gillingham,
who died in 1907. The scholarship is awarded
to a deserving student on the basis of academic
merit and financial need.
The Allis Dale and John E. '59 Gillmor and
Jordan and Sarah Gillmor '92 Hymowitz
Scholarship was established in 2008 by this
family on the occasion of John’s 50th reunion.
The scholarship is awarded on the basis of
academic merit and financial need to a firstyear student who shows great promise.
The Joyce Mertz Gilmore '51 Scholarship,
awarded to an entering first-year student, is
renewable. The recipient is chosen on the basis
of mental vigor, concern for human welfare,
and the potential to contribute to the College
and the community outside. The award was
established in 1976 by Harold Mertz ’26 in
memory of his daughter, Joyce Mertz Gilmore.
The Barbara Entenberg Gimbel '39
Scholarship was endowed in 1980 in memory
of Barbara Entenberg Gimbel by her husband,
Dr. Nicholas S. Gimbel. The scholarship is
awarded on the basis of need to a worthy
student, with preference for a black candidate.

5 Financial Aid
The Chloe and Raoul Giant Scholarship was
established in 2005 by their family to honor
their zeal for lifelong learning and passion for
greater understanding of the issues facing
today’s world. The scholarship is awarded
based on need and academic achievement, with
a preference for a foreign or American student
who demonstrates intellectual and personal
integrity and a strong commitment to the public
good.
The Barbara Nugent Glouchevitch Scholarship
was established in 2004 by Michel
Glouchevitch ’77 in memory of his mother, a
1948 Bryn Mawr graduate. Barbara had close
ties to Swarthmore and lived her abbreviated
life enthusiastically pursuing career, family,
intellectual, and sports activities. This
scholarship is awarded on the basis of merit and
need to students showing distinction in
academics, leadership, and extracurricular
activities.
The Marcia and John D. Goldman ’71
Scholarship was created in 1992 and is awarded
on the basis of need to a student with a strong
academic record and leadership qualities.
Preference is given to students from northern
California.
The Berda Goldsmith Scholarship, established
in 1991 in memory of Mrs. Goldsmith, is a
need-based scholarship awarded annually to a
music major, beginning in his or her junior
year. Mrs. Goldsmith was a music lover and
patroness of the Settlement Music School.
Preference will be given to a student who has
attended the Settlement Music School and
shows an interest and proficiency in playing the
piano.
The Kermit Gordon ’38 Scholarship was
created by an anonymous donor in 2000. This
renewable scholarship is awarded on the basis
of need, merit, and an interest in public policy.
The Cynthia Norris Graae ’62 and Stephen L.
Bloom ’62 Scholarship recognizes two
dedicated alumni, both members of the Class of
1962. It was created by an anonymous donor in
2007 in recognition of Cynthia Norris Graae, an
alumna whose service to the College included
serving on Alumni Council and the Board of
Managers, and expanded in 2011 in recognition
of her late husband Stephen L. Bloom, an
alumnus who was a gifted clarinetist who was a
member of both the orchestra and the wind
ensemble while a student at Swarthmore. The
renewable scholarship is awarded on the basis
of financial need, with preference given to a
student who plays a musical instrument.
The Neil R. Grabois ’57 Scholarship was
created by an anonymous donor in 2001. The
scholarship is awarded on the basis of academic
merit and financial need, with preference for

p. 27

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

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

p. 28

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

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

p. 29

alumnus who served on the Board of Managers
from 1901 to 1952, is awarded with preference
given to a member of the Religious Society of
Friends.
The Edmund A. Jones Memorial Scholarship
was created in 1965, awarding a grant each year
to a graduate of Swarthmore High School and,
since 1983, to a graduate of Strath Haven High
School. In 2004, this four-year, renewable
scholarship was designated with preference for
graduates of Strath Haven High School,
Delaware County high schools, or Pennsylvania
high schools, respectively. Edmund A. Jones
was the son of Adalyn Purdy Jones ’40, and
Edmund Jones ’39, longtime residents of
Swarthmore.
The Benjamin Kalkstein '72 Scholarship,
established by his family in 2002, is awarded to
a first-year student on the basis of merit and
need and is renewable. Preference is given to
students with an interest in environmental
studies.
The Kappa Alpha Theta Scholarship,
established through the generosity of the
members and friends o f the sorority at
Swarthmore College, is awarded on the basis of
academic merit and financial need.
The Kappa Kappa Gamma Scholarship, created
by the sorority, is awarded to a first-year
student and is renewable.
The Jennie Keith Scholarship was created by an
anonymous donor in recognition of outstanding
administrators at Swarthmore College. The
Keith Scholarship was established in 2000 to
honor Jennie Keith, professor of anthropology,
who served as provost from 1992 to 2001. The
scholarship is awarded to a student who shares
the donor’s and Jennie Keith’s commitment to
the use of intellectual excellence in the service
of positive social change.
The Michael and Elizabeth Lavin ’87 Kelley
Scholarship was established in 2004. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Alexander Kemp Endowed Scholarship was
established in 2001 by Giles Kemp ’72 and
Barbara Guss Kemp. The renewable scholarship
is awarded on the basis of financial need and
academic merit.
The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher ’54 and Jane ’55 Kennedy. The
renewable scholarship, created in 1985, is
awarded on the basis of financial need and
academic merit.
The Clark Kerr ’32 Scholarship was created by
an anonymous donor in 2000. The scholarship
is awarded with preference given to a student
entering his or her senior year, who meets the
model described by President Aydelotte of the
all-around student with strong interests in

5 Financial Aid
academic achievement, athletics, and interests
in debating and other aspects of student life and
community service.
The Florence and Melville Kershaw
Scholarship was endowed in 1987 in their
honor by their son Thomas A. Kershaw ’60.
The renewable scholarship is awarded to a firstyear student on the basis of financial need and
academic merit, with preference given to those
intending to major in engineering.
The Naomi Kies '62 Scholarship was created in
2006 in her memory by her family and friends.
Naomi Kies devoted herself to community
service, pursuing practical idealism and seeking
peaceful solutions to political and social
problems. This renewable scholarship is
awarded on the basis of academic merit and
financial need. Preference is given to
international students.
The Joseph W. '44 and Elizabeth Blackburn '44
Kimmel Scholarship was established in 2003 by
their son, James B. Kimmel ’70. The renewable
scholarship is awarded on the basis of academic
merit and financial need, with preference given
to students from the Delaware Valley area,
including eastern Pennsylvania, southern New
Jersey, and Delaware.
The William H. Kistler ’43 Scholarship was
endowed in 1986 in his memory by his wife,
Suzanne ’44, his friends, and former
classmates. The scholarship is awarded to a
needy and deserving student majoring in
engineering or economics.
The Floyd C. and Virginia Burger ’39 Knight
Endowed Scholarship, established by a bequest
in 2006, is awarded on the basis of academic
merit and financial need.
The Paul ’46 and Mary Jane Kopsch
Scholarship, established in 1982 through a gift
of Paul J. Kopsch, is renewable and awarded
each year to a junior premedical student(s) with
financial need.
The Jessie Stevenson Kovalenko Scholarship,
established in 1944 by Michel Kovalenko in
memory of his wife, is awarded on the basis of
academic merit and financial need.
The Walter W. Krider, Class o f1909, Memorial
Scholarship was established by his wife, Anna
Hetzell Mulford Krider, and daughter, Elizabeth
Krider Snowden ’36, in 1959. The Krider
scholarship is awarded to a student who ranks
high in scholarship, character, and personality
and has financial need.
The Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle Jr. ’52, is awarded in the
junior or senior year to a student who has
shown leadership capability, made significant
contributions to the life of the College, and
demonstrated the need for financial assistance.

p. 30

The John Lafore, Class o f1895, Scholarship,
established in 1956 by his son Laurence Lafore
’38 and his daughter Eleanor Lafore Gilbert, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Laurence Lafore '38 Scholarship was
established in his memory in 1986 by family,
friends, classmates, and former students.
Professor Lafore, author o f numerous books
and essays, taught history at Swarthmore from
1945 until 1969. This renewable scholarship is
awarded to a student showing unusual promise.
The Robert E., Class o f1903, Elizabeth, Class
o f1903, and Walter, Class o f1939, Lamb
Scholarship was established in 2000 by Walter
Lamb, who served on the Board of Managers
from 1977 to 2002. The scholarship is awarded
on the basis of academic merit and financial
need.
The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in the
arts, preferably in music, who ranks high in
scholarship and has financial need. This
renewable scholarship was established in 1984
by Eugene M. Lang ’38 in honor of his sister.
The Eugene M. Lang ’38 Opportunity Grants
are awarded each year to as many as six
sophomore students who are selected by a
special committee on the basis of distinguished
academic and extracurricular achievement and
demonstrable interest in social change. Stipends
are based on financial need and take the form of
full grants up to the amount o f total college
charges. Each Lang Scholar is also eligible for
summer or academic-year community service
support while an undergraduate. Projects, which
must be approved in advance by a faculty
committee, are expected to facilitate social
change in a significant way. The program is
made possible by a gift of Eugene M. Lang.
The Ida and Daniel Lang Scholarship,
established in 1964 by their son, Eugene M.
Lang ’38, provides financial assistance for a
young man or woman who ranks high in
scholarship, character, and personality.
The Eleanor B. and Edward M. ’30 Lapham, Jr.
Scholarship, established in 1996 by Eleanor to
honor her husband’s memory, is awarded to a
first-year student on the basis of academic merit
and financial need. The scholarship is
renewable for his or her years of study at
Swarthmore.
The E. Hibberd Lawrence Scholarship honors
the memory of a student who attended the
Swarthmore Preparatory School from 1881 to
1882 and is awarded on the basis of financial
need.
The Frances Reiner and Stephen Girard ’41
Lax Scholarship was established in 1989 with
preference for minority or foreign students who
show academic merit and financial need. This

5 Financial Aid
scholarship has been endowed by the family of
Stephen Girard Lax, who was chairman of the
Board of Managers of Swarthmore College
from 1971 to 1976.
The Stephen Girard Lax ’41 Scholarship was
established in 1977 by family, friends, and
business associates of Stephen Lax. The
scholarship is awarded on the basis of financial
need every two years to a student entering the
junior year who shows academic distinction,
leadership qualities, and a definite interest in a
career in business.
The Alfred and Harolyn Lazarus Scholarship
was established in 2008 by their son, Lewis H.
Lazarus ’78, in honor of his parents’ boundless
curiosity, great respect for intellectual
excellence, high moral character, and service to
others. The scholarship is awarded to students
on the basis of academic promise and financial
need. The renewable scholarship is given with
preference for students intending to practice
medicine or majoring in history.
The Dorrie ’44 and Henry '45 Leader Family
Scholarship was established in 2001 in
recognition of their many family members who
attended Swarthmore College including their
children, Martha ’71 and Elizabeth ’73. The
scholarship is awarded on the basis of academic
merit and financial need.
The Thomas L. Leedom Scholarship was
established in 1905 by Hannah A. Leedom in
memory of her husband, who always had a deep
interest in the success of the College. It is
awarded to a deserving student on the basis of
academic merit and financial need.
The Raphael Lemkin Endowed Scholarship was
established in 2005 by John ’77 and Ann ’77
Montgomery to honor Raphael Lemkin, a
Holocaust survivor who invented the word
“genocide” and drafted the Genocide
Convention of the United Nations, adopted in
1948. The scholarship is awarded with
preference for “upstanders” or students who
demonstrate interest in human rights, especially
anti-genocide work.
The Gerry and Marguerite Lenfest Scholarship
was established in 2008. The renewable
scholarship is awarded to students on the basis
of academic merit and financial need.
The Walter H. Leser '49 Memorial Scholarship
was established by his wife, Martha E. Leser, in
2002. The renewable scholarship is awarded on
the basis of academic merit and financial need
with preference for students majoring in
mathematics.
The Carl M. Levin ’56 Scholarship was created
by an anonymous donor in 2000. The renewable
scholarship is awarded to a student with merit
and need who has overcome obstacles, with a
preference for Michigan public high school
graduates.

P- 31

The Beryl and Leonard Levine Scholarship was
established by their daughter, Susan Brauna
Levine ’78, in 2005 and is awarded on the basis
of academic merit and financial need.
The Wilma A. Lewis 78 Scholarship was
established in 2006 by Wilma A. Lewis. This
scholarship is awarded on the basis of academic
merit and financial need.
The Lewis-Bill Scholarship was established in
2009 by Robert J. Reynolds, father of Sarah
Reynolds ’09, to honor his wife, Lucinda M.
Lewis ’70, and her parents, Robert B. ’35 and
Margaret Bill ’38 Lewis. It is awarded to
students on the basis of academic merit and
financial need.
The Scott B. Lilly Scholarship, endowed by
Jacob T. Schless of the Class of 1914 and
offered for the first time in 1950, is awarded
annually in honor of a former distinguished
professor of engineering. Students who plan to
major in engineering are given preference.
The Sarah E. Lippincott Scholarship,
established in 1918 by Katherine Lippincott
Holden in memory o f her mother, is awarded to
a deserving student on the basis of financial
need.
The Lloyd Family Scholarship was established
in 2000 by May Brown Lloyd ’27, G. Stephen
Lloyd ’57, and Anne Lloyd ’87. The renewable
scholarship is awarded with preference given to
a student who shows great promise.
The Lloyd-Jones Family Scholarship is the gift
of Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79; Susan ’84;
Donald ’86; and Susan’s husband, Bob
Dickinson ’83. Established in 1990, the
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Amy Chase Loftin ’29 Scholarship was
established in 1998. The renewable scholarship
is awarded to a sophomore, with preference
given to Native Americans and African
Americans.
The Joan Longer 78 Scholarship was created
as a memorial in 1989 by her family,
classmates, and friends, to honor Joan’s
personal courage, high ideals, good humor, and
grace. The renewable scholarship is awarded on
the basis of merit and need.
The Mary T. Longstreth Scholarship was
established in 1938 by Rebecca C. Longstreth
in memory of her mother, who served on the
Board ofManagers from 1872 to 1887. The
scholarship is awarded to a deserving student
on the basis of financial need.
The David Laurent Low Memorial Scholarship
was established in 1981 by Martin L. Low ’40;
his wife, Alice; Andy Low ’73; and Kathy Low
in memory of their son and brother. It is
awarded to a man or woman who shows the

5 Financial Aid
great promise that David himself did. The
award assumes both need and academic
excellence and places emphasis, in order, on
qualities of leadership and character or
outstanding and unusual promise. The
renewable scholarship is awarded to a first-year
student.
The Lyman Scholarship was established by
Frank L. Lyman Jr. ’43 and his wife, Julia, on
the occasion of his 50th reunion in 1993. The
renewable scholarship is awarded on the basis
of financial need to a student who is a member
of the Religious Society of Friends or whose
parents are members of the Religious Society of
Friends.
The Leland S. Mac-Phail Jr. ’39 Scholarship,
given by Major League Baseball in 1986 in
recognition of 48 years of dedicated service by
Leland S. MacPhail Jr., is awarded annually to
a deserving student on the basis of need and
merit.
The Magill Walk Scholarship was established in
2010 by an anonymous donor. The scholarship
shall be awarded to students on the basis of
academic merit and financial need and is
renewable.
The David Mailloux Endowed Scholarship was
established in 2005 by his loving parents to
celebrate David’s life and memory. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Clara B. Marshall Scholarship was
established in 1982 by the estate of Dr. Clara
Marshall. Clara Marshall was a Philadelphiaarea physician and educator from a prominent
Quaker family whose leadership as dean of the
Women’s Medical College led to greatly
expanded and improved facilities and course
offerings at that institution. The scholarship is
awarded to a deserving student on the basis of
academic merit and financial need.
The Edward Martin Scholarship, established by
a bequest from Edward Martin, a professor of
biological sciences at the College, is awarded to
a junior or senior with preference for a biology
major or premedical student.
The Jacob and Rae Mattuck Scholarship,
created in 2009 by Arthur P. Mattuck ’51 in
honor of his parents, is renewable and awarded
to students based on academic merit and
financial need with preference for majors in the
sciences, mathematics, statistics, computer
science, engineering, music, or the arts.
The Franz H Mautner Scholarship honors the
memory of this Professor Emeritus of German
and is awarded to a student who has
demonstrated financial need.
The Thomas B. McCabe ’15 Awards,
established in 1952 by Thomas B. McCabe, are
awarded to entering students. Regional McCabe
Scholarships are awarded to a few students

p. 32

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. The
National McCabe Scholarships are awarded to a
few students based on financial need. In making
selections for all McCabe Scholarships, the
committee places emphasis on ability,
character, personality, and service to school and
community.
The Charlotte Goette ’20 and Wallace M.
McCurdy Scholarship is awarded to a first-year
student on the basis of financial need and
academic merit. The renewable scholarship was
endowed by Charlotte McCurdy in 1986.
The Cornelia Dashiell and Dino Enea Petech
'35 McCurdy, M.D., Family Scholarship was
endowed by Cornelia and Dino E.P. McCurdy,
M.D. The scholarship is awarded each year to a
well-rounded student with need who
demonstrates academic and extracurricular
interests based upon sound character and
healthy personality traits, with preference given
to graduates of George School.
The Dorothy Shoemaker ’29 and Hugh ’30
McDiarmid Scholarship is awarded to a firstyear man or woman on the basis of academic
merit and financial need. Established in 1987,
the renewable scholarship is the gift of the
McDiarmid family in commemoration of their
close association with Swarthmore College.
The Helen Osier McKendree '23 Scholarship,
created in 1998 by the estate of Helen’s brother,
E. Morgan Osier, is awarded to a junior
majoring in a foreign language or languages.
The Sarah Meade McKitterick Scholarship was
established in 2006 by Katherine Burt Anderson
’49 to honor the memory of her daughter. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Donald R. McMinn '86, Robert '57, and
Tamzin MacDonald '58 McMinn Scholarship
was created in 2004 and is awarded on the basis
of academic merit and financial need, with
preference for students planning a career in
business.
The Margaret S. Meeker '45 Scholarship was
established in 2005 by Douglas F. Bushnell,
Rebecca W. Bushnell ’74, and John D. Toner
’73 in memory of Peggy Meeker, wife and
mother, who was full of love and life and who
was so happy during her years at Swarthmore
College. The renewable scholarship is awarded
on the basis o f academic merit and financial
need.
The Norman Meinkoth Scholarship was
established in 1988 by his friends and former
students to honor Dr. Norman A. Meinkoth, a
member of the College faculty from 1947 to

5 Financial Aid
1978 who died in 1987. This scholarship serves
as a memorial and is awarded annually to a
worthy student with an interest in the study of
biological problems in a natural environment.
The Alison Joanna Meloy ’94 Memorial
Scholarship was established in 2006 by her
mother and stepfather, Alice and Robert Deal.
The scholarship celebrates Alison’s love of
Swarthmore College and recognizes that some
of her happiest years were spent there. The
renewable scholarship is awarded on the basis
of academic merit and financial need, with a
preference for female students majoring in
political science.
The Peter Meriz ’57 Scholarship is awarded to
an entering first-year student outstanding in
mental and physical vigor, who shows promise
of using these talents for the good o f the
College community and of the larger
community outside. The renewable scholarship
was established in 1955 by Harold ’26,
LuEsther, and Joyce ’51 Mertz in Peter’s
memory.
The Mari Michener Scholarship provides
financial support to four students on the basis of
academic merit and financial need. The
scholarship is the gift of James Michener ’29
and honors his wife.
The Bruce and Florence Miller Scholarship was
established in 2006 by their son, Grant Miller
’65, to honor his parents’ lifetime commitment
to education and underserved communities. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
Preference is given to students with sensitivity
toward diverse underserved communities.
The James E. Miller Scholarship, established by
a bequest from Arabella M. Miller in 1924, is
awarded to a deserving student on the basis of
financial need.
The James H. Miller '58 Scholarship will be
established with a gift from the estate of James
H. Miller and awarded on the basis of academic
merit and financial need.
The Hajime Mitarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory of his
close friend and the father of Tsuyoshi Mitarai
’98, is awarded to students with financial need.
Preference is given to students with
international backgrounds.
The Margaret Moore Scholarship, established
in 1974 by an anonymous donor, provides
scholarships to foreign students, with a
preference given to students of South Asian
origin. This scholarship honors a Quaker
teacher who spent a lifetime of teaching and
public service in western India with the people
she loved until her death in 1962.
The Kathryn L. Morgan Scholarship was
established by an anonymous donor in 2000.
The renewable scholarship was created in

p. 33

recognition of Professor Morgan’s
distinguished teaching and scholarly
contributions to the life of the College.
Preference is given to students with an interest
in black studies.
The Robert '67 and Joan Murray Scholarship
was created in 2004 and is awarded on the basis
o f academic merit and financial need.
The Thomas W. Nash ’74 Scholarship was
established in 2006. This renewable scholarship
is awarded on the basis of academic merit and
financial need.
The Florence Eising Naumburg Scholarship
was named in 1975 in honor of the mother of an
alumna of the Class of 1943. The scholarship is
awarded to a student whose past performance
gives evidence of intellectual attainment,
leadership, and character and who shows
potential for future intellectual growth,
creativity, and scholarship and for being a
contributor to the College and, ultimately, to
society.
The Albert and Christine Nehamas Scholarship
was established in 2004 by Alexander Nehamas
’67 and Susan Glimcher in loving memory of
Alexander’s parents, who strove to provide a
sound education for their son. The scholarship
is awarded on the basis of academic merit and
financial need, with preference for students
from Greece or from other foreign countries.
The Thomas S. ’30 and Marian Hamming ’30
Nicely Scholarship was established in 1987 and
is awarded to a first-year student with need who
shows promise of academic achievement, fine
character, and athletic ability. Preference is
given to a person who has been on the varsity
tennis, squash, golf, or swimming teams in high
school or preparatory school.
The Mary McCusker Niemczewski Scholarship
was established in 2005 by Christopher M.
Niemczewski ’74 to honor his mother and is
awarded on the basis of academic merit and
financial need.
The John H. Nixon '35 Scholarship was
established in 1983 by John H. Nixon to assist
Third World students, especially those who
plan to return to their country of origin.
The Donald E. Noble Scholarship was
established in 2002 by the Donald E. and Alice
M. Noble Charitable Foundation. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Helen North Scholarship was established in
2002 by Maureen Cavanaugh ’75 and
Christopher Plum ’75 in honor of Helen F.
North, who, at the time of her retirement from
Swarthmore in 1991, was the Centennial
Professor of Classics and had been a member of
the College faculty for 43 years. Author,
traveler, lecturer, and beloved friend, Helen
North has always been committed to teaching in

5 Financial Aid
a culturally diverse educational community.
The scholarship is awarded on the basis of
academic merit and financial need.
The Northwest Scholarship was established in
1990 by Constance Gayl Pious ’53 to offer
financial aid to students from the northwestern
United States.
The Edward L. Noyes '31 Scholarship was
endowed in 1987 in his memory by his wife,
Jean Walton Noyes ’32; his three sons; and his
many friends. The scholarship is available to an
incoming first-year student, with preference
given to those from the Southwest, especially
Texas. The renewable scholarship is awarded
on the basis of financial need and academic
merit to students with broad interests.
The Nancy Triggs Ohland '55 Scholarship was
established in her memory in 2006 by her
husband, Theodor C. Ohland, and children
Karen J. Ohland ’83, Matthew W. Ohland ’89,
and Erik D. Ohland. The scholarship is awarded
on the basis of academic merit and financial
need, with preference given to a student with a
strong record of community service.
The Howard Osborn Scholarship, established
by a bequest in 1970 to honor the memory of
his parents, Viola L. and Frank Osbom, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Mark L. Osterweil '94 Memorial
Scholarship was established by his family and
friends. Mark was an ardent student of
European and American history, with a special
interest in the economic, intellectual, political,
and social relationships and connections
between the United States and other countries,
peoples, and cultures. Preference in awarding
the scholarship is given to American or foreign
students whose studies of history are consistent
with Mark’s wide-ranging interests.
The Martin Ostwald Scholarship was
established in 2005 by Christopher Plum ’75 in
memory of his beloved wife, Maureen
Cavanaugh ’75. The scholarship is named in
honor of Martin Ostwald, the Swarthmore
classics professor who had a tremendous
lifelong impact on Maureen’s development as a
classics and legal scholar. It is awarded on the
basis of academic merit and financial need, with
a preference for classics students, particularly
those studying ancient history or philosophy.
The Page-Pixton Scholarship fo r Study Abroad,
established in 2003, is awarded yearly on the
basis of financial need to rising juniors or
seniors who seek through study abroad
experience to prepare themselves to become
effective leaders of a more inclusive, generous,
and peaceful world.
The Harriet W. Paiste Scholarship was
established by a bequest in 1900 to assist those
whose limited means would exclude them from

p. 34

enjoying the advantages of an education at this
college.
The Rogers Palmer '26 Scholarship, established
in 1973, is awarded to a deserving student on
the basis of academic merit and financial need.
The Susanna Haines Parry, Class o f1908 and
Beulah Haines Parry, Class o f 1909
Scholarship, established by a bequest in 1979,
is awarded to a deserving student on the basis
of academic merit and financial need.
The Tory Parsons '63 Scholarship was
established in 1991 in his memory by a member
of the Class of 1964 to provide scholarship aid
to students with demonstrated need.
The Sibella Clark Pedder '64 Endowment was
established in 2005 to enable American students
through study abroad to develop deeper
understanding of, and improved facility with, a
global world. The income from the fund is
awarded only to students who qualify for
financial aid on the basis of their financial need.
The J. Roland Pennock '27 Scholarships were
established in 1973 by Ann and Guerin Todd
’38 in honor of J. Roland Pennock, Richter
Professor Emeritus of Political Science. Income
from this endowment is to be used to award
four scholarships on the basis of merit and
need, preferably to one scholar in each class.
The T.H. Dudley Perkins, Class o f1906,
Scholarship was established in 1920 by his
wife, Alice Sullivan Perkins 1904, and other
family members and friends to honor the
memory of one who died in the service of his
country in 1918. The scholarship is awarded to
a deserving student on the basis of academic
merit and financial need.
The Perry Family Scholarship was created in
2006. Four generations of the Perry family have
attended Swarthmore College. At Swarthmore,
the Perrys pursued diverse academic paths and
participated in team sports. After graduation,
they became educators, physicians, and
scientists. The Perry Family Scholarship is
awarded with preference for a well-rounded
premedical student who demonstrates strong
academic achievement along with an interest in
student life and community service. The
scholarship, which may be renewed, is awarded
to a student entering his or her junior year.
The Winnifred Poland Pierce '45 Scholarship
was established in 1988. This renewable
scholarship is awarded on the basis of academic
merit and financial need. Preference is given to
students who are the first generation in their
families to attend college.
The Cornelia Chapman '26 and Nicholas O.
Pittenger Scholarship, established in 1961 by
their family, is awarded to an incoming firstyear student who ranks high in scholarship,
character, and personality and needs financial
assistance. Cornelia, an honors graduate, was

5 Financial Aid
active in alumni activities and served on the
Alumni Council from 1945 to 1949. Nicholas
(“Pitt”) was the controller o f the College for 22
years.
The Frances Hughes Pitts Scholarship was
established in 2003 by George R. Pitts ’72 in
honor and memory of his mother. The
renewable scholarship is awarded on the basis
of academic merit and financial need with a
preference given to students with an interest in
the sciences.
The Rebecca Kemp and Richard Pogir
Scholarship was established in 2009 on the
occasion of their marriage as a gift from the
bride’s parents, Barbara Guss Kemp and Giles
Kemp ’72. This renewable scholarship is
awarded on the basis of academic merit and
financial need. Preference is given to a student
from South Africa or Africa or with an
academic interest in these areas.
The Anthony Beekman Pool '59 Scholarship,
established by his family and friends in 1958, is
awarded to an incoming first-year man of
promise and intellectual curiosity. It is given in
memory of Tony Pool, who died of pneumonia
in his senior year.
The Ramon L. Posel Scholarship was
established in 2005. The scholarship is awarded
on the basis of academic merit and financial
need.
The Richard '36 and Helen Shilcock ’36 Post
Scholarship was established in 1995 by Helen
Shilcock Post, Bill ’61 and Suzanne Rekate ’65
Post, Carl ’66 and Margery Post ’67 Abbott,
Barbara Post Walton, Betsy Post Falconi,
Richard W. ’90 and Jennifer Austrian ’90 Post,
and their families. The renewable scholarship is
awarded to a well-rounded first-year student
who demonstrates academic merit, financial
need, and an interest in athletic endeavors.
The Elizabeth Carver Preston, Class o f1934,
Memorial Scholarship was established in 2001
by the family of Elizabeth “Beth” Preston in
recognition of her devotion to Swarthmore
College. For Beth, who was a scholarship
student, Swarthmore College opened a new
world, stimulating her intellectually and
introducing her to lifelong friends, including
her husband. Her commitment to the College
continued after graduation with years of
participation in College events and service as an
alumna, including several terms on the Board of
Managers. Her heartfelt enthusiasm about
Swarthmore encouraged numerous young
people to consider the College for themselves.
In this scholarship, Beth’s spirit lives on by
enabling others to experience the college life
she so cherished. The Preston Scholarship is
renewable and awarded on the basis of
demonstrated financial need.

p. 35

The Mary Coates Preston Scholarship,
established in 1942 by a bequest from Elizabeth
Coates, is awarded to a deserving student on the
basis of academic merit and financial need.
The David L. Price '31 Scholarship, established
in 1975 by a bequest from this alumnus, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Henry L. Price Jr., M.D., '44 Scholarship
was established in 1994 by Hal and Meme
Price. The renewable scholarship, awarded on
the basis of merit and need, is given to a student
who has declared the intention to choose a
major in the Division of Natural Sciences other
than engineering. This scholarship is in memory
of Dr. Price’s parents, Sara Millechamps
Anderson and Henry Locher Price.
The Robert Pyle, Class o f1897, Scholarship
was established in 1964 by Margery Pyle, Class
of 1900, and Ellen Pyle Groff, Class of 1892, in
memory of their brother who served for many
years on the Board of Managers.
The Martin S. and Katherine D. Quigley
Scholarship was established in 2000 by their
son, Kevin F. F. Quigley ’74, in honor of his
parents’ steady commitment to family, lifetime
learning, and international understanding. The
renewable scholarship is awarded each year on
the basis of academic merit and financial need.
Preference is given to outstanding international
students attending Swarthmore.
The Jed S. R akoff '64 Scholarship was created
by an anonymous donor in 2005, in recognition
of the benefits of an independent judiciary. The
renewable scholarship is awarded on the basis
of academic merit and financial need, with
preference for students who have demonstrated
an interest in public affairs.
The Raruey-Chandra and Niyomsit
Scholarships were established in 1980 by
Renoo Suvamsit ’47 in memory o f his parents.
They are awarded in alternate years: the
Raruey-Chandra Scholarship to a woman for
her senior year and the Niyomsit Scholarship to
a man for his senior year, to a student of high
academic standing and real need for financial
aid. Preference is given to a candidate who has
divorced or deceased parents.
The George G. and Helen Gaskill '18 Rathje
Scholarship, established by a bequest in 1985,
is awarded to a deserving student on the basis
of academic merit and financial need. Helen
was a writer and a college drama teacher. Her
husband was a professor of German.
The Reader's Digest Foundation Endowed
Scholarship, created in 1959, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Mark E. Reeves Scholarship was
established in 1905, when Caroline E. Reeves
o f Richmond, Ind., gave to Swarthmore College

5 Financial Aid
the sum of $5,000 for the purpose of founding a
scholarship in memory of her husband who
“was one of the first subscribers to the College
and always had a deep interest in its success.”
The fund is part of the general scholarship fiind.
The Fred C. and Jessie M. Reynolds
Scholarship, established in 1984 by a bequest
from Jean Reynolds ’32, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Lily Tily Richards '29 Scholarship was
established in 1963 by Peirce L. Richards Jr.
’21 in memory of his wife, who was active in
Swarthmore alumni activities. This scholarship
is awarded to a deserving student on the basis
of academic merit and financial need.
The Adele Mills Riley '37 Memorial
Scholarship, established in 1964 by her
husband, John R, Riley, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Lewis M. Robbins '40 Scholarship was
established by Lewis M. Robbins in 2002. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Michael J. Robbins Living Memorial
Endowed Scholarship was established
anonymously in 2007 to celebrate the memory
of Michael J. Robbins and to recognize the
important role scholarships play in assisting
talented students with substantial financial need
to receive a Swarthmore College education.
This renewable scholarship is awarded on the
basis of academic merit and financial need.
The Byron T. Roberts, Class o f 1912,
Scholarship, endowed in 1973 by his family in
memory of Byron T. Roberts, is awarded
annually to an incoming student and is
renewable.
The Louis N. Robinson, Class o f1905,
Scholarship was established in 1964 during the
College’s centennial year by the family and
friends of Louis N. Robinson. Mr. Robinson
was for many years a member of the
Swarthmore College faculty and founder of the
Economics Discussion Group. A member of the
junior or senior class who has demonstrated
interest and ability in the study of economics is
chosen for this award.
The Edwin P. Rome '37 Scholarship provides
financial assistance to worthy students with
financial need. The scholarship was established
in 1987 in memory of Edwin P. Rome by his
wife, Rita Rome, and The William Penn
Foundation, on whose board he served.
The Matthew Rosen '73 Scholarship was
established in 2004 and is awarded on the basis
of academic merit and financial need.
The Alexis Rosenberg Scholarship, established
in 1983 by The Alexis Rosenberg Foundation,

p. 36

now the Alexis Rosenberg Fund of the
Greenfield Foundation, provides aid for a firstyear student. The scholarship is awarded
annually to a worthy student who could not
attend the College without such assistance.
The Girard Bliss Ruddick '27 Scholarship was
established in 1987 by J. Perry Ruddick in
memory of his father. The renewable
scholarship is awarded to a junior on the basis
of academic merit and financial need, with
preference given to an economics major.
The Charles F. C. R uff '60 D istrict o f Columbia
Scholarship memorializes distinguished
alumnus Charles F. C. Ruff, who died in 2000.
Preference is given to students with financial
need who live in the District of Columbia.
The Edith A. Runge '38 Scholarship, created in
1971 by a bequest from her estate, is awarded to
a deserving student on the basis of academic
merit and financial need. A professor, Edith
Runge chaired the German Department at
Mount Holyoke College at the time of her
death.
The David Barker Rushmore, Class o f1894,
Scholarship, established in 1974 in honor of
David Barker Rushmore by his niece Dorothea
Rushmore Egan ’24, is awarded annually to a
worthy student who plans to major in
engineering or economics.
The Carl E. Russo '79 Business Scholarship
was established in 2000 and financially
supports rising sophomores, juniors, and seniors
with a strong and expanding interest in business
and entrepreneurship. The renewable
scholarship is awarded on the basis of financial
need and academic merit.
The Bernard Saffron Legacy Scholarship
honors Bemie Saffian's contribution to making
Swarthmore a place to pursue academic
passions without forgetting an obligation to
strive for a better world. Established in 2008,
the scholarship is awarded on the basis of
academic merit and financial need, with
preference given to students with an interest in
economics, political science, or philosophy.
The Professor Bernard “B em ie" Saffron
Scholarship was created in 2005 by students,
colleagues, and friends in honor and memory of
Bemie Saffran, distinguished economist, gifted
teacher, international mentor, raconteur, and
treasured member of the Swarthmore College
faculty from 1967 to 2004. The renewable
scholarship is awarded on the basis o f academic
merit and financial need, with preference given
to economics majors with an interest in public
policy.
The William B. Sailer '82 Scholarship was
created in 2004 and is awarded on the basis of
academic merit and financial need.
The Richard B. Saltzman '77 Scholarship was
established in 2006 by Richard B. Saltzman.

5 Financial Aid
This renewable scholarship is awarded on the
basis of academic merit and financial need.
The Amelia Emhardt Sands ’31 Scholarship,
created in 1995 by a bequest from her estate, is
awarded to a student who has demonstrated
financial need.
The Katharine Scherman ’38 Scholarship is
awarded to a student with a primary interest in
the arts and the humanities who has special
talents in these fields. Students with other
special interests, however, will not be excluded
from consideration. Established in 1963 by her
husband, the renewable scholarship honors
Katharine Scherman.
The Peter ’57 and David ’58 Schickele
Scholarship was established by an anonymous
donor in 2000. Named for Peter and in memory
of his brother, David, it is awarded on the basis
of academic merit and financial need.
Preference is given to students from the Native
American community in the plains, desert, and
mountain states west of the Mississippi River.
The Schmidt/Lyman Scholarship, established in
2005, is awarded on the basis of academic merit
and financial need. The scholarship is
renewable.
The Walter Ludwig Schnaring Scholarship was
established in 1998 by a gift from the estate of
Helen Hillbom Schnaring, in memory of her
husband. This renewable scholarship is
unrestricted.
The Schneck Family Scholarship was
established in 2001 by Jennifer Schneck ’83.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Howard A. Schneiderman '48 Scholarship,
established in 1991 by his family, is awarded to
a first-year student and is renewable. Preference
is given to students with an interest in the
biological sciences.
The Schoenbaum Family Scholarship was
established in 2003 by Stephen B. Schoenbaum
’62. It is awarded on the basis of academic
merit and financial need and is renewable.
Preference is given to first-generation college
students.
The Gustavo R. Schwed ’84 and Lucy E.
Harrington '85 Scholarship was established in
2006 by Gus Schwed and Lucy Harrington. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
Preference is given to economically
disadvantaged students who represent the first
generation in their families to attend college.
The William G. and Mary N. Serrill Honors
Scholarship, created in 1931 through a gift from
William’s estate, is awarded to a deserving
student on the basis of financial need.
The Clinton G. Shafer ’51 Scholarship,
established in 1964 by his family, is awarded to

p. 37

a deserving student on the basis of academic
merit and financial need, with preference given
to engineering and physical science majors.
The Joe ’25 and Terry Shane Scholarship was
created in 1986 in honor of Joe Shane, who was
vice president of Swarthmore College’s
Alumni, Development, and Public Relations
from 1950 to 1972, and his wife, Terry, who
assisted him in countless ways in serving the
College. The renewable scholarship was
established by their son, Larry Shane ’56, and
his wife, Marty Porter Shane ’57, in
remembrance of Joe and Terry’s warm
friendship with generations of Swarthmore
alumni. This award is made to a first-year
student on the basis of academic merit and
financial need.
The Roy J. ’70 and Linda G. Shanker
Scholarship was established in 2006. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Leonard Shapiro Scholarship was
established in 2004 by his son, Robin Marc
Shapiro ’78. The award assumes both academic
excellence and financial need and is awarded to
a first-year student who shows great promise.
Preference for this renewable scholarship is
given to a student who is the first generation of
his or her family to attend a college or
university in the United States.
The Felice K. Shea ’43 Scholarship was
established in 2004 by an anonymous donor and
honors the Honorable Felice K. Shea, who has
dedicated her life to issues of justice and public
service throughout her 25 years on the bench
and her work with the Legal Aid Society of
New York. The renewable scholarship is
awarded on the basis of academic merit and
financial need with preference for a student
looking toward a career in public service.
The Philip Shen and Sylvia Lo Shen
Scholarship was established in 2006 by an
anonymous donor to honor the parents of the
donor’s classmate, Kairos Shen ’87. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
Preference is given to Chinese students who are
not U.S. citizens and students interested in
religious studies.
The Florence Creer Shepard ’26 Scholarship,
established in 1988 by her husband, is awarded
on the basis of high scholastic attainment,
character, and personality.
The Caroline Shero ’39 Endowed Scholarship,
established on the occasion of her retirement
from Swarthmore College in 1982, is awarded
to a student who has demonstrated financial
need.
The Annie Shoemaker Scholarship was created
in 1899 and honors the memory of a member of
the Board of Managers who served from 1876

5 Financial Aid
to 1883 and 1891 to 1903. The scholarship is
awarded to a student on the basis of financial
need.
The Sarah W. Shreiner Scholarship, given in
1965 in loving memory by her daughter, Leah
S. Leeds ’27, is awarded to a deserving student
on the basis of academic merit and financial
need. Leah created the scholarship because she
was “able to finish at Swarthmore due to
someone’s kindness in making money
available” when her father fell ill and her family
suffered extreme financial hardship.
The Barbara L. ’86 and Salem D. Shuchman
84 Scholarship, created in 2000, is awarded to
a junior or senior who intends to enter the
teaching profession. The recipient is chosen by
the Financial Aid Office in consultation with
the faculty of the Educational Studies
Department at Swarthmore College.
The William C. ’47 and Barbara Tipping ’50
Sieck Scholarship was established in 1979 by
the Siecks and is awarded annually to a student
showing distinction in academics, leadership
qualities, and extracurricular activities and who
indicates an interest in a career in business.
The Gary J. Simon ’79 Scholarship was
established in 2002. The renewable scholarship
is awarded on the basis of academic merit and
financial need.
The Walter Frederick Sims, Class o f1897,
Scholarship, established in 1975 by a gift from
the estate of Florence Sims, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Daniel M. Singer ’51 Endowed Scholarship
was established in 2005 by Maxine Frank
Singer ’52 in honor of her husband. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Rose and Simon Siskin Scholarship was
established in 2004 in loving memory by their
family to provide financial aid on the basis of
academic merit and financial need.
The Virginia L. ’40 and Robert C. Sites
Scholarship, established in 2003 by a bequest
from Virginia Sites, is awarded to a deserving
student on the basis of academic merit and
financial need.
The Nancy Baxter Skallerup Scholarship was
established in 1982 by her husband and
children. The renewable scholarship is awarded
to a first-year student with financial need.
The Ann Brownell Sloane ’60 Scholarship was
established in 2002 by Ann Brownell Sloane.
Preference is given to a student majoring in
history.
The William W. Slocum ’43 Scholarship was
established in 1981 and is awarded to a
deserving student on the basis of academic
merit and financial need.

p. 38

The Courtney C. Smith Scholarship, established
in 1987 by the Smith family and members of
the Class of 1957, is for students who best
exemplify the characteristics of Swarthmore’s
ninth president: intellect and intellectual
courage, natural dignity, humane purpose, and
capacity for leadership. Normally, the award is
made to a member of the first-year class on the
basis of merit and need. Recipients of this
renewable scholarship gain access to a special
file in the Friends Historical Library left by the
scholarship’s creator, the Class o f 1957,
inviting them to perpetuate the memory of this
individual’s 16 years of stewardship of the
College’s affairs and his tragic death in its
service.
The W. W. Smith Charitable Trust provides
scholarships to qualifying students from the five
surrounding counties in the Philadelphia area.
The Smith Charitable Trust has contributed
significant annual funds (as opposed to
endowed funds) to Swarthmore student
scholarships over many years.
The Elizabeth Thom Snipes Scholarship was
established in 2004 by Jim Snipes ’75. The
renewable scholarship is awarded on the basis
of academic merit and financial need, with
preference given to students majoring in
religion or philosophy.
The Harold E. '29 and Ruth Calwell Snyder
Premedical Scholarship, the gift of Harold E.
Snyder in 1992, provides support up to full
tuition and fees for junior or senior premedical
students and is awarded on the basis of
academic merit and financial need.
The Cindy Solomon Memorial Scholarship was
created in 1979 by her parents, Mary and Frank
Solomon, Jr. ’50. It is awarded with preference
given to a young woman in need of financial
assistance who has a special talent in poetry or
other creative and imaginative fields.
The Frank Solomon Memorial Scholarship was
created in 1955 by family, friends, and the
Joseph & Feiss Company Charity Fund. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Frank Solomon Jr. ’50 Scholarship was
established in 2004. The scholarship is awarded
on the basis of academic merit and financial
need.
The Helen Solomon Scholarship was given in
1988 in her memory by her son, Frank Solomon
Jr. ’50. The renewable scholarship is awarded
to a first-year student on the basis of merit and
need.
The Babette S. Spiegel ’33 Scholarship, given
by her family in 1972 in memory of Babette S.
Spiegel, is awarded to a student showing very
great promise as a creative writer (in any
literary form) who has need of financial

5 Financial Aid
assistance. The English Department assists in
the selection.
The William T. '51 and Patricia E. Spock
Scholarship was established in 2000 by Thomas
E. ’78 and Linda M. Spock. This renewable
scholarship is awarded with preference given to
a man or woman majoring in mathematics or
the fine arts.
The Harry E. Sprogell ’32 Scholarship,
established in 1981 in memory of Harry E.
Sprogell ’32 in honor of his class’s 50th
reunion, is awarded to a junior or senior with
financial need who has a special interest in law
or music.
The Mary L. Sproul, Class o f1907, Scholarship
was established by a bequest in 1949 from this
alumna, cousin of former Pennsylvania
governor, William Sproul. The scholarship is
awarded to a deserving student on the basis of
academic merit and financial need.
The Helen E. W. Squier Scholarship, created in
1892, provides financial aid to a student with
need.
The Helen G. Stafford '30 Scholarship,
established by a bequest from the estate of her
sister, Anna R. Stafford, is awarded to a
deserving student on the basis of financial need.
The C. V. Starr Scholarship, established in 1988
by The Starr Foundation as a memorial to its
founder, provides scholarship assistance on the
basis of academic merit and financial need.
The David Parks Steelman Scholarship,
established in his memory in 1990 by C.
William ’63 and Linda G. Steelman, is awarded
annually to a deserving male or female student
on the basis of academic merit and financial
need, with preference given to someone
showing a strong interest in athletics.
The Stella Steiner Scholarship was established
in 1990 by Lisa A. Steiner ’54 in honor of her
mother. The renewable scholarship is awarded
to a first-year student on the basis of academic
merit and financial need.
The Anne C. Stephens and Janaki Ramaswamy
Scholarship was established in 2006 by
Christianna Strohbeck ’80 and Ramaswamy
Murari. The renewable scholarship is awarded
on the basis of academic merit and financial
need. Preference is given to students who
demonstrate a commitment to teaching or
counseling to develop the human and
intellectual potential of others.
The Morris and Pearl Donn Stem light
Scholarship, established by their son, Peter D.
Stemlight ’48, in 2005, is awarded on the basis
of academic merit and financial need.
The Thomas D. ’87 and Kathleen B. ’87
Stoddard Scholarship was established in 2004.
This gift of restricted endowment funds is

p. 39

awarded on the basis of academic merit and
financial need.
The Clarence K. Streit Scholarship, established
in 1975, is awarded to a student entering the
junior or senior year and majoring in history.
Preference is given to persons, outstanding in
initiative and scholarship, who demonstrate a
particular interest in early American history.
This scholarship honors Clarence K. Streit,
author of Union Now: A Proposalfo r an
Atlantic Federal Union o f the Free, whose
seminal ideas were made public in three Cooper
Foundation lectures at Swarthmore.
The Francis Holmes Strozier '57 Memorial
Scholarship, created in 1956 by his parents
following his death, is awarded to a deserving
student on the basis of academic merit and
financial need.
The Joseph T. Sullivan Scholarship, established
by a bequest in 1922, is awarded to a deserving
student on the basis of academic merit and
financial need.
The Solon E. Summerfield Endowed
Scholarship, established in 1991 by the
Summerfield Foundation, is awarded on the
basis of academic merit and financial need with
a preference for students from the Midwest.
The Swarthmore College Asian Scholarship
was established in 2003 by Ahna Dewan ’96,
Terence Graham ’94, Brace Wook Han ’86,
George Hui ’75, Min Lee ’00, Thomas Lee ’73,
Benjamin Su ’96, Mark Tong ’99, Quoc T.
Trang ’93, Stephanie Wang ’99, and Michael
Yu ’88. The scholarship is awarded on the basis
of financial need and academic excellence (or
potential for academic excellence) to
Swarthmore College students of Asian ancestry
(excluding U.S. nationals).
The Katharine Bennett Tappen, Class o f 1931,
Memorial Scholarship was established in 1979
by her sister, a member of the Class of 1928,
and is awarded to a first-year student. The
scholarship is renewable for four years at the
discretion of the College. Preference is given to
a resident of the Delmarva Peninsula.
The Newton E. Tarble, Class o f 1913, Award,
established in 1961 by Newton E. Tarble, is
granted to a first-year man who gives promise
of leadership, ranks high in scholarship,
character, and personality, and resides west of
the Mississippi River or south of Springfield,
m.

The Julia Fishback Terrell '45 Scholarship was
established in 2004 by Burnham Terrell ’45 in
honor and memory of Julia Terrell. The
renewable scholarship is awarded on the basis
of academic merit and financial need with a
preference given to students with potential for
service to the College.
The John S. Thayer Endowed Scholarship was
established by a bequest from this friend of the

5 Financial Aid
College in 2007. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Phoebe Anna Thome Memorial
Scholarship was established by a Thome family
member in 1911. Preference is given to
members of the New York Quarterly Meeting
of the Religious Society of Friends. The
scholarship is renewable.
The Titus Scholarship was established by a
bequest from Georgiana Titus, Class o f 1898,
and is awarded to a deserving student on the
basis of academic merit and financial need.
The David Todd ’38 Scholarship was
established in 2004 in his memory by his
daughter, Rebecca Todd Lehmann ’64, and her
husband, Scott K. Lehmann ’64. The
scholarship is awarded on the basis of academic
merit and financial need with preference for a
student in the natural sciences.
The Jean Goldman Todd and Alden Todd ’39
Endowed Scholarship was established in 2002
by writer and editor Alden Todd. The late Jean
Goldman Todd was a research biologist
specializing in tissue culture. The renewable
scholarship is awarded on the basis of academic
merit and financial need with preference given
to students concentrating in the life sciences.
The Patricia Trinder Scholarship, awarded on
the basis of academic merit and financial need,
is renewable. This scholarship was created in
2006 to honor the memory of Pat Trinder,
recruitment manager and assistant director of
career services (1988-2003) and secretary to
the chairman of athletics (1979-1988). Pat’s
long career at the College was dedicated to
reaching out, serving, supporting, encouraging,
and being a friend to students as they navigated
life at Swarthmore. She is remembered for her
compassion, her larger-than-life personality,
and her warmth toward others. The donors to
this scholarship hope it will be awarded to a
student who exemplifies this spirit.
The Audrey Friedman Troy Scholarship,
established in 1964 by her husband, Melvin B.
Troy ’48, is awarded to a first-year man or
woman. Prime consideration for this renewable
scholarship is given to the ability of the
prospective scholar to profit from a Swarthmore
education and to be a contributor to the College
and, ultimately, to society.
The Jane Hausman and Geoffrey M. B. ’75 Troy
Scholarship, established in 1999, is awarded
annually to a deserving student on the basis of
academic merit and financial need, with
preference given to art history majors.
The Robert C. '36 and Sue Thomas ’35 Turner
Scholarship, established in 1987, is awarded to
a deserving student on the basis of academic
merit and financial need.

p. 40

The Daniel Underhill Scholarship was
established by a bequest from Edward Clarkson
Wilson, Class of 1891, and a gift by Daniel
Underhill, Jr. Class of 1894. The scholarship is
named for Daniel Underhill and also recognizes
Underhill’s father’s 31-year tenure on the Board
of Managers. The scholarship is awarded to a
deserving student on the basis of financial need.
The Vaughan-Berry Scholarship was
established in 1963 by Harold S. Berry ’28 and
Elizabeth Vaughan Berry ’28 through their
estate plans to provide financial assistance to
needy students.
The William Hilles Ward, Class o f 1915,
Scholarship was established in 1967 by family
members in memory of this alumnus who
served on seven committees during his years on
the Board of Managers. It is awarded to a
deserving student on the basis of academic
merit and financial need with preference for a
science major.
The Gertrude S. Weaver ’38 Scholarship was
endowed in her memory by her longtime friend
and companion Anna Janney de Armond ’32.
The scholarship, renewable in the senior year, is
awarded each year to a woman student planning
a career in teaching, with preference given to a
student who is majoring or has a special interest
in German or Chinese language, literature,
history, or European history.
The Ellen V Weissman ’72 Scholarship was
created in 2000. The renewable scholarship is
awarded annually on the basis of academic
merit and financial need.
The Stanley and Corinne Weithom Scholarship
was established in 1981. The renewable
scholarship is awarded with preference given to
a student who has expressed a serious interest in
the area of social justice and civil rights.
The Suzanne P. Welsh Scholarship was created
in 2000 by an anonymous donor in recognition
of outstanding administrators at Swarthmore
College. The Welsh fund was established in
honor of Suzanne P. Welsh, who joined the
College staff in 1983 and became its treasurer
in 1989 and vice president for finance and
treasurer in 2002. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The David ’51 and Anita ’51 Wesson
Scholarship was established on the occasion of
their 50th reunion in honor of their parents,
Eleanor and Castro Dabrohua and Marion and
Philip Wesson. The renewable scholarship is
awarded to a first-year student on the basis of
academic merit and financial need. Preference
is given to a student who is the first in his or her
family to attend college.
The Dan and Sidney West Scholarship was
established in 2003 by an anonymous donor to
reflect the appreciation, respect, and affection

5 Financial Aid
that the Swarthmore College community holds
for the Wests and to honor their significant
accomplishments at institutional, community,
and personal levels. In 2007, Dan and Sidney
added funds to this endowment. The renewable
scholarship is awarded on the basis of financial
need and academic merit, with a preference for
students from Arkansas, Oklahoma, or Texas.
The Westbury Quarterly Meeting Scholarship
was created in 1874, when the Westbury
Quarterly Meeting, N.Y., turned over to
Swarthmore College a fund of $5,000, called
the Educational Fund belonging to the
Westbury Quarterly Meeting. The scholarship is
awarded to students with financial need.
The Larry E. and Myrt C. Westphal Scholarship
was established by Karan Madan ’91, Suzanne
Buckley ’89, and Jason Cummins ’90, with
additional gifts from other appreciative
students, friends and colleagues. The
scholarship honors Professor Westphal’s
teaching excellence and the impact he had
through his microeconomics, economic
development, Asian economies and
environmental studies classes, and Dean
Westphal’s dedication and work in housing,
disabilities, the Lang Scholar program and
personal advising. The scholarship is awarded
each year on the basis of academic merit and
financial need arid is renewable.
The Deborah F. Wharton Scholarship was
created in 1875 and honors the mother of
Joseph Wharton, who served on the Board of
Managers from 1883 to 1907. The scholarship
is awarded to a deserving student on the basis
of financial need.
The White Family Scholarship, established in
1972, provides financial aid for a deserving
student. A preference is given to students with
an interest in business, economics, or
engineering.
The Widdicombe Family Scholarship was
established in 2006 by Stacey ‘Toby”
Widdicombe III ’74, Gerard C. Widdicombe,
and Elizabeth A. Widdicombe in honor of their
parents. This renewable scholarship is awarded
on the basis of academic merit and financial
need.
The Frederick J. WiestJr. ’37 and Elizabeth S.
Wiest ’38 Scholarship was established in 2006
and is awarded on the basis of academic merit
and financial need.
The Rachel Leigh Wightman Scholarship was
created in 2000 by Colin W. ’82 and Anne
Bauman ’82 Wightman in memory of their
daughter. The renewable scholarship is awarded
to a gentle person whose quiet, unrelenting love
of learning inspires similar passion in those
around them. The scholarship is awarded on the
basis of need to a worthy student.

p. 41

The Erik Joseph Wilk ’90 Scholarship,
established in 2005, is awarded on the basis of
academic merit and financial need with a
preference for someone who embraces, and has
a sensitivity for and acceptance of diversity,
including other cultures and sexual orientations.
The Samuel Willets Scholarship was created in
1885 to honor a member of the original
committee to solicit funds for “The
Establishment of Swarthmore College” who
also served on the Board of Managers from
1862 to 1883. The scholarship is awarded to a
deserving student on the basis of financial need.
The 1. V. Williamson Scholarship, established in
1885 by a gift from the sale of property by this
Philadelphia merchant and philanthropist, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship, established in 1948 to
honor the former principal of the Baltimore
Friends School and his wife, is awarded to a
deserving student on the basis of financial need.
The Elmer L . Winkler ’52 Scholarship,
established in 1980 by this alumnus, is awarded
annually to a deserving student on the basis of
academic merit and financial need.
The Ned Winpenny ’74 Memorial Scholarship
was established in 2000 by an anonymous
donor. The renewable scholarship is awarded
on the basis of academic merit and financial
need.
The Robert W olf '39 Scholarship was endowed
in his memory by his sisters, Ruth Wolf Page
’42 and Ethel Wolf Boyer ’41. The renewable
scholarship is awarded each year on the basis of
need and merit to a junior or senior majoring in
chemistry or biology.
The Letitia M. Wolverton, Class o f 1913,
Scholarship, given by a bequest in 1983 from
Letitia M. Wolverton, provides scholarships for
members of the junior and senior classes who
have proved to be capable students and have
need for financial assistance to complete their
education at Swarthmore College.
The Mary Wood Scholarship, created through a
bequest in 1898 from this Media, Pa., resident,
is awarded to a deserving student on the basis
of financial need.
The Roselynd Atherholt Wood ’23 Scholarship,
established in 1983 by this alumna, is awarded
to a deserving student on the basis of academic
merit and financial need.
The Thomas Woodnutt Scholarship was
established in 1905 by Hannah H. Woodnutt,
then a member of the Board of Managers, in
memory of her husband, who had from the
beginning taken a great interest in Swarthmore
College.

5 Financial Aid
The Frances ’28 and John ’30 Worth
Scholarship was established by Frances
Ramsey Worth in 1993. The renewable
scholarship is awarded to a first-year student
with strong academic credentials and financial
need.
The David Wright ’65 Scholarship was
established in 2005 and is awarded on the basis
of academic merit and financial need.
The Elizabeth Cox Wright Endowed
Scholarship was established in 2006 by Pamela
Taylor Wetzels ’52 to honor an outstanding,
beloved teacher known for instilling a love of
Shakespeare in her students and holding poetry
seminars in her home. Elizabeth Cox Wright
came to Swarthmore College as an instructor of
English in 1930 and retired as a professor
emerita of English in 1964. She died in 1973.
This renewable scholarship is awarded on the
basis of academic merit and financial need.
The Harrison M. Wright Scholarship was
created in 1993 by friends, colleagues, and
former students of Harrison M. Wright, Isaac H.
Clothier Professor of History and International
Relations, on the occasion of his retirement
from the College. The scholarship supports a
student who will study in Africa.
The Michael M. and Zelma K. Wynn
Scholarship, established in 1983 by Kenneth R.
Wynn ’74 in honor of his mother and father, is
awarded annually to a student on the basis of
need and merit.
The Richard A. Yanowitch ’81 Scholarship,
established in 2002, reflects the donor’s
encouragement of student interest in
international relations and cross-cultural
development. The renewable scholarship is
awarded on the basis of academic merit and
financial need, with preference given to African
Americans and other minority groups. It is
hoped that during his or her time at the College,
the Yanowitch scholar will study history,
languages, and international cultures.
The Paul Ylvisaker H ’78 Scholarship was
established in 2008 by a member of the Class of
1952 to honor an articulate, inspiring, and
charismatic faculty member who taught
political science from 1948 to 1955. In 1978,
Paul Ylvisaker returned to Swarthmore to
receive an honorary degree, which recognized
his contributions as a champion of cities and the
urban underclass as a planner, government
official, foundation executive, and educator.
This scholarship is awarded to students on the
basis of academic merit and financial need.

p. 42

6 College Life
6.1 The Residential College
Community

p. 43

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

6 College Life
Student hosts are responsible for the conduct of
their guests on campus and will be held
accountable for any violation of the code of
conduct or other rules of the College committed
by a guest.
More detailed housing rales and regulations are
found in the Student Handbook, and on the
housing website:
www.swarthmore.edu/housing.
6.2.2 Storage and Insurance
Limited storage areas are provided in most
residence halls; dorm storage rooms may reach
capacity and be closed to students on a case-bycase basis. Insurance is not provided on items
stored in dorm storage, and students store their
belongings at their own risk. Students are not
allowed to store any furniture or large items in
these locations.
A limited amount of ‘secure storage’ is
maintained by Public Safety and available to
students on a first-come, first-serve basis.
Secure storage may be accessed on scheduled
days and times at the beginning and end of each
semester. Each student may store up to three
items, though space limitations prohibit the
storage of furniture, bicycles, musical
instruments, rugs, mattresses, fridges, or other
large items.
The insurance program for the College is
designed to provide protection for College
property and does not include the property of
students or others. Students and their parents
are strongly urged to review their insurance
program in order to be sure that coverage is
extended to include personal effects while at
college.
6.2.3 Dining
All students living in campus housing must
participate in one of the College’s three meal
plans. Students living off campus may
subscribe to the meal plans, or they may
purchase a debit card or a five-meal plan from
the Dining Services office in Sharpies. The
debit card may be purchased in any amount and
renewed at any time. The five-meal plan allows
access to Sharpies for five lunches per week at
a rate discounted from the cash entry fee.
Swarthmore’s Dining Services oversees the
main dining facility in Sharpies Dining Hall,
Essie Mae’s Snack Bar, the Kohlberg coffee
bar, the Science Center coffee bar, and the
Mary Lyon’s Breakfast Room.
Sharpies Dining Hall is open Monday through
Friday, 7:30 a.m. to 7:15 p.m.; Saturday, 7:30
a.m. to 6:30 p.m.; and Sunday, 10 a.m. to 6:30
p.m. Unlimited servings are permitted, but take­
out is not. Although a sincere effort is made to
meet the dietary needs of all students, not all
special requirements can be accommodated.

p. 44

Kosher meals are not available in the dining
hall.
Essie Mae’s Snack Bar, the Kohlberg coffee
bar, and the Science Center coffee bar are cash
operations. Students may use their meal
equivalency at Essie Mae’s. Points are accepted
at all three locations.
Mary Lyon’s Breakfast Room serves a hot
breakfast on Saturday and Sunday, which is
prepared by students. Mary Lyon’s residents
and guests may use regular meal credit to
partake in the weekend breakfast.
Swarthmore students may obtain passes to eat
at the Bryn Mawr and Haverford college dining
halls. Students may also arrange to have raw
ingredients packed for cook-outs and special
meals as a substitute for meals. Please see the
dining hall staff for details.
Students eating in all college dining locations
must present their college picture identification
card for meal credit or points. These policies
are in effect to protect each student’s personal
meal plan account.
6.2.4 Parking
Parking is very limited on Swarthmore’s
campus. Students should not plan on being
approved for parking for more than one year
during their time at Swarthmore. Students must
have the permission of the Car Authorization
Committee to park on campus and should apply
in the spring term for the following academic
year. Students who live off-campus in the
Swarthmore Borough can secure street parking
through Borough Hall, and are not generally
eligible for campus parking spots. First-year
students are not permitted to bring cars to
campus.

6.3 Health
6.3.1 Worth Health Center (WHC)
The WHC services are available 24 hours a day,
7 days a week when the College is in session.
The center, a gift of the Worth family in
memory of William Penn Worth and Caroline
Hallowell, houses the Health Service’s
outpatient treatment facilities, offices of the
Counseling and Psychological Services (CAPS)
staff, and rooms for students who require non­
hospital level infirmary care.
6.3.2 Student Health Services
The WHC team includes nurses, nurse
practitioners, a student wellness coordinator, a
nutritionist, internists, and an adolescent
medicine physician. The physicians are
contracted through Crozer-Chester Medical
Center (CCMC). The WHC staff members are
willing to coordinate care with personal health
care providers, when given permission by the
student. In addition, if a student is admitted to

6 College Life
the CCMC, WHC staff members and physicians
are willing to coordinate care with the hospital
providers.
Students may make appointments with health
care providers at scheduled times during the
week. When school is in session, a registered
nurse will interview and evaluate the health
needs of the sick student. Through this easy
access to care students are given important
health information, scheduled to see a health
care provider or treated and released based on
the level of illness or injury.
WHC maintains a small dispensary of
commonly used prescription medications.
Students who need prescription medications
may purchase them through their insurance or
through WHC at a reduced rate. WHC has
arranged delivery services from a local
pharmacy for students who are unable to access
them otherwise. Similarly, laboratory services
are provided at low cost or billed through the
student’s insurance.
We respect a student’s right to confidentiality,
do not share personal information about a
student but encourage a student to speak with
parents when his/her care becomes more
complicated.
In supporting the College’s mission, the WHC
is highly committed to providing
comprehensive and clinically exceptional care
to students. We invite student and parent
feedback as part of our review and assessment
processes.
For more detailed information and forms,
especially those for new students, visit
www.swarthmore.edu/health.
6.3.3 Counseling and Psychological
Services (CAPS)
Services for students include counseling and
psychotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric chugs in conjunction with ongoing
psychotherapy, psychological testing, and
educational talks and workshops. Counseling
and Psychological Services (CAPS) participates
in training resident assistants and student
academic mentors as well as other student
support groups and provides consultation to
staff, faculty, and parents.
CAPS comprises a diverse group of
psychological, social work, and psychiatric
professionals. The director and staff collectively
provide regular appointment times Monday
through Friday. Students may be referred to
outside mental health practitioners at their
request or when long-term or highly specialized
services are needed. CAPS main office is
located in the Worth Health Center, North
Wing.

p. 45

Treatment at CAPS is conducted within a
policy of strict confidentiality. Where there may
be a significant question of imminent threat to
someone’s life or safety, CAPS reserves the
right to break confidentiality in order to ensure
safety.
Requests for service may be made in person or
by phone (x8059) between 8:30 a.m. and 4:30
p.m., Monday through Friday. In the event of an
after-hours emergency, contact the Health
Center (x8058) or Public Safety (x8333).
For more detailed information about CAPS,
visit the website at
www.swarthmore.edu/caps.xml.
6.3.4 Health Insurance
Students may consult the medical facilities of
the College when ill or injured in athletic
activities or otherwise, free of charge. The
College cannot assume financial responsibility
for medical, surgical, or psychological expenses
incurred when seeking or referred for care
elsewhere. Students and their families are
responsible for medical expenses incurred while
students are enrolled at the College including
medication costs vaccine costs and lab fees.
Students who have no insurance or inadequate
insurance coverage must enroll in the College
health plan offered to all students. If your
insurance status changes, notify student health
services immediately. Enrollment to the College
health plan must be done within 31 days of the
loss of other coverage. Students receiving
financial aid may have a portion of the premium
cost defrayed. The College provides
supplemental health insurance for students who
are actively participating in intercollegiate and
club sports. For further information, please
consult the Medical Administrator/Insurance
Coordinator (health@swarthmore.edu). All
athletes with questions related to sports injuries
should contact Marie Mancini
(mmancinl@swarthmore.edu).

6.4 Campus Safety
The Public Safety Department office is located
in the Benjamin West House. The department
provides round-the-clock uniformed patrol of
the campus buildings and grounds by
professionally trained patrol officers who can
assist students in a variety of ways from
emergency response to general advice on crime
prevention. Students are encouraged to call the
department at 610-328-8281 any time they feel
Public Safety can be of assistance. All
emergencies should be reported by contacting
the department’s emergency telephone line 610328-8333. Any crime or suspected crime should
be reported immediately to the Public Safety
Department.

6 College Life
Swarthmore College’s Annual Crime and Fire
Safety Report is written to comply with the
(Pa.) College and University Security
Information Act: 24 P.S., Sec. 2502-3©, the
federal Jeanne Clery Disclosure o f Campus
Security Policy and Campus Crime Statistics
Act, and the Campus Fire Safety Right to Know
Act. This annual report includes statistics for
the previous 3 years concerning reported crimes
that occurred on campus, in certain off-campus
buildings owned or controlled by Swarthmore
College, and on public property within or
immediately adjacent to and accessible from the
campus. The report also includes institutional
policies concerning campus security, such as
policies concerning alcohol and drug use, crime
prevention, the reporting of crimes, sexual
assault, and other matters. The College’s Fire
Safety Report contains a variety of fire safety
related information in addition to campus fire
statistics for the most recent three calendar
years. To obtain a full copy of this document, or
to discuss any questions or concerns, contact
the director of public safety.

6.5 Cocurricular Opportunities
6.5.1 Student Government
The Student Council is the chief body of student
government and exists to serve and represent
the students of Swarthmore College. Its 11
members are elected semiannually. The powers
and responsibilities of the Student Council are
(1) the administration of the Student Activities
Account; (2) the appointment of students to
those committees within the College
community upon which student representatives
are to serve; (3) the oversight of those students
of those committees; (4) the administration of
student organizations; (5) the operation of just
elections; (6) the execution of referendums; (7)
the representation of the student body to the
faculty, staff, and administration, and to outside
groups, as deemed appropriate; and (8) the
formulation of rules needed to exercise these
powers and to fulfill these responsibilities. The
Student Council provides a forum for student
opinion and is willing to hear and, when judged
appropriate, act upon the ideas, grievances, or
proposals of any Swarthmore student.
The Student Budget Committee allocates and
administers the Student Activity Fund.
The Social Affairs Committee allocates funds to
all campus events, maintains a balanced social
calendar, and is responsible for organizing
formais and various other activities that are
designed to appeal to a variety of interests and
are open to all students free of charge.
Service on College Committees is determined
by the Appointments Committee of Student
Council which selects qualified student
representatives.

p. 46

6.5.2 The Arts
Creative arts activities take place in conjunction
with the departments of art, English, music and
dance, and theater. There are also many student
groups that organize creative activities.
Professional performers and artists are brought
to campus regularly, both to perform/exhibit
and to offer master classes. Campus facilities
include practice and performance spaces
available for student use.
6.5.3 Athletics/Physical Activities
Swarthmore’s athletic program is varied,
offering every student the opportunity to
participate in a wide range of sports, including
intercollegiate, club, and intramural teams.
6.5.4 Publications and Media
The Phoenix, the weekly student newspaper; the
Halcyon, the College yearbook; The Daily
Gazette, a Web based news service; and
WSRN, the campus radio station, are
completely student-run organizations. Lodge 6
is a media incubator for journalism. The
campus New Media Center supports student
initiatives in video and web formats. Several
other student publications include literary
magazines and newsletters. For more
information, contact the student publications
coordinator.
6.5.5 Service and Activism
Service and activism activities are an integral
part of the lives of many students, faculty, and
staff members. The Lang Center for Civic and
Social Responsibility (see 6.6.5) coordinates
and supports many of these endeavors, though
there are also many independent projects in
operation on the campus and in the local
community.
6.5.6 Student Organizations
Students are encouraged to get involved in
extracurricular activities at Swarthmore. More
than 100 clubs and organizations span a broad
range of interests such as community service;
athletics; political action; and religious,
cultural, and social activities. If there isn’t a
club or organization that meets a student’s
interest, he or she may form one with the
guidance o f Student Council.

6.6 Student Centers
6.6.1 Black Cultural Center
The Black Cultural Center (BCC), located in
the Caroline Hadley Robinson House, provides
a library, classroom, computer room, TV
lounge, kitchen, all-purpose room, a living
room/gallery, two study rooms, and
administrative offices. The BCC offers
programming, activities, and resources designed
to stimulate and sustain the cultural, intellectual
and social growth of Swarthmore’s black

6 College Life
students, their organizations and community.
Further, the BCC functions as a catalyst for
change and support to the College’s effort to
achieve pluralism. The BCC’s programs are
open to all members of the College community.
TTie BCC is guided by Assistant Dean Karlene
Burrell-McRae, with the assistance of a
committee of black students, faculty, and
administrators.
6.6.2 Fraternities
There are two fraternities at Swarthmore: Delta
Upsilon, affiliated with a national organization,
and Phi Omicron Psi, a local association.
Although they receive no College or student
activity funds, the fraternities supplement social
life. They rent lodges on campus but have no
residential or eating facilities. In recent years,
about 6 percent of male students have decided
to affiliate with one of the fraternities. Tom
Elverson ’75 serves as an adviser to the
fraternities.
6.6.3 Intercultural Center
The Intercultural Center (IC) is a multipurpose
center located in Tarble in Clothier, devoted to
developing greater awareness of Asian
American, Latino/Hispanic,
gay/lesbian/bisexual, and Native American
contributions to Swarthmore College as well as
the broader society. The IC provides a
supportive environment where students are
welcome to discuss and understand the
educational, political, and social concerns that
affect them. The IC fosters the education of its
members and the wider community about
cultural, ethnic, class, gender, and sexual
orientation differences. Through co-sponsoring
programs and building alliances with the
administration, other campus groups and
departments, the IC increases diversity and
respect for differences at all levels of campus
life. The IC contains a resource center, small
meeting rooms, and a large gathering room. The
Resource Center will include Asian American,
Hispanic/Latino/a, Native American and queer
books, journals, films, videos, scholarships,
academic resources, and alumni outreach
information such as the alumni database,
alumni mentor program, and alumni speaker
series.
6.6.4 Interfaith Center
Religious advisers are located in the Interfaith
Center in Bond Hall and currently consist of
Jewish, Catholic, and Protestant professionals.
The advisers and the Interfaith Center provide
members of the Swarthmore community
opportunities and resources, in an atmosphere
free from the dynamics of persuasion, in which
they can explore a variety of spiritual, ethical,
and moral meanings; pursue religious and
cultural identities; and engage in interfaith
education and dialogue. The center comprises

p. 47

offices, a large common worship room, and a
private meditation room.
Student groups of many faiths also exist for the
purpose of studying religious texts,
participating in community service projects, and
exploring common concerns of religious faith,
spirituality, and culture.
Various services are available on campus, and
area religious communities welcome
Swarthmore students.
6.6.5 Eugene M. Lang Center for Civic
and Social Responsibility
The Lang Center, located at 3-5 Whittier Place,
is a hub for activities that support Swarthmore’s
mission to “help students realize their fullest
intellectual and personal potential combined
with a deep sense o f ethical and social
concern.” The center supports the College’s
commitment to social responsibility by
providing administrative, financial, logistical,
and programming support for a wide range of
opportunities to help make connections between
the College and communities beyond, both
local and global. Its five-person staff works
with individual students, student groups,
faculty, staff, and community partners. The
Lang Center includes a resource room with
extensive information about opportunities for
service, advocacy, activism, social
entrepreneurship, policy, and research, and
coordinates the following programs:
Student-led service and activist groups—Many
student-led groups use Lang Center facilities
and also receive guidance from Lang Center
staff. These groups are active in the areas of
education, and educational reform;
employment; public health; environmental
justice; peace and conflict resolution; racial
justice; and economic development.
The Swarthmore Foundation—A small
philanthropic body formed by Swarthmore
College in 1987 with endowments from alumni,
foundations, and others, the Swarthmore
Foundation supports students, graduating
seniors, staff, and faculty involvement in
community service and social action.
Applications for grants are accepted three times
during the academic year.
Summer Social Action Awards (S2A2)—These
internships enable students to participate in
summer community service and social action
experiences on a full-time basis for up to 10
weeks by providing living expenses and
summer earnings. Lang Center staff provides
guidance to support students to find S2A2 sites
that are congruent with their interests.
Lang Opportunity Scholarships—These are
awarded to up to six students during first
semester of their sophomore year. The
scholarship includes a guaranteed summer
internship and the opportunity to apply for a

6 College Life
substantial grant that supports implementation
of a major project. Lang Center staff work
closely with Lang Opportunity scholars as they
develop and carry out their projects.
Project Pericles Fund—Eugene M. Lang ’38
and the Board of Managers of Swarthmore
College created the Project Pericles Fund in
2005 to support groups of Swarthmore students
who propose and implement social and civic
action projects that are substantial in scope and
length.
Community-Based Learning—The Lang Center
offers grants to faculty members who wish to
add or revise courses in ways that connect
content with communities outside the College.
The grants may be used for summer stipends or
to cover the cost of a course replacement to
permit a course reduction for the faculty
member.
The Eugene M. Lang Visiting Professorship fo r
Issues o f Social Change—The professorship
was endowed in 1981 by Eugene M. Lang ’38
to bring to the College an outstanding social
scientist, political leader, or other suitably
qualified person who has achieved professional
or occupational prominence for sustained
engagement with issues, causes, and programs
directly concerned with social justice, civil
liberties, human rights, or democracy.
6.6.6 Tarble Social Center
The Tarble Social Center in Clothier Memorial
Hall was provided through the generosity of
Newton E. Tarble of the Class of 1913 and his
widow, Louise A. Tarble. The facility includes
a snack bar, the College Bookstore, Paces (a
student-run café and party space), an all­
campus space, meeting rooms, a game room,
the Swarthmore College Computer Society
media lounge and the offices of the Student
Budget Committee, the Social Affairs
Committee (SAC), Debate Society, and
Rattech.
6.6.7 Women’s Resource Center
The Women s Resource Center (WRC) is
located in a lodge on the west side of campus; it
is open to all women on campus. It is organized
and run by a student board of directors to bring
together women of the community with
multiple interests and concerns. The resources
of the center include a library, kitchen, various
meeting spaces, computer, and phone. The
WRC also sponsors events throughout the year
that are open to any member of the College
community.

6.7 Student Advising
6.7.1 Class Deans
The Office of the Dean for Academic Affairs
oversees the advising system. The deans are
available to all students for advice on any

p. 48

academic or personal matter. A dean is assigned
to each class in order to specialize in advising
matters that are particular to that year. Students,
however, may approach any dean for advising,
support, or to learn about College resources.
6.7.2 Academic Advising
Each first-year student is assigned to a faculty
member or administrator who serves as the
student’s academic adviser. Once students are
accepted by an academic department for their
major, normally at the end of the sophomore
year, the advising responsibility shifts to the
chair, or chair’s designate, of that department.
Requests for a change of adviser in the first two
years will be freely granted subject only to
equity in the number of advisees assigned to
individual advisers.
6.7.3 Academic Support
Academic support can be accessed through the
Office of the Associate Dean for Academic
Affairs, through the Office of Student Disability
Services, through academic departments (peer
mentors, clinics, and review sessions), through
the Writing Center (Writing Associates), and in
dormitories (Student Academic Mentors).
Tutors can be arranged through departments or
through the Office of the Associate Dean for
Academic Affairs. No fees are required for any
o f these services.
Student Academic Mentors (SAMs) are upper
class students specially selected and trained to
work with students on the development of skills
necessary for academic success including time
management, organization, study strategies and
reading techniques. All residence halls with
first-year students are assigned a SAM to serve
as a resource for its residents.
Writing Associates (WAs) are students who
have been specially trained to assist their peers
with all stages of the writing process. WAs are
assigned on a regular basis to selected courses,
and they are located in the Writing Center in
Trotter Hall. All students have access to the
Writing Center as needed and can receive help
on a drop-in basis.
6.7.4 Health Sciences Office (Premed
Advising)
The staff of the Health Sciences Office is
available to students and alumni considering a
career in medicine, dentistry, veterinary
medicine or other health professions. The
Health Sciences Adviser counsels students
throughout their undergraduate years and
beyond, and assists them in the process of
application for graduate training.
Swarthmore graduates are represented at 54
medical schools in 19 states in the U.S.,
including such top schools as Harvard, Yale,
Columbia, Penn, Stanford, Johns Hopkins, and
many fine state universities. In addition,

6 College Life
Swarthmore graduates are currently attending
The University of Pennsylvania, Tufts, Ohio
State, and University of Califomia-Davis
veterinary schools and University of
Pennsylvania, Temple and New York
University dental schools. The College’s
acceptance rate is substantially higher than the
national acceptance rate.
While many students planning a medical career
decide to major in biology or chemistry, others
elect to concentrate in one of the humanities or
social sciences, while structuring their overall
program to fulfill medical school requirements.
The following courses are part of a typical
program:
Cellular and Molecular Biology
Organismal and Population Biology
General Chemistry
Organic Chemistry I and II
Biological Chemistry
English
Calculus I and Statistical Methods
General Physics I and II
As veterinary and dental schools have more
variable requirements, in addition to those listed
above, prevet and predental students should
meet with Gigi Simeone, the Health Sciences
Adviser, to plan their programs.
6.7.5 Prelaw Advising
Swarthmore’s academic rigor provides an
excellent preparation for students considering a
career in law. Swarthmore graduates are
represented at law schools across the U.S.,
including such top schools as Harvard,
Columbia, Stanford, and Yale.
Swarthmore students interested in law are
encouraged to take a varied and challenging
academic program, which will develop their
analytical, reading, writing and speaking skills.
There is no prelaw major or prescribed prelaw
coursework. Students have applied successfully
to law school with majors and minors in the
humanities, social sciences, and natural
sciences.
Gigi Simeone, the Prelaw Adviser, is available
to any student or alum considering a career in
law. The Prelaw Office counsels students
throughout their undergraduate years and
beyond, and assists them in the process of
application to law school. It offers a series of
meetings with law school admissions deans
each fall. The office also prepares dean’s
certifications for students applying to law
schools that require it More information is
available at www.swarthmore.edu/prelaw.
6.7.6 Career Services
Career Services offers individualized attention
to students who are seeking career direction,

p. 49

considering majors, exploring internships, job
searching or applying for graduate school.
Career Counselors and Career Peer Advisers
help students develop knowledge o f themselves
and their life options, advance their career
planning and decision-making abilities, and
develop skills related to their intemship/job
search and graduate school admission.
Individual counseling and group workshops
encourage students to expand their career
options through exploration o f their values,
skills, interests, abilities, and experiences. A
noncredit Career Development course is
available for all students, regardless of their
academic discipline or year.
Career programming includes alumni career
panels and dinners, presentations, workshops,
employer information sessions, an etiquette
dinner, career fairs and interview days. The
office cooperates with Alumni Relations and
the Alumni Council to help students connect
with a wide network of potential mentors and
the offices co-sponsor the annual Lax
Conference on Entrepreneurship.
Exploration of career options is encouraged
through internships, summer jobs, and alumnihosted externships during winter break.
Students may receive assistance in researching,
locating, and applying for internships,
employment, and graduate school admission
and receive advice in how to gain the most they
can from these experiences.
Career Services hosts on-campus recruiting by
representatives from for-profit, government and
nonprofit organizations. The Career Services
website
(www.swarthmore.edu/careerservices.xml)
provides access to comprehensive online
databases of internship and job listings as well
as an events calendar to make information
about activities and programs available to
students. Recommendation files are compiled
for interested students and alumni to be sent to
prospective employers and graduate admissions
committees.

6.8 Student Judicial System
Swarthmore students assume responsibility for
helping to sustain an educational and social
community where the rights of all are respected.
This includes conforming their behavior to
standards of conduct that are designed to
protect the health, safety, dignity, and rights of
all. The College community also has a
responsibility to protect the possessions,
property, and integrity of the institution as well
as of individuals. The aim of the College’s
Student Judicial Procedures is to balance all
these rights, responsibilities, and community
values fairly and efficiently. The judicial
system is overseen by the associate dean of

6 College Life
student life, and all questions should be directed
to this office.
The formal judicial system at Swarthmore
College has two main components: (1)
adjudication by individual deans of minor
infractions of College regulations, where a
finding of guilt would result in a sanction less
severe than suspension; and (2) adjudication by
the College Judicial Committee (CJC) of
serious infractions of College regulations,
including all formal charges of academic
dishonesty, assault, harassment, or sexual
misconduct. The CJC is composed of faculty,
students, and administrators who have
undergone training for their role.
Violation of the laws of any jurisdiction,
whether local, state, federal, or (when studying
abroad) foreign, may, at the discretion of the
dean, subject a student to College disciplinary
action. A pending appeal of a conviction shall
not affect the application of this rule.

p. 50

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

p. 51

close of the senior year, candidates for honors
will be evaluated by visiting examiners.
The course advisers of first-year and sophomore
students normally are members of the faculty
appointed by the dean. For juniors and seniors,
the advisers are the chairs of their major
departments or their representatives.

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

7 Educational Program
Humanities: art (art history and studio art),
classics (literature), English literature, modem
languages and literatures, music and dance,
philosophy, religion, and theater.
Natural sciences and engineering: biology,
chemistry and biochemistry, computer science,
engineering, mathematics and statistics, physics
and astronomy, and psychology courses that
qualify for the natural sciences and engineering
practicum.
Social sciences: classics (ancient history),
economics, education, history, linguistics,
political science, psychology (other than natural
sciences and engineering practicum courses),
and sociology and anthropology.
A few courses do not satisfy the divisional
distribution requirement. These are identified as
such in the catalog or the official schedule of
courses.
Writing courses: In addition to addressing fieldspecific substance, writing courses will focus
on the development of the students’ expository
prose to ensure they can discover, reflect upon,
organize, and communicate their knowledge
effectively in written form.
NSEP science laboratory requirement: Natural
sciences and engineering practicums (NSEPs)
have at least 18 hours per semester of scheduled
meeting time for laboratory, separate from the
scheduled lecture hours. How the laboratory
hours are scheduled varies with the nature of
the course and the types of laboratories
involved. Such meetings may entail weekly or
biweekly 3-hour sessions in a laboratory,
several all-day field trips, or several observation
trips.
Cross-listed courses: Courses that are crosslisted between two departments in different
divisions may, with the permission of the
instructors, departments, and divisions
involved, fijlfill the divisional distribution
requirement in one of the following ways: (1) in
only one of the divisions so identified but not in
the other; (2) in either division (but not both),
depending on the departmental listing of the
course on the academic record; (3) in neither of
the divisions. In certain cases, the course may
fulfill the distribution requirement according to
the nature of the work done in the course by the
individual student (e.g., a long paper in one of
the departmental disciplines). The division of
such courses is normally indicated in the
catalog description for each course. When
counting credits to determine a student’s
fulfillment of the 20-course-credit rule, crosslisted courses count (only) in the subject in
which they are listed on the student record.
Changing the subject listing of a cross-listed
course on the student record can be arranged,
depending on permissions, during or sometimes

p. 52

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

7 Educational Program
degree are exempted from two of the three
required writing courses and are exempted from
the requirement that in each division 2 credits
be taken at Swarthmore. Transfer students can
either apply transfer PE units toward the 4-unit
physical education requirement or opt for a
reduction in the PE requirement based on the
student’s transfer status, but transfer students
cannot both transfer PE units and receive a
reduction in the requirement. The optional
reduction in PE units depends on the transfer
class of the student. Transfer students who enter
Swarthmore as sophomores can opt to complete
3 units of physical education and pass a survival
swim test (a reduction of 1 PE unit). Transfer
students who enter Swarthmore as juniors can
opt to complete 2 units of physical education
and pass a survival swim test (a reduction o f 2
PE units).
Major application—the Sophomore Plan: Early
in die sophomore year, each student should
identify one or two subjects as possible majors,
paying particular attention to departmental
requirements and recommendations. In the
spring of the sophomore year, each student will,
with die guidance of his or her adviser, prepare
a reasoned plan of study for the last 2 years.
Sophomores who wish to link their interest in
social service/social action to their plan of study
are also encouraged to take advantage of the
advising offered by the staff at the Lang Center
for Civic and Social Responsibility. The
Sophomore Plan of study will be submitted to
the chair of the student’s proposed major
department as a part of the application for a
major. Acceptance will be based on the
student’s record and an estimate of his or her
capacities in the designated major. Students
who fail to secure approval of a major may be
required to withdraw from the College.
Although faculty advisers assist students in
preparing their academic programs, students are
individually responsible for planning and
adhering to programs and for the completion of
graduation requirements. Faculty advisers,
department chairs, other faculty members, the
deans, and the registrar are available for
information and advice.

7.3 Programs for Juniors and
Seniors
The major goals of the last two years of a
Swarthmore education are to engage students
with a chosen field of inquiry and to assist them
in assuming an independent role in creating and
synthesizing knowledge within it. The breadth
of exposure, acquisition of skills, and
development of a critical stance during the first
two years prepare students to pursue these
goals. With the choice of a major and, perhaps,
candidacy for honors, the focus shifts from
scope to depth. Students become involved for

p. 53

the second two years with a discrete field of
inquiry and demonstrate their command of that
field through the completion of courses within
the major and courses taken outside the major
that expand and deepen the student’s
perspective on the major.

7.4 Majors and Minors
All students are required to include sufficient
work in a single department or program
designated as a major. To complete a
departmental major, a student must be accepted
as a major; must complete eight courses (or
more, depending on the department); must pass
the department’s comprehensive requirement;
and must fulfill other specific departmental
requirements. Detailed requirements for
acceptance to departmental majors and for
completion of them are specified in this catalog
under the respective departmental listings and
are designed to ensure a comprehensive
acquaintance with the field. A student must
accumulate 20 course credits outside one major,
but there is no other limit on the number of
courses that a student may take in his or her
major.
Completing a second major or one or two
minors is optional, as is choosing to do an
Honors Program. Students are limited in the
number of majors and/or minors they may earn.
If they have only one major, they may have as
many as two minors. Students who choose an
honors major plus honors minor may have an
additional course minor outside the Honors
Program. If students have two majors, they may
not have a minor, except in one circumstance:
A student who elects honors, designating an
honors major and minor, may have a second
major outside of honors if that second major
includes the same subject as the honors minor.
The completion of two majors must be
approved by both departments. Triple majoring
is not allowed.
Most departments and programs offer course
minors. Those departments or programs that do
not offer a course minor are Comparative
Literature, Economics, Political Science,
Sociology and Anthropology, and Studio Art.
(These departments or programs do offer
honors minors.) Minors will include at least 5
credits.
Double counting in majors and minors: If a
student has two majors and one is
interdisciplinary, no more than 2 credits may be
double counted with the student’s other major.
However, the double-counting limit is not
applicable to courses that students are required
by their departmental major to take in other
departments. O f the 5 credits required for a
minor, 4 may not be double counted with the
student’s major or other minor. The double­

7 Educational Program
counting prohibition applies to any comparison
of two given programs of study (not three taken
together, even if the student has three
programs). This means that a student who has a
major in medieval studies, for example, and
minors in both English literature and gender
and sexuality studies would need four courses
in English literature that are not part of the
medieval studies major and four courses in
gender and sexuality studies that are not part of
the medieval studies major. In addition, each
minor must have four courses that are not part
of the other minor. Special minors are not
permitted.
Exceptions to the double-counting prohibition:
1. The double-counting prohibition is not
applicable to courses that students are required
by their majors or minors to take in other
departments. For example, mathematics courses
required for an engineering major are not
automatically excluded from counting toward a
minor defined by the Mathematics and Statistics
Department.
2. For an honors major who is also a double
major, the double-counting prohibition does not
apply to the relationship between the honors
minor and the second major because these will
always be or include the same field.
Advising in the major: During the junior and
senior years, students are advised by the chair
of the major department (or a member o f the
department designated by the chair) whose
approval must be secured for the choice of
courses each semester.
7.4.1 Special majors
Individualized and regularized special majors
are available. With permission of the
departments concerned, it is possible for a
student to plan an individualized special major
that includes closely related work in one or
more departments. In some areas, such as
biochemistry, film and media studies, and
psychobiology, in which regularized special
majors are done frequently, the departments and
programs involved provide recommended
programs. These regularized special majors are
described in the relevant department sections of
the catalog or in material available from
department chairs. A special major is expected
to be integrated in the sense that it specifies a
field of learning (not necessarily conventional)
or topic or problems for sustained inquiry that
crosses departmental boundaries, or it may be
treated as a subfield within the normal
departmental major. Special majors consist of at
least 10 credits and normally of no more than
12 credits. Students with special majors
normally complete a minimum of six courses in
the primary department or program, omitting
some of the breadth requirements of the major
field. However, course requirements central to

p. 54

systematic understanding of the major field may
not be waived. Students with special majors
must complete the major comprehensive
requirement, which may consist of a thesis or
other written research projects designed to
integrate the work across departmental
boundaries, or a comprehensive examination.
By extension, special majors may be formulated
as joint majors between two departments,
normally with at least 5 credits in each
department and 11 in both departments. The
departments involved collaborate in advising
and in the comprehensive examination. The
Registrar’s Office website has the required
application form and more information for
special majors. Students are not allowed to
pursue more than one individualized special
major.

7.5 Honors Program
The Honors Program, initiated in 1922 by
President Frank Aydelotte and modified most
recently in 1994, is a distinctive part of
Swarthmore’s educational life.
The Honors Program has as its main ingredients
student independence and responsibility in
shaping the educational experience; collegial
relationships between students and faculty; peer
learning; opportunity for reflection on, and
integration of, specific preparations; and
evaluation by external examiners. Honors work
may be carried out in the full range of curricular
options, including studio and performing arts,
study abroad, and community-based learning.
Students and their professors work in collegial
fashion as honors candidates prepare for
evaluation by external examiners from other
academic institutions and the professional
world. Although Swarthmore faculty members
grade most of the specific preparations, the
awarding of honorifics on a student’s diploma
is based solely on the evaluation of the external
examiners.
Preparations for honors are defined by each
department or program and include seminars,
theses, independent projects in research as well
as in studio and performing arts and specially
designated pairs of courses. In addition, many
departments offer their own format for senior
honors study, designed to enhance and, where
appropriate, integrate the preparations in both
major and minor.
Each honors candidate’s program will include
three preparations for external examination in a
major and one in a minor or four preparations in
a special or interdisciplinary major. By doing
honors, students offering three preparations in a
major or four preparations in a special or
interdisciplinary major normally fulfill the
comprehensive graduation requirement for
majors in those fields.

7 Educational Program

p. 55

Honors students who wish to complete a second programs at the end of the sophomore year.
Students will be accepted into honors with the
major must pursue that field of study through
proviso that their work continue to be o f honors
the Course Program, and it must relate to the
quality. Students may also apply to enter honors
student’s honors minor field of study.
during their junior year. Any proposed changes
Normally, the student must complete the
to the Honors Program must be submitted for
requirements for the Honors minor, as well as
approval on a form for this purpose available
the course major in the department. If an
from the registrar. The decision of the
Honors student pursues an honors special
departments or interdisciplinary programs will
major, any second major must be taken in the
depend on the proposed program of study and
Course Program, and must be either a regular
the quality of the student’s previous work as
major or regularized special major. In such
indicated by grades received and on the
cases, the student’s academic program is
student’s apparent capacity for assuming the
subject to the overlap constraints for majoring.
responsibility of honors candidacy. The major
Honors Program preparations for both majors
department or interdisciplinary program is
and minors will be defined by each department,
responsible for the original plan of work and for
program, and interdisciplinary major that
keeping in touch with the candidate’s progress
sponsors a major. In addition, minors may be
from semester to semester. Normally, honors
defined by any department or program.
programs may not be changed after Dec. 1 of a
Honors special majors who design their own
student’s senior year, depending on
programs, not those in College-sponsored
departmental policies. Students may not
programs such as biochemistry, will be required withdraw from honors after Dec. 1 of the senior
to include four related preparations in the major
year except under extraordinary circumstances
from at least two departments or academic
and with the permission of the major and minor
programs. Honors special major programs do
departments and the Curriculum Committee.
not include a separate minor. Honors special
Further information about honors policies may
majors must either (1) write a thesis drawing on
be found in the Honors Handbook, which is
their cross-disciplinary work—the thesis will be available in the Registrar’s Office.
examined by examiners in different fields or (2)
At the end of the senior year, the decision of
have a panel oral examination that presents the
whether to award the honors degree to the
opportunity for cross-disciplinary discussion.
candidates is entirely in the hands of the visiting
Honors special majors will follow the Senior
examiners. Upon their recommendation,
Honors Study (SHS) activity and portfolio
successful candidates are awarded the
procedures of die various departments whose
bachelor’s degree with honors, with high
offerings they use as preparations in their
honors, or with highest honors.
programs. Individualized honors special major
programs require the approval of all
7.6 Exceptions to the 4-Year
departments involved in the program and of the
Program
honors coordinator.
Although the normal period of uninterrupted
All preparations will be graded by Swarthmore
work toward the bachelor of arts and bachelor
instructors with the exception of theses and
of science degrees is 4 years, graduation in 3
other original work. Grades for theses and other
years is freely permitted when a student can
similar projects will be given by external
take advantage of Advanced Placement credits,
examiners. Except in the case of theses or other
perhaps combining them with extra work by
original work, modes of assessment by the
special permission. In such cases, students may
external examiners will include written
qualify for advanced standing—they may
examinations and/or other written assignments
become juniors in their second year. To qualify
completed in the spring of the senior year. In
for advanced standing, a student must (1) do
addition, during honors week at the end of the
satisfactory work in the first semester; (2)
senior year, every honors candidate will meet
obtain 14 credits by the end of the first year; (3)
on campus with external evaluators for an oral
intend to complete the degree requirements in 3
examination of each preparation. Specific
years; and (4) signify this intention when she or
formats for preparations and for SHS are
he applies for a major by completing a
available in each department office.
Sophomore Plan during the spring of the first
Students will normally include their intention to
year.
prepare for honors in their “Plan of Study for
When circumstances warrant, a student may
the Last 2 Years,” written in the spring of their
lengthen the continuous route to graduation to 5
sophomore year. They must also submit a
years by carrying fewer courses than the norm
formal application for a specific program of
of four, although College policy does not permit
honors preparation to the Registrar’s Office.
programs of fewer than 3 credits for degree
The registrar provides a form for this purpose.
candidates in their first eight semesters of
Departments, programs, and concentrations will
enrollment. A course load lower than the norm
make decisions about acceptance of honors

7 Educational Program
may be appropriate for students who enter
Swarthmore lacking some elements of the usual
preparation for college, who have disabilities,
or who wish to free time for activities relating
to their curricular work that are not done for
academic credit. Such 5-year programs are
possible in music and studio arts for students
who are taking instruction off campus or who
wish to pursue studio or instrumental work
without fall credit but with instruction and
critical supervision. However, such programs
are possible only on application to, and
selection by, the department concerned, which
will look for exceptional accomplishment or
promise. In all cases where it is proposed to
reduce academic credit and lengthen the period
before graduation, the College looks
particularly to personal circumstances and to
carefal advising and necessarily charges the
regular annual tuition (see the provisions for
overloads section 4.1). Full-time leaves of
absence for a semester or a year or more are
freely permitted and in some cases encouraged,
subject also to carefal planning and academic
advising. Information about work and
internship opportunities for those taking a leave
is available through the Career Services Office.

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

7.8 Formats of Instruction
Although classes and seminars are the normal
curricular formats at Swarthmore, faculty
regulations encourage other modes as well.

p. 56

These include various forms of individual
study, student-run courses, and a limited
amount of “practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attachments
provides that a student may attach to an existing
course, with the permission of the instructor, a
project of additional reading, research, and
writing. If this attachment is taken concurrently
with the course, it is normally done for 0.5
credit. If it is taken in a later semester
(preferably the semester immediately
following), it may be done for either half or fall
credit. This kind of work can be done on either
a small-group or individual basis. It is not
possible in all courses, but it is in most,
including some introductory courses. For firstyear students and sophomores, it is a way of
developing capacities for independent work.
For honors candidates, it is an alternative to
seminars as a preparation for papers. Students
who decide before the middle of the semester to
do a 0.5-credit attachment may, with
permission, withdraw from a regular course and
carry 3.5 credits in that term to be balanced by
4.5 credits in another term. Students may do as
many as two attachments each year.
7.8.1 Directed Reading and Independent
Study
Directed reading and independent study are
similar, but the faculty role in the former is
more bibliographical than pedagogical, and,
because they require somewhat less faculty
time, opportunities for directed reading are
more frequent in most departments than are
opportunities for independent study. In both
cases, substantial written work and/or written
examinations are considered appropriate, and it
is generally desirable that the work be more
specialized or more sharply focused than is
usually the case in courses or seminars. The
work may range from a course of reading to a
specific research project. Such work is available
primarily to juniors and seniors in accordance
with their curricular interests and as faculty
time permits.
7.8.2 Student-Run Courses
The faculty regulation on student-run courses
permits a group of students to propose a topic to
an instructor for 0.5 or 1 credit and to run their
own course with a reading list approved by the
instructor and a final examination or equivalent
administered by him or her but normally with
no further involvement of faculty. In organizing
such a course, students obtain provisional
approval and agreement to serve as course
supervisor from a faculty member by Dec. 1
(for the spring semester) or May 1 (for the fall
semester) on the basis of an initial
memorandum emphasizing the principal subject

7 Educational Program
matter to be studied, the questions to be asked
about it, the methods of investigation, and
provision of a preliminary bibliography. The
course is then registered by its organizers with
the provost, who has administrative supervision
of such work and who may waive the foregoing
deadlines to recognize problems in the
organization of such courses. The course
supervisor consults his or her department and,
in the case of an interdepartmental course, any
other department concerned, whose
representatives together with the provost will
decide whether to approve the course. The
supervisor also reviews the course outline and
bibliography and qualifications and general
eligibility of students proposing to participate in
the course. After a student-run course has been
found acceptable by the appropriate department
(or departments) and the provost, the course
supervisor’s final approval is due 10 days
before the term begins, following which a
revised reading list and class list are given to
the librarian, and the course title and class list
are filed with the registrar. At the end of the
course, the supervisor evaluates and grades the
students’ work in the usual way or arranges for
an outside examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provisionally
proposed for 0.5 credit to run in the first half of
the semester, and at midterm, may be either
concluded or, if the participants and course
supervisor find the work profitable, continued
for the balance of the term for full credit.
Alternatively, student-run courses may be
started after the beginning o f the semester (up
to midsemester) for 0.5 credit and then be
continued, on the same basis, into the following
term. Or they may be taken for 0.5 credit over a
full term. The role of the course supervisor may
go beyond planning and evaluation and extend
to occasional or regular participation. The only
essentials, and the purpose of the procedures,
are sufficient planning and organization of the
course to facilitate focus and penetration. The
course planning and organization, both
analytical and bibliographical, are also regarded
as important ends in themselves, to be
emphasized in the review o f proposals before
approval. Up to 4 of the 32 credits required for
graduation may be taken in student-run courses.
Many student-run courses are offered only on
the credit/no-credit basis.
Finally, as to applied or practical work, the
College may, under faculty regulations, grant
up to 1 course credit for practical work, which
may be done off campus when it can be shown
to lend itself to intellectual analysis and is likely
to contribute to a student’s progress in regular
coursework. The work is subject to four
conditions: (1) agreement o f an instructor to
supervise the project; (2) sponsorship by the

p. 57

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

7.9 Interdisciplinary Work
The requirements of the major typically leave
room for significant flexibility in students’
programs, both within and outside the major.
This may be used to pursue a variety of
interests and to emphasize intellectual diversity.
It may also be used for the practical integration
of individual programs around interests or
principles supplementing the major. The
College offers interdepartmental majors in
Asian studies, medieval studies, and
comparative literature, and formal
interdisciplinary minors in black studies,
cognitive science, environmental studies, film
and media studies, gender and sexuality studies,
German studies, interpretation theory, Islamic
studies, Latin American studies, peace and
conflict studies, and public policy. The specific
requirements for these programs are outlined in
the relevant sections of the catalog.
It should be recognized that some departments
are themselves interdisciplinary in nature and
that a considerable number of courses are crosslisted between departments. Also, some courses
each year are taught jointly by members of two
or more departments, and departments
commonly recommend or require supporting
work for their majors in other departments.
Many other opportunities exist informally (e.g.,
in African studies, in American studies, in
religion and sociology and anthropology, and in
chemical physics). Students are encouraged to
seek the advice of faculty members on such
possibilities with respect to their particular
interests.
7.9.1 Guidelines on Scheduling Conflicts
Between Academics and Athletics
The following guidelines (adopted by the
faculty in May 2002) are affirmed to recognize
both die primacy of the academic mission at
Swarthmore and the importance of the

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

p. 58

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

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

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

7.11 Creative Arts
Work in the creative arts is available both in the
curricula of certain departments and on an
extracurricular basis. Interested students should
consult the departmental statements in art,
English literature (creative writing), music and
dance, and theater.

7.12 Cooperation with
Neighboring Institutions
With the approval of their faculty advisers and
the registrar, students may take a course offered
by Bryn Mawr or Haverford College or the
University of Pennsylvania without the
payment of extra tuition. Students are expected
to know and abide by the academic regulations
of the host institution. (This arrangement does
not apply to the summer sessions of the
University of Pennsylvania and Bryn Mawr
College.) Final grades from such courses are
recorded on the Swarthmore transcript, but
these grades are not included in calculating the
Swarthmore grade average required for
graduation.

7.13 Student Exchange
Programs
To provide variety and a broadened outlook for
interested students, the College has student
exchange arrangements with Harvey Mudd
College, Middlebury College, Mills College,
Pomona College, and Tufts University. With
each institution, there are a limited and matched
number of exchanges. Students settle

p. 59

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

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

7 Educational Program
up to a maximum of ten credits per academic
year.
To participate in the Swarthmore College
Semester/Year Abroad program students must
be in good standing concerning both their
academic program and conduct. The OffCampus Study Office and the Dean’s Office
meet to review student standing and to
determine eligibility. Students must also meet
the eligibility requirements of the programs to
which they apply.
Eligible students must have completed on
average four credits per semester and have no
incompletes. Students must also have a zero
balance on their student accounts.
Participants in the College’s Semester/Year
Abroad Program must comply with its payment
plan. Students continue to pay Swarthmore’s
comprehensive fee for tuition, room, and board.
The College then pays for the tuition fees, room
and board costs, and the round-trip travel of
participating students (with Philadelphia as the
gateway city). Normally, financial aid is
automatically applied to study abroad.
Swarthmore College approved study abroad
programs are listed below. Please consult the
Off-Campus Study website at
www.swarthmore.edu/ocs for more
information.
For the following programs, see detailed
information under departmental listings.
-The Swarthmore Program at the University of
Ghana (Legon, Ghana), (see music and dance)
-The Swarthmore Program in Environmental
Science and Engineering in Krakow, Poland,
(see environmental studies)
-The Swarthmore Program in Environmental
Studies in Brno, Czech Republic which
includes an internship at an environmental
NGO. (see environmental studies)
-Macalester, Pomona, and Swarthmore
Environmental Studies Program at the
University of Cape Town, South Africa, (see
environmental studies)
-The Swarthmore in Buenos Aires, Argentina
Program, (see Latin American studies)
-The Northern Ireland Semester based in
Derry/Londonderry. (see peace and conflict
studies)
-The Cloud Forest School Program in Costa
Rica, (see educational studies)
The Off-Campus Studies office maintains direct
enrollment agreements with many universities
throughout the world.
The College has a special relationship or is a
member of a consortium with the following
programs:
-AKOM, University of Tokyo
-Danish Institute for Study Abroad

p. 60

-Hamilton College Academic Year in Madrid
-HECUA - Higher Education Consortium for
Urban Affairs (Ecuador and Scandinavia and
Eastern Europe)
-ISLE - Intercollegiate Sri Lanka Educational
Program
-Siena School for Liberal Arts
-The Swedish Program
In addition to these programs, Swarthmore
students attend a number of excellent approved
study abroad programs throughout the world
provided by other institutions. The Off-Campus
Study Office, along with the academic
departments and programs of the College, will
advise students on these.

7.15 Student Right to Know
Swarthmore College’s graduation rate is 94.6
percent. This is the percentage graduating
within 6 years, based on the most recent
cohorts, calculated according to “Student Right
to Know” guidelines.

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

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

p. 61

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

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

p. 62

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

8.4 Examinations
Any student who is absent from an examination
that is announced in advance must understand
that the exam may be rescheduled only by
special arrangement with the course instructor.
Examinations are not normally rescheduled to
accommodate travel plans. Examinations are
restricted to students who are registered for the
course or otherwise have the explicit permission
of the faculty member to take the exam.
8.4.1 Final Examinations
The final examination schedule specified in
official announcements directs the place and
time of all finals unless the instructor has made
other special arrangements. However, College
policy holds that students with three final
examinations within 24 hours are allowed to
reschedule one of these examinations in

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

8.5 Student Leaves of Absence,
Withdrawal, and Readmission
8.5.1 Leaves of Absence
Student leaves of absence are freely permitted
provided the request for leave is received by the
date of enrollment and the student is in good
standing. Students planning a leave of absence
should consult with a dean and complete the
necessary form before the deadline published
each semester (usually Dec. 1 and April 1). The
form asks students to specify the date of
expected return. Students need only notify the
dean of their return if their return date changes
from that originally indicated on the completed
form.
8.5.2 Withdrawal
Withdrawal from the College may occur for
academic, disciplinary, health, or personal
reasons and may be voluntary or required by the
College.
For health-related withdrawals, in no case will a
student’s mental or physical condition itself be
a basis for a required withdrawal. However,
when health problems of a physical or
psychological nature result in behavior that
substantially interferes with a student’s
academic performance or the educational
endeavors of other students or poses a
significant threat to the student’s safety or
safety of others, the College may require the
student to withdraw. The Evaluation
Committee—comprising two deans—makes the
decision to require withdrawal for healthrelated reasons. The Evaluation Committee will
review the problematic behavior and may
consult with the director of Worth Health
Center, the director of Counseling and
Psychological Services, or any other
appropriate college official when making its
decision. Decisions of the Evaluation
Committee may be appealed to the dean of
students.

p. 63

Students withdrawing from the College before
the end of the semester normally receive the
grade notation “W” (withdrawal) on their
permanent record for all in-progress courses.
8.5.3 Readmission
A student who has withdrawn from the College
for any reason, voluntarily or involuntarily, may
apply for readmission by writing to Dean of
Students. Normally, the College will not accept
applications for readmission until a full
semester, in addition to the semester in which
the student has withdrawn, has passed.
A student applying to the College for
readmission after withdrawal is required to
provide appropriate documentation of increased
ability to function academically and in a
residential environment and/or of a decreased
hazard to health and safety of self and/or others.
In the case of withdrawal for medical reasons,
this documentation must include an evaluation
from the student’s personal health care
provider. In addition, the student will generally
be required to show evidence of successful
social, occupational, and/or academic
functioning during the time away from the
College. This evidence must include the
completion of any outstanding incomplètes on
record.
After such evidence has been provided, the
materials will be forwarded to the Evaluation
Committee. In the case of health-related
withdrawals, the materials will be reviewed by
the director of Worth Health Center and/or the
director of Counseling and Psychological
Services, and the student will be required to be
evaluated in person by the appropriate health
care professional at the College. At the
discretion of the Evaluation Committee, such
evaluations may be required for other types of
withdrawals as appropriate. These evaluations
will provide adjunctive information to the
committee’s decision-making process. The
Evaluation Committee will normally meet with
the student and will make a determination
regarding the student’s readiness to resume
study at Swarthmore.
8.5.4 Short-Term Health-Related
Absences
Students who are hospitalized during the
semester are subject to the readmission
procedures described above before they may
return to campus to resume their studies. In
these situations, the Evaluation Committee may
also counsel and advise the student about
options for how best to approach the remaining
academic work in the semester. In all cases, a
student returning to campus from the hospital
must report to the Worth Health Center and get
clearance from the appropriate health care
professional before returning to the dormitory
to ensure the student’s readiness to resume

8 Faculty Regulations

p. 64

college life and so that follow-up care can be
discussed.

course at Swarthmore that essentially repeats
the work covered by the credit.

8.6 Summer School Work and
Other Work Done Elsewhere

8.7 Physical Education

Students who wish to receive Swarthmore
College credit for work at another school must
obtain preliminary approval and after-the-fact
validation by the chair of the Swarthmore
department or program concerned. Preliminary
approval depends on adequate information
about the content and instruction of the work to
be undertaken and ensures the likelihood of the
work’s applicability toward the Swarthmore
degree as well as clarifies the amount of
Swarthmore credit likely. Preliminary approval
is tentative. Final validation of the work for
credit depends on evaluation of the materials of
the course, including syllabus, transcript,
written work, examinations, indication of class
hours, and so forth. Work in other programs,
especially summer school programs, may
sometimes be given less credit than work at
Swarthmore, but this will depend on the nature
of the program and the work involved.
Validation may include an examination, written
or oral, administered at Swarthmore. All
decisions are made on a case-by-case basis.
Credit for AP and similar work is discussed in
section 3.5. To receive Swarthmore credit for
study abroad during the academic year, students
must participate in the College’s Semester/Year
Abroad Program and comply with its payment
plan (study abroad is discussed in section 7.14).
An official transcript from the other school
must be received by the Registrar’s Office
before validated work can be recorded for
credit By College policy, in order for work
done elsewhere to be granted Swarthmore
College credit the grade for that work must be
the equivalent of a straight C or better, but a
better than C grade does not in itself qualify for
Swarthmore credit.
Students who wish to receive natural sciences
and engineering practicum (NSEP) credit for
courses taken elsewhere must obtain
preliminary approval for the course from the
department involved as well as final validation
as with other credit. The department can
approve NSEP credit if the course is
comparable with a Swarthmore NSEP course.
Generally, courses taken elsewhere that are not
comparable with a Swarthmore NSEP will not
receive NSEP credit; however, in exceptional
cases, if NSEP criteria are satisfied elsewhere,
the department chair may recommend NSEP
credit award to the Division of Natural Sciences
and Engineering for its final decision.
Requests for credit must be made within the
semester following the term in which the work
was done. Credit is lost if a student takes a

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

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

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

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

p. 65

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

10 The Corporation
May 5, 2012 to May 4, 2013
Giles K. Kemp ’72, Chair
Scarsdale NY
Neil R. Grabois ’57, Vice Chair
New York NY
Nancy N. Nicely, Secretary
Swarthmore College
Swarthmore PA

p. 66

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

11 Board of Managers
Term Expires May 2013
Jorge L. Aguilar ’05
Columbia University
New York NY
Richard Baraseli ’75
Universal American Financial Corp.
New York NY
Dulany Ogden Bennett ’66
South Woodstock VT
James C. Hormel III ’55
Equidex, Inc.
San Francisco CA
Frederick W. Kyle ’54
Philadelphia PA
Susan Levine ’78
San Francisco CA
Jorge Munoz ’84
The World Bank
Washington DC
John A. Riggs ’64
The Aspen Institute
Washington DC
Carl R. Russo ’79
Consigliare Management Co.
San Jose CA
Robin Shapiro ’78
Encore Financial Services Group
New York NY
David W. Singleton ’68
Wilmington DE
Thomas È. Spock ’78
Scalar Media Partners, LLC
New York NY
Danielle Toaltoan ’07
New York NY
Joseph Turner ’73
Golden CO
Term Expires May 2014
Rhonda Cohen ’76
Philadelphia PA
Janet S. Dickerson H’92
Princeton NJ
Jenny Hourihan ’80
Brooklyn NY
Lewis H. Lazarus ’78
Morris James, LLP
Wilmington DE
Sibella Clark Pedder ’64
Surrey England

Gustavo R. Schwed ’84
New York NY
Term Expires May 2015
Sohail Bengali ’79
San Mateo CA
Nathaniel Erskine ’10
Worcester MA
Thomas Flartnett ’94
New York NY
Jane Lang ’67
Sprenger Lang Foundation
Washington DC
Lucinda Lewis ’70
Potomac MD
James Lovelace ’79
Los Angeles CA
Bennett Lorber ’64
Temple University Hospital
Philadelphia PA
Christopher Niemczewski ’74
Washington DC
Term Expires May 2016
Delvin Dinkins ’93
West Chester PA
J. David Gelber ’63
Garrison NY
Neil R. Grabois ’57
New York NY
Marilyn Holifield ’69
Coral Gables FL
Ann Reichelderfer ’72
Rocky Hill NJ
Elizabeth H. Scheuer ’75
Bronx NY
Sujatha Srinivasan ’01
New York NY
Ruth Shoemaker Wood ’01
Princeton NJ

11 Board of Managers
Emeriti
Julie Lange Hall ’55
Winnetka IL
Samuel L. Hayes III ’57
Harvard Business School
Boston MA
Jerome Kohlberg Jr. ’46
Kohlberg & Co.
Mt. Kisco NY
Elizabeth J. McCormack
Rockefeller Family & Associates
New York NY
Marge Pearlman Scheuer ’48
New York NY
J. Lawrence Shane ’56
Newtown Square PA

p. 67

Ex officio
Rebecca Chopp
Swarthmore College
Swarthmore PA
Susan S. Morrison ’81
Austin TX
Chairman o f the Board Emeritus
Eugene M. Lang ’38
Eugene M. Lang Foundation
New York NY

11.1 Committees of the Board
The chair of the Board is an ex officio member o f every committee.
Executive
Giles K. Kemp, Chair
Neil R. Grabois, Vice Chair
Richard Barasch
Dulany Ogden Bennett
Rebecca Chopp
Rhonda Cohen
David Gelber
Eugene M. Lang *
Bennett Lorber
Barbara W. Mather
Nancy Nicely
Chris Niemczewski
Robin M. Shapiro
David W. Singleton
Thomas E. Spock
Academic Affairs
Bennett Lorber, Chair
Joseph Turner, Vice Chair
Jorge Aguilar
Dulany Ogden Bennett
David Gelber
Neil R. Grabois
Julie Hall
Sibella Clark Pedder
Elizabeth H. Scheuer
Marge Scheuer *
Admissions and Financial Aid
Thomas E. Spock, Chair
Barbara W. Mather, Vice Chair
Rhonda Cohen
Janet Dickerson
David Gelber
Samuel Hayes III *
Harold Kalkstein **
Lucinda M. Lewis
Tracey Patillo
Sibella Clark Pedder
Elizabeth H. Scheuer

Audit and Risk Management
Richard Barasch, Chair
Jenny Hourihan, Vice Chair
Sohail Bengali
Lewis H. Lazarus
Barbara W. Mather, ex officio
David Singleton
Compensation
Giles K. Kemp, Chair, ex officio
Neil R. Grabois, Vice Chair
Janet Dickerson
Susan Levine
Barbara W. Mather
Chris Niemczewski
Development and Communications
Robin Shapiro, Chair
Lewis H. Lazarus, Vice Chair
Jorge Aguilar
Nathaniel Erskine
Thomas Hartnett
Eugene M. Lang *
Susan Levine
Lucinda M. Lewis
James Lovelace
Susan S. Morrison, ex officio
John A. Riggs
Gustavo Schwed
Sujatha Srinivasan
Finance
Barbara W. Mather, Chair
Richard Barasch, Vice Chair
Sohail Bengali
Rhonda Cohen
Harold Kalkstein **
Susan Levine
Lucinda M. Lewis
John A. Riggs
Gustavo Schwed

11 Board of Managers
David Singleton
Thomas E. Spock
Joseph Turner
Investment
Chris Niemczewski, Chair
Salem Shuchman, Vice Chair **
Ephraim Greenwall **
Mark M. Harmeling **
Eugene M. Lang *
Barbara W. Mather, ex officio
Corey Mulloy **
Gustavo Schwed
Nominating and Governance
Rhonda Cohen, Chair
John A. Riggs, Vice Chair
Sohail Bengali
Neil R. Grabois, ex officio
Giles K. Kemp, ex officio
Bennett Lorber
Barbara W. Mather
Robin M. Shapiro
Property
David W. Singleton, Chair
Frederick W. Kyle, Vice Chair
Richard Barasch
Thomas Hartnett
Samuel L. Hayes III *
Giles K. Kemp
Susan Levine
Sibella Clark Pedder
John A. Riggs
Robin M. Shapiro
Thomas E. Spock
Danielle Toaltoan
Social Responsibility
David Gelber, Chair
Susan Levine, Vice Chair
Dulany Ogden Bennett
Nathaniel Erskine
James C. Hormel
Frederick W. Kyle
Eugene M. Lang *
Jane Lang
Susan S. Morrison, ex officio
Jorge Munoz
Tracey Patillo
David W. Singleton
Student Affairs
Dulany Ogden Bennett, Chair
Janet Dickerson, Vice Chair
Jorge Aguilar
Nathaniel Erskine
Neil R. Grabois
James C. Hormel
Jenny Hourihan
Eugene M. Lang *
Lewis H. Lazarus
Jorge Munoz
Tracey Patillo

p. 68
Elizabeth H. Scheuer
Danielle Toaltoan
Joseph Turner
*Emeriti manager
**Non-board member

12 Alumni Association
Officers and Alumni Council
The Alumni Relations Office is the primary
communication link between the College and its
alumni, enabling them to maintain an ongoing
relationship with each other. Some of the
office’s programs and activities include Alumni
Weekend, national and international alumni
gatherings, and alumni travel. The Alumni
Office facilitates online engagement with
alumni and manages alumni volunteers. They
also hire students for general office work and to
help at on-campus alumni events.
The Alumni Office works closely with the
Career Services Office to facilitate networking
between students and alumni and among
alumni, to take advantage of the invaluable
experience represented among the alumni. The
Alumni Office also helps officers of the senior
class and alumni groups plan special events.
The Alumni Office gives staff support to the
Alumni Association, which was founded in
1882, and to the Alumni Council, the governing
body of the Alumni Association. The Alumni
Office also gives staff support to regional
alumni and parent groups, called Connections,
in Austin/San Antonio; Atlanta; Boston;
Chicago; Denver; Houston; London; Los
Angeles; Metro DC/Baltimore; Metro N.Y.C;
Miami; Minneapolis;New Haven; Paris;
Philadelphia; San Francisco; Seattle; Singapore
and Tucson.
There are 19,680 alumni: 9,933 men, 9,745
women, with 2,590 married to each other,
giving substance to the College’s traditional
appellation, “Quaker matchbox.” The College
defines an alumnus/a as anyone who has
completed one semester.
Alumni Association Officers
Susan Signe Morrison ’81, president
Robert Steelman ’92, vice president
David Ko ’92, vice president
Nina Paynter ’97, vice president
Jim Moskowitz ’88, secretary
Zone A
Delaware, Pennsylvania
Sarah Mooers ’883
Ambler, Pa.
Jim Moskowitz ’88
Swarthmore, Pa.
Leonard I. Nakamura ’691
Philadelphia, Pa.
Lourdes M. Rosado ’8 5 1
Havertown, Pa.
Kevin Wilson ’923
Gettysburg, Pa.
Zone B
New Jersey, New York
Donna L. Gresh ’831
Cortlandt Manor, N.Y.

P.69

Brian Hwang ’052
New York, N.Y.
Jaky Joseph ’062
New York, N.Y.
Thomas L. Newman II ’8 7 1
Pompton Plains, N.J.
Nicole O’Dell Odim ’883
Bellport, N.Y.
John Randolph II ’973
Brooklyn, N.Y.
Rosita Samoff ’642
New York, N.Y.
Suzanne Winter ’ 102
New York, N.Y.
Zone C
Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island, and Vermont
Joseph M. Armah ’9 8 1
Norwalk, Corn.
Diana Aronzon ’0 5 1
Cambridge, Mass.
David Jenemann ’932,4
Burlington, Vt.
Demetrios Karis ’743
Still River, Mass.
Anne McGuire ’803
Cambridge, Mass.
Nina P. Paynter ’972
Jamaica Plain, Mass.
Elizabeth Thoenen ’832
Belmont, Mass.
Zone D
D istrict o f Columbia, Maryland, and Virginia
Emily Aubrey ’892
Baltimore, Md.
William Bradford ’662
Washington, DC
Barbara Stubbs Cochran ’6 7 1
Washington, D.C.
Juan Gelpi ’843
Virginia Beach, Va.
Rakhee Goyal ’933
Olney, Md.
Martha Marrazza ’092
Bethesda, Md.
Donald McMinn ’862
Washington, DC
Zone E
Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, West
Virginia, and Wisconsin
Rebecca Commito ’102
Chicago, 111.
Carolyn Kelley ’7 5 1
Austin, Texas
Benjamin Keys ’0 1 1
Chicago, DI.

12 Alumni Association
Officers and Alumni Council
Susan Morrison ’812
Austin, Texas
Jules Moskowitz ’661
Prairie Village, Kan.
Thomas Scholz ’813
Iowa City, Iowa
Cynthia Hunter Spann ’753
Dallas, Texas
Kristin Bergstrom Vessey ’612
Bowling Green, Ohio
Patrick Zweidler-McKay ’892,4
Houston, Texas
Zone F
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee,
territories, dependencies, and foreign countries
Janet Erlick ’883
Fort Lauderdale, Fla.
Paige M. Gentry ’071
Durham, N.C.
Kenneth M. Gibson ’761
Atlanta, Ga.
Sara Orr Sello ’662
Hamburg, Germany
Mark Shapiro ’883
Coral Gables, Fla.
Horatiu Stefan ’012
Seoul, Republic of Korea
Zone G
Alaska, Arizona, California, Colorado, Hawaii,
Idaho, Montana, Nevada, New Mexico, Oregon,
Utah, Washington, and Wyoming
Kennette Banks ’063
Oakland, Calif.
Deborah How ’892
Santa Monica, Calif.
David Ko ’922
San Mateo, Calif.
Walter Luh ’993
Sunnyvale, Calif.
Robert Oye ”732
Los Angeles, Calif.
Cathryn J. Polinsky ’991
San Mateo, Calif.
Elan Silverblatt-Buser ’ 12 1
Evan J. Wittenberg ’911
Palo Alto, Calif.
Members-at-Large
Robert Steelman ’922
Ridgewood, N.J.
Rachel Weinberger ’802
Summit, N.J.
Nominating Committee Chair
Sabrina Martinez ’924
Houston, Texas

P.7o

National Extern Program Coordinator
Joshua Green ’942
Keauhou, Hawaii
National Connection Chair
David Steinmuller ’562
Gallatin Gateway, Mont.
Connection Representatives
Atlanta
Linda Valleroy ’72
Decatur, Ga.
Emily Nolte ’07
Atlanta, Ga.
Boston
David Wright ’69 Wellesley, Mass.
Gina Salcedo ’10
Somerville, Mass.
Chicago
Marilee Roberg ’73
Wilmette, 111.
Denver
Erin Trapp ’92
Denver, Colo.
Houston
Peter Zustovich ’00
Houston, Texas
London
Abby Honeywell ’85
London, England
Los Angeles
Deborah How ’98
Santa Monica, CA
Metro DC/Baltimore
Wuryati Morris ’04
Washington, DC
Hilary Rice ’02
Arlington, VA
Nina Schichor ’02
Washington, DC
Metro N.Y.C
Win Ling Chia ’06
Brooklyn, N.Y.
Lily N g ’08
Brooklyn, NY
Miami
Ana Corrales ’97
Miami, Fla.
New Haven
Caitlin Koerber ’08
New Haven, CT
Molly Weston ’10
New Haven, CT
Paris
Anais Loizillon ’95
Paris, France
Philadelphia
James J. Moskowitz ’88
Swarthmore, Pa.

12 Alumni Association
p 71
Officers and Alumni Council______________
Pittsburgh
Barbara Sieck Taylor ’75
Pittsburgh, Pa.
San Francisco
Autumn Quinn ’04
Mountain View, Calif.
Singapore
Angelina Seah ’07
Singapore
Triangle Region
Julia Knerr ’81
Chapel Hill, N.C.
George Telford ’84
Durham, N.C.
Tucson
Laura Markowitz ’85
Tucson, Ariz.
Twin Cities
Rebeka Ndosi ’97
Minneapolis, MN

Term ends 2015.
Term ends 2013.

3 Term ends 2014.
4 Nominating Committee

13 Faculty and Other Instructional Staff
13.1 Emeriti
Robert C. Bannister, B.A., Ph.D., Yale
University; B.A., M.A., University of Oxford,
Scheuer Professor Emeritus of History.
Robert A. Barr Jr., B.A., Swarthmore
College; M.A., University of Pennsylvania,
Dean Emeritus of Admissions.
Thomas H. Blackburn, B.A., Amherst
College; B.A., M.A., University of Oxford;
Ph.D., Stanford University, Centennial
Professor Emeritus of English Literature.
Thompson Bradley, B.A., Yale University;
M.A., Columbia University, Professor Emeritus
of Russian.
Lee Devin, B.A., San Jose State College; M.A.,
Ph.D., Indiana University, Professor Emeritus
of Theater.
H. Searl Dunn, B.S.E., M.S.E., Princeton
University; Ph.D., Brown University, Henry C.
and J. Archer Turner Professor Emeritus of
Engineering.
Robert S. DuPlessis, B.A., Williams College;
M.A., Ph.D., Columbia University, Isaac H.
Clothier Professor Emeritus of History and
International Relations.
Marion J. Faber, B.A., M.A., University of
California, Berkeley; Ph.D., Harvard
University, Scheuer Family Professor Emerita
of Humanities and Professor Emerita of
German.
James D. Freeman, B.A., M.A., Ph.D.,
Harvard University, Daniel Underhill Professor
Emeritus of Music.
J. William Frost, B.A., DePauw University;
M.A., Ph.D„ University of Wisconsin, Howard
M. and Charles F. Jenkins Professor Emeritus
of Quaker History and Research.
John E. Gaustad, A.B., Harvard University;
Ph.D., Princeton University, Edward Hicks
Magill Professor Emeritus of Astronomy.
Kenneth J. Gergen, B.A., Yale University;
Ph.D., Duke University, Gil and Frank Mustin
Professor Emeritus of Psychology.
Charles E. Gilbert, B.A., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus of Political Science and Provost
Emeritus.
James H. Hammons, B.A., Amherst College;
M.A., Ph.D., Johns Hopkins University,
Professor Emeritus of Chemistry.
John J. Hassett, B.A., St. Francis College;
M.A., University of Iowa; Ph.D., University of
Wisconsin, Susan W. Lippincott Professor
Emeritus of Modem and Classical Languages.
Mark A. Heald, B.A., Oberlin College; M.S.,
Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics.

P- 72

Raymond F. Hopkins, B.A., Ohio Wesleyan
University; M.A., Ohio State University; M.A.,
Ph.D., Yale University, Richter Professor
Emeritus of Political Science.
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University, Professor
Emeritus of Statistics.
Charles L. James, B.S., State University of
New York at New Paltz; M.S., State University
of New York at Albany, Sara Lawrence
Lightfoot Professor Emeritus o f English
Literature.
Jennie Keith, B.A., Pomona College; M.A.,
Ph.D., Northwestern University, Centennial
Professor Emerita of Anthropology and Provost
Emerita.
Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Edward Hicks Magill Professor
Emeritus of Computer Science.
Deborah G. Kemler Nelson, B.A., M.A.,
Ph.D., Brown University, Centennial Professor
Emerita of Psychology.
T. Kaori Kitao, B.A., M.A., University of
California, Berkeley; Ph.D., Harvard
University, William R. Kenan Jr., Professor
Emerita of Art History.
Eugene A. Klotz, B.S., Antioch College; Ph.D.,
Yale University, Albert and Edna Pownall
Buffington Professor Emeritus of Mathematics.
James R. Kurth, B.A., Stanford University;
M.A., Ph.D., Harvard University, Claude C.
Smith Professor Emeritus of Political Science.
George Krugovoy, B.A., M.A., Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus of Russian.
Hugh M. Lacey, B.A., M.A., University of
Melbourne; Ph.D., Indiana University, Scheuer
Family Professor Emeritus of Philosophy.
Asmarom Legesse, B.A., University College of
Addis Ababa; Ed.M., Ph.D., Harvard
University, Professor Emeritus of
Anthropology.
Lillian M. Li, A.B., Radcliffe College; A.M.,
Ph.D., Harvard University, Sara Lawrence
Lightfoot Professor Emerita of History.
Paul C. Mangelsdorf Jr., B.A., Swarthmore
College; Ph.D., Harvard University, Morris L.
Clothier Professor Emeritus of Physics.
Jeanne Marecek, B.S., Loyola University;
Ph.D., Yale University, William R. Kenan Jr.
Professor Emerita of Psychology.
John D. McCrumm, B.A., M.S., University of
Colorado, Howard N. and Ada J. Eavenson
Professor Emeritus o f Engineering.
Ann Kosakowski McNamee, B.A., Wellesley
College; M.Phil., Ph.D., Yale University,
Professor Emerita o f Music.

13 Faculty and Other Instructional Staff_____ ^3
Jane Mullins, B.A., Swarthmore College,
Registrar Emerita.
Frederick L. Orthlieb, B.S. M.S.,
Massachusetts Institute of Technology; Ph.D.,
Carnegie Mellon University, The Isaiah V.
Williamson Chair of Civil and Mechanical
Engineering, Professor Emeritus of
Engineering.
Harold E. Pagliaro, A.B., M.A., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus of English
Literature and Provost Emeritus.
Robert F. Pasternack, B.A., Ph.D., Cornell
University, Edmund Allen Professor Emeritus
of Chemistry and Biochemistry.
Dean Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
of Psychology.
Jean Ashmead Perkins, B.A., Swarthmore
College; M.A., Ph.D., Columbia University,
Susan W. Lippincott Professor Emerita of
French.
Steven I. Piker, B.A., Reed College; Ph.D.,
University of Washington, Professor Emeritus
of Anthropology.
Ernest J. Prudente, B.S., M.S., University of
Pennsylvania, Professor Emeritus of Physical
Education.
Frederic L. Pryor, B.A., Oberlin College;
M.A., Ph.D., Yale University, Professor
Emeritus of Economics.
Gilbert P. Rose, B.A., Ph.D., University of
California, Berkeley, Susan Lippincott
Professor Emeritus of Modem and Classical
Languages.
Alburt M. Rosenberg, B.A., Harvard
University; M.S., University of Florida; Ph.D.,
University of Pennsylvania, Associate Professor
Emeritus of Natural Science.
Robert Roza, B.A., University of Toronto;
M.A., Ph.D., Princeton University, Susan W.
Lippincott Professor Emeritus o f French.
Robert E. Savage, B.A., Oberlin College;
M.S., Ph.D., University of Wisconsin, Isaac H.
Clothier Jr. Professor Emeritus of Biology.
Richard Schuldenfrei, B.A., M.A., University
of Pennsylvania; Ph.D., University of
Pittsburgh, Professor Emeritus of Philosophy.
Bernard S. Smith, B.A., M.A., University of
Oxford; Ph.D., Harvard University, Professor
Emeritus of History.
David G. Smith, B.A., M.A., University of
Oklahoma; Ph.D., Johns Hopkins University,
Richter Professor Emeritus of Political Science.
Barbara Yost Stewart, B.A., Swarthmore
College; M.A., Ph.D., Bryn Mawr College,
Professor Emerita of Biology.

Donald K. Swearer, B.A., M.A., Ph.D.,
Princeton University; B.D., S.T.M., Yale
Divinity School, Charles and Harriett Cox
McDowell Professor Emeritus of Religion.
Francis P. Tafoya, B.S., M.A., University of
Colorado; Ph.D., Yale University, Professor
Emeritus of French and Spanish.
Peter T. Thompson, B.A., Johns Hopkins
University; Ph.D., University o f Pittsburgh,
Professor Emeritus of Chemistry.
Eva F. Travers, B.A., Connecticut College;
M.A., Ed.D., Harvard University, Professor
Emerita of Educational Studies.
P. Linwood Urban Jr., B.A., Princeton
University; S.T.B., S.T.M., Th.D., General
Theological Seminary, Charles and Harriett
Cox McDowell Professor Emeritus of Religion.
Judith G. Voet, B.S., Antioch College; Ph.D.,
Brandeis University, James H. Hammons
Professor Emerita of Chemistry.
Larry E. Westphal, B.A., Occidental College;
Ph.D., Harvard University, J. Archer and Helen
C. Turner Professor Emeritus of Economics.
Robert E. Williams, B.S., Delaware State
College; M.S., Rutgers University, Marian
Snyder Ware Professor Emeritus of Physical
Education and Athletics.
Timothy C. Williams, B.A., Swarthmore
College; A.M., Harvard University; Ph.D.,
Rockefeller University, Professor Emeritus of
Biology.
Harrison M. Wright, B.A., M.A., Ph.D.,
Harvard University, Isaac H. Clothier Professor
Emeritus of History and International Relations
and Provost Emeritus.
Sarah Lee Lippincott Zimmerman, B.A.,
University of Pennsylvania; M.A., Swarthmore
College; D.Sc., Villanova University, Professor
Emerita of Astronomy and Director Emerita of
the Sproul Observatory.

13.2 Faculty and Other
Instructional Staff
Tariq al-Jamil, B.A., Oberlin College; M.T.S.,
Harvard University; M.A., Ph.D., Princeton
University, Associate Professor of Religion.
Elaine Allard, B.A., Swarthmore College,
Visiting Instructor, Educational Studies.
Khaled Al-Masri, B.A.,M.A., Yarmouk
University of Arabic Language and Literature;
Ph.D., University of Michigan, Assistant
Professor of Arabic.
John Alston, B.M., Yankton College; M.M.,
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor of Music.
Todd Anckaitis, B.A., Lafayette College; M.S.,
Smith College, Head Coach/Instructor, Physical
Education.

13 Faculty and Other Instructional Staff
Diane Downer Anderson, B.A., Montclair
State College; M.S., Drexel University; Ph.D.,
University of Pennsylvania, Associate Dean for
Academic Affairs and Associate Professor of
Educational Studies.
Nathalie Anderson, B.A., Agnes Scott
College; M.A., Georgia State University; Ph.D.,
Emory University, Professor of English
Literature.
Diego Armus, B.A., University of Buenos
Aires; M.A., Ph.D., University of California,
Berkeley, Associate Professor of History.
Kim D. Arrow, B.S., Temple University;
M.F.A., New York University, Associate
Professor of Dance. .
Aman Mahmoud Attieh, B.A., M.A.,
American University of Beirut; Ph.D., The
University of Texas at Austin, Assistant
Professor of Arabic.
Farid Azfar, B.A., Tufts University; M.A.,
University of Southern California; Ph.D.,
Brown University, Assistant Professor of
History.
Jodie A. Baird, A.B., Stanford University;
M.S., Ph.D., University of Oregon, Assistant
Professor of Psychology.
Alan R. Baker, B.A., University of Cambridge;
M.A., Ph.D., Princeton University, Associate
Professor of Philosophy.
Marcantonio Barone, B.Mus., Curtis Institute
of Music; Artist Diploma, Peabody
Conservatory, Associate in Performance
(Music).
Peter Baumann, M.A., Ph.D., University of
Gottingen, Professor of Philosophy.
Gabriel Quinn Baunedel, B.A., Swarthmore
College; Certificate, Ecole Internationale de
Théâtre Jacques Lecoq, Visiting Assistant
Professor of Theater.
Amanda Bayer, B.A., Williams College; M.A.,
M.Phil., Ph.D., Yale University, Associate
Professor of Economics.
Jake Beckman, B.A., Swarthmore College;
M.F.A., Rhode Island School of Design,
Visiting Professor Studio Art.
Stephen P. Bensch, M.A., University of
Toronto; Ph.D., University of California,
Berkeley, Professor of History.
Benjamin Berger, A.B., Princeton University;
M.A., Ph.D., Harvard University, Associate
Professor of Political Science.
Deborah J. Bergstrand, B.S., Allegheny
College; M.S., Ph.D., University of Illinois,
Professor of Mathematics and Statistics.
Alan Berkowitz, B.A., University of Vermont;
M.A., Ph.D., University of Washington, Susan
W. Lippincott Professor of Modem and
Classical Languages, Professor of Chinese.

p. 74

Jean-Vincent Blanchard, B.A., M.A.,
Université de Montreal; Ph.D., Yale University,
Associate Professor of French.
John R. Boecio, B.S., Polytechnic Institute of
Brooklyn; Ph.D., Cornell University, Professor
of Physics.
Elizabeth Bolton, B.A., Middlebury College;
M.Phil., Ph.D., Yale University, Professor of
English Literature.
Karen Borbee, B.S., University of Delaware;
M.Ed., Widener University, Professor of
Physical Education.
Erin Todd Bronchetti, B.A., Miami
University; M.A., Ph.D., Northwestern
University, Assistant Professor of Economics.
Michael R. Brown, B.A., Pomona College;
Ph.D., Dartmouth College, Professor of
Physics.
Laynie Browne, B.A., University of California,
Berkeley; M.F.A., Brown University,
Instructor, Department o f English Literature.
Vera Brusentsev, B.A., Dip. Ed., M.E.C.,
Macquarie University, Sydney Australia; Ph.D.,
Dalhousie University, Halifax Canada, Visiting
Assistant Professor of Economics.
Timothy J. Burke, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University,
Professor of History.
Caroline A. Burkhard, B.S., M.S., University
of Delaware, Laboratory Instructor of
Chemistry.
Rachel Sagner Buurma, B.A., Swarthmore
College; Ph.D., University of Pennsylvania,
Assistant Professor of English Literature.
Aurora Camacho de Schmidt, B.A.,
Universidad Iberoamericana; M.A., Ph.D.,
Temple University, Professor o f Spanish.
Garikai Campbell, B.A., Swarthmore College;
Ph.D., Rutgers University, Associate Professor
of Mathematics.
Sydney L. Carpenter, B.F.A., M.F.A., Tyler
School of Art, Professor of Studio Art.
Peter Carroll, B.S., M.A., Villanova
University, Head Cdach/Instructor, Physical
Education and Athletics.
John P. Caskey, B.A., Harvard University;
Ph.D., Stanford University, Professor of
Economics.
Pallabi Chakravorty, B.A., Jadavpur
University; Ph.D., Temple University,
Associate Professor of Dance.
Joy Charlton, B.A., University of Virginia;
M.A., Ph.D., Northwestern University,
Professor of Sociology and Director of the
Eugene M. Lang Center for Civic and Social
Responsibility.

13 Faculty and Other Instructional Staff
Erik Cheever, B.S., Swarthmore College;
M.S.E., Ph.D., University of Pennsylvania,
Professor of Engineering.
Linda Chen, A.B. Harvard College; Ph.D.,
University of Chicago, Associate Professor of
Mathematics and Statistics.
Woon-Ping Chin, B.A., University of Malaya;
M.A., Ph.D., University of Toledo, Visiting
Professor of English Literature.
Julia Chindemi Vila, B.A., Universidad de
Buenos Aires, Argentina; M.A., Temple
University, Visiting Lecturer of Spanish.
Jennifer Chipman-Bloom, B.A., Hunter
College, Visiting Associate in Dance
Performance.
Yvonne P. Chireau, B.A., Mount Holyoke
College; M.T.S., Harvard University; Ph.D.,
Princeton University, Professor of Religion.
Rebecca S. Chopp, B.A., Kansas Wesleyan
University; M.Div., St. Paul School of
Theology; Ph.D., University of Chicago,
President of the College and Professor of
Religion.
Garret Christensen, B.A., Brigham Young
University; Ph.D., UC Berkeley, Visiting
Assistant Professor of Economics and Mellon
Post-doctoral Fellow.
Stella Christie, B.Á., Harvard University,
PhJD., Northwestern University, Assistant
Professor of Psychology.
Harleigh Chwastyk, B.A., Trinity College;
M.S., Smith College, Head Coach/Instructor,
Physical Education and Athletics.
Renee Clarke, B.S., Rutgers UniversityDouglass College, Head Coach/Instructor,
Physical Education And Athletics.
Charles Coes, B.A., Swarthmore College;
M.F.A. Yale University School of Drama,
Visiting Assistant Professor of Theater.
David H. Cohen, B.A., Harvard University;
Ph.D., University of Wisconsin, Associate
Professor of Astronomy.
Peter J. Codings, B.A., Amherst College;
M.Ph., Ph.D., Yale University, Morris L.
Clothier Professor of Physics.
Scott A. Cook, B.S., Southern Nazarene
University; M.A., Ph.D., Washington
University in St. Louis, Visiting Assistant
Professor of Mathematics.
Michael W. Cothren, B.A., Vanderbilt
University; M.A., Ph.D., Columbia University,
Scheuer Family Professor of Humanities.
Theodore M. Crone, B.A., St. Mary’s College;
Dr. Theol., Eberhard-Karls University; Ph.D.,
University of California, Berkeley, Visiting
Professor of Economics.
Catherine H. Crouch, A.B., Williams College;
A.M., Ph.D., Harvard University, Associate
Professor of Physics.

p. 75

Gabriel Cutrufello, B.S.Ed., West Chester
University; M.A., San Diego State University;
Ph.D., Temple University, Visiting Assistant
Professor of English Literature.
Andrew Danner, B.S., Gettysburg College;
M.S., Ph.D., Duke University, Assistant
Professor of Computer Science.
LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Susan P. Davis, B.S., Springfield College;
M.S., Smith College, Professor of Physical
Education.
Shelley DePaul, B.S., East Stroudsburg
University; M.S., East Stroudsburg University,
Instructor of Linguistics.
Renee L. DeVarney, B.A., University of
Vermont; Teaching Certificate, George
Washington University, Head Coach/Instructor,
Physical Education And Athletics.
Ni Luh Kadek Kusuma Dewi, Associate in
Performance (Dance).
Giovanna DiChiro, B.A., University of
California; M.S., University of Michigan;
Ph.D., University of California, Lang Visiting
Professor for Issues of Social Change.
Aaron J. Dinkin, A.B., Harvard University;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor of Linguistics.
Allison Dorsey, B.A., University of San
Francisco; M.A., Ph.D., University of
California, Irvine, Professor of History.
Bruce A. Dorsey, B.A., Biola University;
A.M., Ph.D., Brown University, Professor of
History.
Stacey Dougherty, B.S., University of Rhode
Island; M.A., Saint Joseph’s University,
Laboratory Instructor of Biology.
Jason Downs, B.A., University of
Pennsylvania; Ph.D., Yale University, Visiting
Assistant Professor of Biology.
Frank H. Durgin, B.A., St. John’s College;
M.A., University of Pennsylvania; Ph.D.,
University of Virginia, Professor of
Psychology.
Eric Eaton, B.S., M.S., Ph.D., University of
Maryland, Visiting Assistant Professor of
Computer Science.
Brahim El Guabli, B.A., M.A., Bordeaux III
University, Bordeaux, France, Lecturer in
Arabic.
Richard Eldridge, A.B., Middlebury College;
M.A., Ph.D., University of Chicago, Charles
and Harriett Cox McDowell Professor of
Philosophy.
Erich Carr Everbach, A.B., Harvard College;
M.S., Ph.D., Yale University, Professor of
Engineering.

13 Faculty and Other Instructional Staff
Philip J. Everson, B.A., Pomona College;
M.A., Ph.D., Harvard University, Professor of
Statistics.
Randall L. Exon, B.F.A., Washburn
University; M.A., M.F.A., University of Iowa,
Professor of Studio Art.
Theodore B. Fernald, B.A., M.A., Ohio State
University; Ph.D., University o f California,
Santa Cruz, Professor of Linguistics.
Sibelan Forrester, B.A., Bryn Mawr College;
M.A., Ph.D., Indiana University, Professor of
Russian.
Melinda Finberg, B.A., Yale University;
Ph.D., Princeton University, Associate
Professor of English. ■
Anthony Foy, B.A., University of California,
Los Angeles; M.A., Ph.D., Yale University,
Associate Professor of English.
Sharon E. Friedler, B.A., Colby College;
M.F.A., Southern Methodist University,
Professor of Dance and Faculty Adviser for
Off-Campus Study.
Gregory Frost, B.A., University of Iowa,
Visiting Instructor of English Literature.
Lauren Fuchs, B.S., University of Connecticut,
Head Coach/Instructor, Physical Education and
Athletics.
William O. Gardner, B.A., Columbia
University; M.A., Ph.D., Stanford University,
Associate Professor of Japanese.
Charles S. Garrod, B.S., Harvey Mudd
College; M.S., Ph.D., Carnegie Mellon
University, Visiting Assistant Professor of
Computer Science.
Farha Ghannam, B.A., M.A., Yarmouk
University; Ph.D., University of Texas at
Austin, Associate Professor of Anthropology.
Scott F. Gilbert, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University,
Howard A. Schneiderman Professor of Biology.
Jane E. Gillham, B.A., Princeton University;
Ph.D., University of Pennsylvania, Associate
Professor of Psychology.
Jill Gladstein, B.S., University of Wisconsin,
Madison; M.S.E.D., Ph.D., University of
Pennsylvania, Associate Professor of English
Literature and Director of Writing Associates
Program.
Dolores Luis Gmitter, B.A., St. Francis
College; M.Ed., Temple University, Associate
in Performance (Dance).
Stephen S. Golub, B.A., Williams College;
M.A., Ph.D., Yale University, Franklin and
Betty Barr Professor of Economics.
Ralph R. Gomez, B.A., M.A., University of
California, Santa Cruz; Ph.D., University of
New Mexico; Assistant Professor of
Mathematics.

p. 76

Amy Lisa Graves (formerly Amy L.R. Bug),
B.A., Williams College; Ph.D., Massachusetts
Institute o f Technology, Professor of Physics.
William Gresh Jr., B.S., Allegheny College;
M.A., University of Pennsylvania, Laboratory
Instructor of Biology.
Pat Gress, B.S., Towson University; M.S.,
West Chester University, Head
Coach/Instructor, Physical Education And
Athletics.
Logan Grider, B.F.A., Art Institute of
Chicago; M.F.A., Yale University, Assistant
Professor of Studio Art. Swarthmore College.
Charles M. Grinstead, B.A., Pomona College;
M.A., Ph.D., University of California, Los
Angeles, Professor of Mathematics.
Daniel J. Grodner, S.B., Ph.D., Massachusetts
Institute of Technology, Assistant Professor of
Psychology.
Cheryl P. Grood, B.A., University of
Michigan; M.A., Ph.D., University of
Wisconsin, Associate Professor of
Mathematics.
Carl H. Grossman, B.S., Ph.D., University of
Pennsylvania, Associate Professor of Physics.
Frank D. Grossman, B.A., California State
University, Northridge; Ph.D., Teachers
College, Columbia University, Assistant
Professor of Educational Studies.
Marfa Luisa Guardiola, Licenciada,
Universität Autonoma de Barcelona; Ph.D.,
University of Pennsylvania, Professor of
Spanish.
Alexandra Gueydan, Licence, Maîtrise de
Lettres Modernes, Université Jean Moulin,
Lyon III, M.A., M.Phil, Ph.D., Yale University,
Assistant Professor of French.
Donna T. Halley, B.S., University of
Delaware, Laboratory Instructor of Chemistry.
Cynthia Perwin Halpern, B.A., Tulane
University; M.A., London School of
Economics; Ph.D., Princeton University,
Associate Professor of Political Science.
Richard Hamburger, Associate in Theater
Performance.
Janice Hamer, B.A., Harvard University;
M.M., Westminster Choir College; Ph.D., City
University of New York, Visiting Associate
Professor of Music.
Joseph Hargadon, B.S., M.S., Ph.D., Widener
University, Visiting Professor of Economics.
K. David Harrison, B.A., American
University; Magister, Jagiellonian University,
Poland; M.A., Ph.D., Yale University;
Associate Professor of Linguistics.
Heather Hassel-Finnegan, B.S., Juaniata
College; M.A., SUNY Stony Brook, Laboratory
Instructor of Biology.

13 Faculty and Other Instructional Staff_____ p_t?
Andrew D. Hauze, A.A., Simon’s Rock
College of Bard; B.A., Swarthmore College;
Diploma, Curtis Institute of Music; Associate in
Performance (Music), and Concert Manager.
Virginia M. Heck, B.S., Elizabethtown
College; M.S., Villanova University, Senior
Lecturer in Chemistry and Biochemistry.
Jim Heller, Head Coach, Physical Education
and Athletics.
Adam Hertz, B.A., University of Redlands;
M.Ed., Temple University, Marian Ware
Director of Physical Education and Athletics.
Sarah A. Hews, B.S., University of Michigan;
Ph.D., Arizona State University, Visiting
Assistant Professor of Mathematics and
Postdoctoral Teaching Fellow in
Biomathematics.
Sara Hiebert Burch, B.S., University of St.
Andrews; Ph.D., University of Washington,
Professor of Biology.
Jeffrey Himpele, B.A., University of Chicago;
Ph.D., Princeton University, Visiting Assistant
Professor of Anthropology.
Eleanor Holdridge, B.A., Sarah Lawrence
College; M.F.A., Yale University, Visiting
Assistant Professor of Theater.
Alison E. Holliday, B.Sc., Ph.D., Queens
University, Assistant Professor of Chemistry
and Biochemistry.
Robinson G. Hollister Jr., B.A., Amherst
College; Ph.D., Stanford University, Joseph
Wharton Professor of Economics.
Steven P. Hopkins, B.A., M.A., University of
California, Santa Barbara; A.M., Ph.D.,
Harvard University, Professor of Religion.
Kathleen P. Howard, B.A., Princeton
University; Ph.D., Yale University, Professor of
Chemistry and Biochemistry.
David Huffman, B.A., Oberlin College; M.A.,
Ph.D., University of California, Berkeley;
Assistant Professor of Economics.
Constance Cain Hungerford, B.A., Wellesley
College; M.A., Ph.D., University of California,
Berkeley, Mari S. Michener Professor of Art
History.
Thomas J. Hunter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics.
Philip N. Jefferson, B.A., Vassar College;
M.A., Ph.D., University of Virginia, Professor
of Economics.
John B. Jenkins, B.S., M.S., Utah State
University; Ph.D., University of California, Los
Angeles, Isaac H. Clothier Jr. Professor of
Biology.
Eric L.N. Jensen, B.A., Carleton College;
M.S., Ph.D., University of Wisconsin, Professor
of Astronomy.

Yoshiko Jo, B.A., Seiwa College,
Nishinomiya, Japan; B.A., North Central
College, Illinois; M.A., University of Illinois at
Urbana-Champaign, Lecturer in Japanese.
Michael Johns, B.A., New England
Conservatory; M.M., D.M.A., Temple
University, Associate in Performance (Music).
Aimee S.A. Johnson, B.A., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Professor of
Mathematics.
Brian R. Johnson, B.A., Macalester College;
M.A., Ph.D., University of WisconsinMadison, Assistant Professor of Russian.
Nina Johnson, B.A., University of
Pennsylvania; M.A., New York University;
Ph.D., Northwestern University, Visiting
Assistant Professor of Black Studies and
Sociology and Anthropology.
Nora Johnson, B.A., University of California,
Los Angeles; M. Div., Graduate Theological
Seminary; M.A., Ph.D., University of
California, Berkeley, Professor o f English
Literature.
Cheryl Jones-Walker, B.A., Wesleyan
University; Ph.D., University of Pennsylvania,
Assistant Professor of Black Studies and
Educational Studies.
Pieter M. Judson, B.A., Swarthmore College;
M.A., Ph.D., Columbia University, Isaac H.
Clothier Professor of History and International
Relations.
Wol A. Kang, B.A., Fu-Jen Catholic
University, Taipei, Taiwan; M.A., Peking
University, Beijing, China, Lecturer in Chinese.
Nicholas Kaplinsky, B.A., Reed College;
Ph.D., University of California at Berkeley,
Associate Professor of Biology.
Ayse Kaya, B.A. Wellesley College; MSc.,
Ph.D., London School of Economics, Assistant
Professor of Political Science.
Doreen Kelley, B.S., Kings College;
Certification in Teaching the Deaf and Hard of
Hearing, Lenoir-Rhyne College, Instructor in
Linguistics.
Gwynn Kessler, B.A., University of Florida;
M.A., Ph.D., The Jewish Theological Seminary
of America, Assistant Professor of Religion.
Mary Ann Klassen, B.A., Agnes Scott
College; M.S., University of Wyoming,
Lecturer in Physics and Astronomy.
Jonathan Kochavi, B.A., University of
Chicago; Ph.D., State University of New York,
Buffalo; Assistant Professor of Music.
Haili Kong, M.A., People’s University,
Beijing; Ph.D., University of Colorado at
Boulder, Professor of Chinese.

13 Faculty and Other Instructional Staff
Landry Kosmalski, B.A., Davidson College,
Head Coach/Instructor, Physical Education And
Athletics.
Lisa Kraus, B.A., Bennington College,
Associate in Performance (Dance).
Philip Kudish, B.A., M.S., Ph.D., University of
Delaware, Academic Coordinator, Science
Associate Coordinator, Laboratory Instructor of
Biology.
Allen Kuharski, B.A., University of
Wisconsin-Madison; M.A., Ph.D., University
of California, Berkeley, Stephen Lang Professor
of Performing Arts.
Mark Kuperberg, B.A., Amherst College;
M.A., Ph.D., Massachusetts Institute of
Technology, Professor of Economics.
George Lakey, B.S., Cheyney University;
M.A., University of Pennsylvania, Visiting
Professor of Peace and Conflict Studies and
Lang Center for Civic and Social Responsibility
Research Fellow.
Grace M. Ledbetter, B.A., Bryn Mawr
College; M.A., University of Virginia; Ph.D.,
Cornell University, Associate Professor of
Classics and Philosophy.
Min Kyung Lee, B.A., University of
Pennsylvania; M.A., Ph.D. candidate,
Northwestern University, Visiting Instructor of
Art History and Consortium for Faculty
Diversity Post-doctoral Fellow.
Jeremy Lefkowitz, B.A., University of North
Carolina at Chapel Hill; M.A., Washington
University in St. Louis; Ph.D., University of
Pennsylvania, Assistant Professor of Classics.
Gerald Levinson, B.A., University of
Pennsylvania; M.A., Ph.D., University of
Chicago, Jane Lang Professor of Music.
Margaret Inman Linn, B.S., M.Ed.,
University of Pittsburgh; Ph.D., University of
Pennsylvania. Visiting Assistant Professor of
Educational Studies.
Jeremy Loomis, B.A., University of Maryland;
M.S., Miami University; M.B.A., University of
Maryland, Head Coach/Instructor, Physical
Education And Athletics.
Tamsin Lorraine, B.A., Middlebury College;
Ph.D., University of Massachusetts, Professor
of Philosophy.
Jyun-hong Lu, B.A., National Cheng-chi
University, Taiwan; M.A. National Taiwan
Normal University, Lecturer of Chinese.
José -Luis Machado, B.S., Universidad de Los
Andes, Bogota; M.S., University of Vermont;
Ph.D., University of Minnesota, Associate
Professor of Biology.
Nelson A. Macken, B.S., Case Institute of
Technology; Ph.D., University of Delaware,
Howard N. and Ada J. Eavenson Professorship
in Engineering.

p. 78

James MacMillan, B.S., Tufts University;
M.S., Temple University, Visiting Assistant
Professor of Peace and Conflict Studies.
Ellen B. Magenheim, B.A., University of
Rochester; M.A., Ph.D., University of
Maryland, Professor of Economics.
James Magruder, B.A., Cornell University;
M.A., M.F.A., D.F.A., Yale University,
Visiting Assistant Professor of Theater.
Bakirathi Mani, B.S.F.S., Georgetown
University; M.A., Jawaharlal Nehru University;
Ph.D., Stanford University. Associate Professor
of English Literature.
Michael Marissen, B.A., Calvin College;
Ph.D., Brandeis University, Daniel Underhill
Professor of Music.
Luciano Martinez, Licenciado en Letras,
Universidad Nacional de Mar del Plata,
Argentina; M.A., Ph.D., University of
Pittsburgh, Associate Professor of Spanish.
Ana Matkovic, B.S., Mount Union College;
M.S., Ph.D., University of Florida, Visiting
Assistant Professor of Astronomy.
Jocelyne Mattei-Noveral, B.S., Orsay
University, Laboratory Instructor of Biology.
Stephen B. Maurer, B.A., Swarthmore
College; M.A., Ph.D., Princeton University,
Professor of Mathematics.
Nsoki Mavinga, B.S. Université de Kinshasa;
M.S., Ph.D., University of Alabama at
Birmingham, Visiting Assistant Professor of
Mathematics.
Arthur E. McGarity, B.S., Trinity University;
M.S.E., Ph.D., Johns Hopkins University,
Henry C. and J. Archer Turner Professor of
Engineering.
Lisa Meeden, B.A., Grinnell College; M.S.,
Ph.D., Indiana University, Professor of
Computer Science.
Janice Merendino, B.A., Moore College of Art
and Design, Visiting Assistant Professor of
Studio Art.
Rachel A. Merz, B.A., Western New Mexico
University; M.S., University of Florida; Ph.D.,
University of Chicago, Walter Kemp Professor
in the Natural Sciences, Professor o f Biology.
Brian A. Meunier, B.F.A., University of
Massachusetts-Amherst; M.F.A., Tyler School
of Art, Temple University, Professor of Studio
Art.
Matthew Mewes, B.A., Concordia College;
M.S., Ph.D., Indiana University, Visiting
Assistant Professor of Physics.
Dale Mezzacappa, A.B., Vassar College,
Visiting Instructor of English Literature.
Barbara Milewski, B.A., Bowdoin College;
M.A., State University of New York at Stony
Brook; M.F.A., Ph.D., Princeton University,
Associate Professor of Music.

13 Faculty and Other Instructional Staff
Stephen T. Miller, A.B., Princeton University;
Ph.D., Harvard University, Associate Professor
of Chemistry and Biochemistry.
Lynne A. Molter, B.S., B.A., Swarthmore
College; S.M., Sc.D., Massachusetts Institute of
Technology, Professor of Engineering.
Tali Moreshet, B.S., Technion, Israel Institute
of Technology; M.Sc., Ph.D., Brown
University, Assistant Professor o f Engineering.
Jennifer M. Morton, A.B., Princeton
University, Visiting Assistant Professor,
Philosophy.
Frank A. Moscatelli, B.S., C.W. Post College;
M.S., Ph.D., New York University, Professor of
Physics.
Allan R. Moser, B.S., B.A., University of
Texas at Austin; M.S., Ph.D., Purdue
University, Visiting Associate Professor of
Engineering.
Beata Anna Moskala-Gallaher, M.A., Herzen
State Pedagogical University of Russia, Saint
Petersburg, Russia; M.A. Humboldt University
of Berlin, Germany, Visiting Lecturer in
Russian.
Ryan E. B. Mruczek, B.S., University of
Rochester; Ph.D., Brown University, Visiting
Assistant Professor of Psychology.
Michael L. Mullan, B.A., University of
California, Berkeley; M.Ed., Ph.D., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education and Sociology.
Braulio Muñoz, B.A., University of Rhode
Island; M.A., Ph.D., University of
Pennsylvania, Centennial Professor of
Sociology.
Rosaria V. Munson, Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Professor of
Classics.
James Murphy, B.F.A., State University of
New York at Albany, Visiting Instructor of
Theater.
Marjorie Murphy, B.A., Jersey City State
College; M.A., San Jose State University;
Ph.D., University of California, Davis,
Professor of History and James C. Hormel
Professor in Social Justice.
Matthew Murphy, B.A., Princeton University;
M.A., Georgetown University; Instructor of
Political Science.
Keat Murray, B.S., Shippensburg University;
M.A., Millersville University; Ph.D., Lehigh
University, Visiting Associate Professor of
English Literature.
Carol Nackenoff, A.B., Smith College; M.A.,
Ph.D., University of Chicago, Richter Professor
of Political Science.

p. 79

Maya Nadkarni, B.A., M.A., Harvard
University; Ph.D., Columbia University,
Visiting Assistant Professor of Anthropology.
C. Kemal Nance, B.A., Swarthmore College;
M.Ed., Temple University, Associate in
Performance (Dance).
Donna Jo Napoli, B.A., M.A., Ph.D., Harvard
University, Professor of Linguistics.
Adam Neat, B.S., M.S., Northern Arizona
University. Lecturer in Physics and Astronomy.
Carole Netter, Maitrisse and DEA, University
of Paris, Lecturer in French.
Josh J. Newby, B.S., Eastern Illinois
University; Ph.D., Purdue University, Visiting
Assistant Professor of Chemistry and
Biochemistry.
Tia Newhall, B.S.-SED, M.S., Ph.D.,
University of Wisconsin-Madison, Associate
Professor of Computer Science.
Maria Newport, B.A., College of the Holy
Cross; Ph.D., University of Florida, Lecturer in
Chemistry and Biochemistry.
Hans F. Oberdiek, B.S., Ph.D., University of
Wisconsin, Henry C. and Charlotte Turner
Professor o f Philosophy.
Stephen A. O’Connell, A.B., Oberlin College;
Ph.D., Massachusetts Institute of Technology,
Gil and Frank Mustin Professor of Economics.
Lizzie Olesker, B.A., Antioch College; M.F.A.,
New York University, Visiting Assistant
Professor o f Theater.
Robert S. Paley, B.S., McGill University;
M.S., Ph.D., University of Michigan, Professor
o f Chemistry and Biochemistry.
Bhavin Parikh, Head Coach, Physical
Education and Athletics.
Rachel Pastan, B.A., Harvard College; M.F.A.,
University of Iowa, Visiting Instructor of
English Literature.
Brett W. Pelham, B.S., Berry College; Ph.D.,
University of Texas at Austin, Visiting
Associate Professor of Psychology (part time).
Mary Phelan, B.S., College of Saint Rose;
M.A., University of Wisconsin, Visiting
Assistant Professor of Studio Art.
Michael Piovoso, B.S., University of
Delaware; M.S., University o f Michigan; Ph.D.,
University of Delaware, Visiting Professor of
Engineering.
Helen Plotkin, B.A., Swarthmore College;
M.A., University of Michigan, Visiting
Assistant Professor of Religion.
Jumatatu Poe, B.A., Swarthmore College;
M.F.A., Temple University, Assistant Professor
of Dance.

13 Faculty and Other Instructional Staff_____ mo
Paul R. Rablen, B.A., Haverford College;
M.A, Columbia University; Ph.D., Yale
University, Professor of Chemistry and
Biochemistry.
Charles Raff, B.A., University of Rochester;
M.A., Ph.D., Brown University, Professor of
Philosophy.
Michael J. Reay, B.A., Churchill College;
M.A., Ph.D., University of Chicago, Assistant
Professor of Sociology.
Keith Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science.
Bob Rehak, B.A., Eastern Michigan
University; M.A., University of North Carolina;
Ph.D., Indiana University, Assistant Professor
of Film and Media Studies.
Patricia L. Reilly, B.A., University of
California; M.A., Bryn Mawr College; Ph.D.,
University of California, Associate Provost and
Associate Professor of Art History.
Michele Reimer, B.A., Yale University;
M.S.W., Smith College School for Social
Work; Ph.D., Temple University, Assistant
Professor of Psychology.
K. Ann Renninger, B.A., University of
Pennsylvania; M.A., Ph.D., Bryn Mawr
College, Professor of Educational Studies.
Micheline Rice-Maximin, Licence and
Maîtrise Université de la Sorbonne, Paris-IV;
M.A., University of North Texas; Ph.D.,
University of Texas at Austin, Associate
Professor of French.
Melvin Rogers, B.A., Amherst College; Ph.D.,
Yale University, Visiting Assistant Professor of
Political Science.
Ellen M. Ross, B.A., Princeton University;
M.A., Ph.D., University of Chicago, Associate ,
Professor of Religion.
Nathan Sanders, S.B., Massachusetts Institute
of Technology; M.A., Ph.D., University of
California, Santa Cruz, Visiting Assistant
Professor of Linguistics.
Tomoko Sakomura, B.A., Keio University;
M.A., Ph.D., Columbia University, Associate
Professor of Art History.
Matthew Saunders, B.A., Virginia Polytechnic
Institute; M.F.A., Yale University, Assistant
Professor of Theater.
Elizabeth Sayre, B.S., Massachusetts Institute
of Technology; M.A., Duke University,
Visiting Instructor of Music.
Erin Schlag, B.A., Colgate University; M.S.,
University of Maryland; Laboratory Instructor
in Biology.
Peter J. Schmidt, B.A., Oberlin College; M.A.,
Ph.D., University of Virginia, The William R.
Kenan, Jr., Professorship, Professor of English
Literature.

Christopher Schnader, A.B., Dartmouth
College; M.A., Ph.D., University of
Pennsylvania, Lecturer in German Studies.
Allen M. Schneider, B.S., Trinity College;
Ph.D., Indiana University, Centennial Professor
of Psychology.
Christine Schuetze, B.A., The Colorado
College; Ph.D., University of Pennsylvania,
Visiting Professor of Anthropology.
Barry Schwartz, B.A., New York University;
M.A., Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor of Social
Theory and Social Action, Professor of
Psychology.
Matthew Sedlock, B.A., Ph.D., Johns Hopkins
University, Visiting Assistant Professor of
Statistics.
Peggy Ann Seiden, B.A., Colby College; M.A.,
University of Toronto; M.L.I.S., Rutgers
University, College Librarian.
Olga Sendra Ferrer, B.A. Universität
Autönama de Barcelona; M.A., North Carolina
State University; M.A. Princeton University,
Assistant Professor of Spanish.
Andrew J. Shanefield, B.M., New York
University; M.S., Queens College CUNY;
M.M., West Chester University; Ed.D Widener
University, Associate in Performance (Music).
Helene Shapiro, B.A., Kenyon College; Ph.D.,
California Institute of Technology, Professor of
Mathematics.
Adriano Shaplin, B.A., Sarah Lawrence
College; M.A., University of California,
Berkeley. Visiting Instructor o f Theater.
Kenneth E. Sharpe, B.A., Dartmouth College;
M.S., London School of Economics and
Political Science; Ph.D., Yale University,
William R. Kenan Jr. Professor of Political
Science.
Mimi Sheller, A.B., Harvard University; M.A.,
Ph.D., New School for Social Research,
Visiting Associate Professor of Sociology.
Jon Sherman, B.A., Temple University,
Associate in Performance (Dance).
Don H. Shimamoto, B.S., Stanford University;
M.A., Ph.D., Brandeis University, Professor of
Mathematics.
Faruq M.A. Siddiqui, B.S., Bangladesh
University of Engineering and Technology;
M.S., Ph.D., University of Pittsburgh, Isaiah M.
Williamson Professor of Civil and Mechanical
Engineering.
Sunka Simon, M.A., Universitadt Hamburg;
Ph.D., Johns Hopkins University, Associate
Professor of German.
Kathleen K. Siwicki, B.S., Brown University;
M.Phil., Cambridge University; Ph.D., Harvard
University, Professor of Biology.

13 Faculty and Other Instructional Staff
Lee A. Smithey, B.A., Emory University;
M.A., Ph.D., University of Texas at Austin,
Associate Professor of Sociology.
Lisa Smulyan, B.A., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Professor of
Educational Studies.
Eric Song, B.A., Pomona College; M.A.,
University of Chicago; Ph.D., University of
Virginia, Assistant Professor of English
Literature.
Lori Sonntag, B.A., Mount Holyoke College,
Laboratory Instructor of Chemistry and
Biochemistry.
Kirsten E. Speidel, B.A., Oberlin College;
M.A., Johns Hopkins University, Lecturer in
Chinese.
Leah Stein, B.A., Wesleyan University,
Associate in Performance (Dance).
Thomas A. Stephenson, B.S., Furman
University; Ph.D., University of Chicago,
Provost and James H. Hammons Professor of
Chemistry and Biochemistry.
Lynne Steuerle Schofield, B.A., Swarthmore
College; M.A., Ph.D., Carnegie Mellon
University, Assistant Professor of Statistics.
K. Elizabeth Stevens, B.A., Reed College;
M.F.A., Yale School of Drama, Assistant
Professor of Theater.
I Nyoman Suadin, Associate in Performance
(Music and Dance).
Atsuko Suda, B.A., Obirin University, Tokyo,
Japan; M.A., University of Arizona, Lecturer in
Japanese.
Laila Swanson, B.A., Trondheim School of
Business, Trondheim, Norway; M.F.A., Temple
University, Assistant Professor of Theater.
Janet C. Talvacchia, A.B., M.A., Bryn Mawr
College; Ph.D., University of Pennsylvania,
Professor of Mathematics.
Ron Tarver, B.A., Northeastern State
University, Visiting Professor of Studio Art.
Krista Thomason, B.A. University of North
Carolina at Greensboro; M.A., Ph.D.,
University of Illinois Urbana-Champaign,
Visiting Assistant Professor of Philosophy.
Dominic Tierney, B.A., M.Phil., Ph.D., Oxford
University, Associate Professor o f Political
Science.
Enrique Trevifio, B.S., University of Texas at
El Paso; M.A., Ph.D., Dartmouth College,
Visiting Assistant Professor of Mathematics.
William N. Turpin, M. A., University of St.
Andrews; M.A., University of Toronto; Ph.D.,
Cambridge University, Professor of Classics.
Elena Valdez, B.A., Russian State University
for the Humanities; M.A., Rutgers University,
Assistant Professor of Spanish.

p. 81

Richard Valelly, B.A., Swarthmore College;
Ph.D., Harvard University, Claude C. Smith ’14
Professor of Political Science.
Yasmina Vallverdu, Maîtrise FLE, Université
Stendhal, Grenoble, Visiting Lecturer of
French.
Elizabeth A. Vallen, B.A., Case Western
Reserve University; Ph.D., Princeton
University, Professor of Biology.
Patricia Vargas, M.A., Inca Garcilaso de la
Vega University, Lima, Peru, Lecturer in
Spanish.
Clorinda E. Vêlez, B.A., Columbia University;
Ph.D., Arizona State University, Post-doctoral
Teaching Fellow in Psychology.
Amy Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of Illinois,
Professor of Biology.
Eric R. Wagner, B.A., Connecticut College;
M.Ed., Temple University, Head
Coach/Instructor, Physical Education and
Athletics.
Mark I. Wallace, B.A., University of
California at Santa Barbara; M.Div., Princeton
Theological Seminary; Ph.D., University of
Chicago, Professor of Religion.
Steve C. Wang, B.S., Cornell University; M.S.,
Ph.D., University of Chicago, Associate
Professor of Statistics.
Tao Wang, B.A., Tsinghua University; M.A.,
Ohio State University, Ph.D., Princeton
University, Assistant Professor of Economics.
Andrew Ward, A.B., Harvard University;
Ph.D., Stanford University, Professor of
Psychology.
Anna E. Ward, B.A., University of California
at Santa Cruz; Visiting Professor of Gender and
Sexuality Studies.
Martin O. Warner, B.A., University of North
Carolina at Chapel Hill; M.A., Duke University,
Registrar.
Elizabeth Webster, B.A., Swarthmore College;
M.F.A. The Academy for Classical Acting at
the Shakespeare Theatre, Visiting Instructor of
Theater.
Robert E. Weinberg, B.S., Cornell University;
M.A., Indiana University; Ph.D., University of
California, Berkeley, Professor o f History.
Philip M. Weinstein, B.A., Princeton
University, M.A., Ph.D., Harvard University,
Alexander Griswold Cummins Professor of
English Literature.
Hansjakob Werlen, M.A., University of Notre
Dame; Ph.D., Stanford University, Professor of
German.
Patricia White, B.A., Yale University; Ph.D.,
University of California, Santa Cruz, Professor
of Film and Media Studies.

13 Faculty and Other Instructional Staff
Tyrene White, B.A., Middle Tennessee State
University; M.A., Ph.D., Ohio State University,
Professor of Political Science.
Thomas Whitman, B.A., Swarthmore College;
Ph.D., University of Pennsylvania, Associate
Professor of Music.
Richard Wicentowski, B.S., Rutgers College,
Rutgers University; M.S., University of
Pittsburgh; Ph.D., Johns Hopkins University,
Associate Professor of Computer Science.
Craig Williamson, B.A., Stanford University;
M.A., Harvard University; Ph.D., University of
Pennsylvania, Alfred H. and Peggi Bloom
Professor of English Literature.
Sarah Willie-LeBreton, B.A., Haverford
College; M.A., Ph.D., Northwestern University,
Associate Professor of Sociology.
Liliya A. Yatsunyk, S.D., Chemivtsi State
University, Ukraine; Ph.D., University of
Arizona, Assistant Professor of Chemistry and
Biochemistry.
Carina Yervasi, B.A., Hofstra University;
Ph.D., City University of New York, Associate
Professor of French.
Matthew Zucker, B.A., Vassar College; Ph.D.,
Carnegie Mellon University, Assistant
Professor of Engineering.
Lala Zuo, B.A., Peking University, Beijing;
M.A., Ph.D., University of Pennsylvania,
Assistant Professor of Chinese.

13.3 Divisions, Departments,
and Programs
13.3.1 Division of the Humanities
Thomas Whitman, Chair
Art
Michael Cothren, Chair
Asian Studies
William Gardner, Chair
Classics
William Turpin, Chair
English Literature
Nora Johnson, Chair
History
Robert Weinberg, Acting Chair
Mathematics and Statistics
Thomas J. Hunter, Chair
Modern Languages and Literatures
Haili Kong, Chair

p. 82

Psychology
Barry Schwartz, Acting Chair
Religion
Ellen Ross, Chair
Theater
Elizabeth Stevens, Acting Chair
13.3.2 Division of the Natural Sciences
and Engineering
Catherine Crouch, Chair
Biology
Sara Hiebert Burch, Chair
Chemistry and Biochemistry
Kathleen Howard, Chair
Computer Science
Richard Wicentowski, Chair
Engineering
Lynne Molter, Chair
Linguistics
K. David Harrison, Chair
Mathematics and Statistics
Thomas J. Hunter, Chair
Philosophy
Alan Baker, Acting Chair
Physics and Astronomy
Michael Brown, Chair
Psychology
Barry Schwartz, Acting Chair
13.3.3

Division of the Social Sciences
Stephen Golub, Chair

Economics
Ellen Magenheim, Chair
Educational Studies
K. Ann Renninger, Chair
Engineering
Lynne Molter, Chair
History
Robert Weinberg, Acting Chair
Linguistics
K. David Harrison, Chair
Mathematics and Statistics
Thomas J. Hunter, Chair
Philosophy
Alan Baker, Acting Chair

Music and Dance
Barbara Milewski, Chair
Sharon Friedler, Director of Dance

Political Science
Cynthia Halpem, Chair

Philosophy
Alan Baker, Acting Chair

Psychology
Barry Schwartz, Acting Chair

13 Faculty and Other Instructional Staff
Sociology and Anthropology
Farha Ghannam, Acting Chair
Interdisciplinary Programs
Carol Nackenoff, Chair
Rose Maio, Administrative Coordinator for the
Divisions of Humanities, Social Sciences, and
Natural Sciences and Engineering
13.3.4 Interdisciplinary Programs
Richard Eldridge, Chair
Asian Studies
William Gardner, Chair
Black Studies
Keith Reeves, Coordinator
Cognitive Science
Alan Baker, Coordinator
Comparative Literature
Alexandra Gueydan, Coordinator
Environmental Studies
Peter Collings, Coordinator
Film and Media Studies
Patricia White, Coordinator
Gender and Sexuality Studies
Anna Ward, Coordinator
Interpretation Theory
Richard Eldridge, Coordinator
Islamic Studies
Tariq al-Jamil, Coordinator
Latin American Studies
Braulio Munoz, Coordinator
Medieval Studies
Craig Williamson, Coordinator
Peace and Conflict Studies
Lee Smithey, Coordinator
Public Policy
John Caskey, Coordinator

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

p. 83

Library
Off-Campus Study
Physical Education and Athletics Advisory
Committee
Promotion and Tenure
Research Ethics

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

14 Administration

p. 84

14.1 Administrative Structure
President

President
Vice President for College and Community
Relations and Executive Assistant to the
President
Equal Opportunity Office
Eugene M. Lang Center for Civic and Social
Responsibility
Vice President and Dean o f Adm issions

Admissions
Secretary o f the College and Vice President
fo r Communications

Communications Office
Risk Management and Legal Services
Vice Presidentfo r D evelopm ent and Alum ni
Relations

Advancement Services
Advancement Operations
Alumni and Gift Records
Alumni Relations
Development
Annual and Parent Giving
Capital Giving
Corporate, Foundation, and
Government Relations
Donor Relations
Events Planning
Gift Planning
Research
Vice Presidentfo r F acilities and Services

Bookstore
Dining Services
Facilities Management
Environmental Services
Grounds
Maintenance
Planning and Construction
Lang Performing Arts Center
Occupational and Environmental Safety
Post Office
Public Safety
Scott Arboretum
Summer Programs
Vice Presidentfo r Finance and Treasurer

Controller
Business Office
Office Services
Student Accounts
Institutional Research
Investment Office
Risk Management
Vice Presidentfo r Human Resources

Human Resources
Payroll

P rovost

Associate Provost
Executive Assistant to the Provost
Center for Social and Policy Studies
Information Technology Services
Libraries
Cornell Science and Engineering
Library
Friends Historical Library
McCabe Library
Swarthmore College Peace Collection
Underhill Music and Dance Library
Off-Campus Study Office
Physical Education and Athletics
Dean o f Students

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

14 Administration
14.2 Admissions Office
James L. Bock III, B.A., Swarthmore College;
M.Ed., University of Virginia, Vice President
and Dean of Admissions.
Yvetta Moat, Administrative Coordinator.
Suzi Nam, B.A., The College of New Jersey;
M.A., University of Chicago, Director of
Admissions.
Christine Costello, B.A., Swarthmore College,
Associate Dean of Admissions.
Laura Severin, B.A., Dickinson College,
Associate Dean of Admissions.
Joanna Weinland, B.A., Kenyon College;
M.S.Ed., University of Pennsylvania, Senior
Assistant Dean of Admissions.
Joaquim Hamilton, B.A., Franklin & Marshall
College, Assistant Dean of Admissions.
David A. Thompson Jr., B.A., Lehigh
University, Assistant Dean of Admissions.
Rachel White, B.A., Guilford College,
Assistant Dean of Admissions.
Ruby Bhattacharya, B.A., Swarthmore
College, Admissions Counselor.
John Wesley Willison, B.A., Swarthmore
College, Admissions Counselor.
Simon Nin Riccardi Zhu, B.A., Swarthmore
College, Admissions Counselor.
Wallace Ann Ayres, B.A., Swarthmore
College; Ed.M., Harvard University,
Admissions Officer.
Margaret T. Kingham, B.A., Mary
Washington College, Admissions Officer.
Carolyn Moir, Operations Coordinator.
Stephanie Berman; Demetria Hamilton;
Stacy Jordan; Susan Wigo, Administrative
Assistants.
Sharon Hartley, A.A., Neumann College,
Receptionist.

14.3 Bookstore
Kathleen K. Grace, B.S., Elizabethtown
College; M.B.A., Philadelphia University,
Director.
Steve Levin, B.A., Temple University, Book
Manager.
Ed Rowe, B.A., The Pennsylvania State
University, Office Coordinator.
Michael Harper and Martha Townsend,
Bookstore Assistants.

14.4 Career Services
Nancy Burkett, B.A., M.A., University of
Tennessee; Ed.S., College o f William and
Mary, Director.
Erin Massey, B.A., Kutztown University;
M.Ed., Widener University, Associate Director.

p. 85

Jennifer Barrington, B.A., Gettysburg
College; M.Ed., University of Delaware,
Assistant Director (job share).
Kristie Beucler, B.A., Gettysburg College;
M.S., West Chester University, Assistant
Director (job share).
Marissa Deitch, B.S., St. Joseph’s University;
M.S., Villanova University, Assistant Director,
Public Service and Internships.
Lisa Maginnis, Administrative Assistant.

14.5 Center for Social and
Policy Studies
Keith W. Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Director.
Cathy Wareham, A.S., Wesley College,
Administrative Assistant.
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University, Professor
Emeritus of Statistics, Former Director and
Resident Statistician.
Ellen Donnelly, Research Assistant.

14.6 Communications Office
Nancy Nicely, B.A., College of William and
Mary; M.S., University of Pennsylvania,
Secretary of the College and Vice President for
Communications.
Carol Brévart-Demm, B.A., University
College, London, Associate Director for
Editorial; Associate Editor of the Swarthmore
College Bulletin.
Susan Clarey, B.A., Syracuse University,
Director of Advancement Communications.
Carrie Compton, B.A., University of
Wisconsin-Madison; M.A. Temple University,
Writer/Editor; Class Notes Editor of the
Swarthmore College Bulletin.
Celina De León, B.A., Northeastern
University; M.A., Columbia University,
Associate Director of Media Communications.
Alisa Giardinelii, B.A., Pennsylvania State
University; M.A., Temple University, Director
of Web and Media Communications.
Lawrence Kesterson, U.S. Army/Air Force
Still Photographic Specialist School,
Photographer/Videographer.
Sherri Kimmel, B.S., M.A., Bowling Green
State University, Director o f Editorial and
Creative Services; Editor of the Swarthmore
College Bulletin.
Stacey Kutish, A.B., Hamilton College,
Associate Director of Communications.
Steven Lin, B.A., University of Maryland, Web
Designer.
Jeffrey Lott, B.A., Middlebury College;
M.A.T., Rhode Island School of Design,
Sesquicentennial Book Editor.

14 Administration
Janice Merrill-Rossi, Administrative
Assistant.
Phillip Stern, B.A., Swarthmore College;
M.F.A., University of Pennsylvania, Associate
Director for Design; Designer of the
Swarthmore College Bulletin.
Kathleen Withington, B.A. St. Joseph’s
University, Administrative Coordinator.
John Word, B.A., San Francisco State
University, Multimedia Editor.

14.7 Controller’s Office
Business Office
Eileen E. Petula, B.S., Indiana University of
Pennsylvania, C.P.A., Assistant Vice President
for Finance and Controller.
Joseph Cataldi, B.S., LaSalle University;
M.B.A., LaSalle University, Associate
Controller.
Beth Baksi, B.S., Shippensburg State College;
M.B.A., St. Joseph’s University, Assistant
Controller.
Robert Lopresti, B.S., Rutgers, C.P.A.,
Manager of Financial Information Systems.
Denise A. Risoli, B.S., LaSalle University,
Restricted Funds Accountant.
Nancy E. Sheppard, Manager, Business Office
Operations.
Patricia Hearty, Accounts Receivable Clerk.
Catherine Cinquina, Purchasing Coordinator.
Deborah McGinnis, Accounts Payable Clerk.
Office Services
Cheryl Robinson, A.A.S., Delaware County
Community College, Manager.
Joann M. Massary, Administrative Assistant.
Tarsia Duff, A.A.S., Delaware County
Community College, Administrative Assistant.
Student Accounts
Linda Weindel, Student Accounts Manager.
Maria McBride, Student Accounts Assistant.

14.8 Counseling and
Psychological Services
David Ramirez, B.A., M.A., 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 D. 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, Consulting Psychiatrist.

p. 86

Molly S. Appel, B.A., Temple University;
M.S.S., Bryn Mawr College Graduate School of
Social Work and Social Research, Post­
graduate Clinical Fellow.
Patricia J. Fischette, B.A., Haverford College;
M.S.S., MLSP, Bryn Mawr College Graduate
School of Social Work and Social Research,
Post-graduate Clinical Fellow.
Heejin Kim, B.A., M.A., Chung-Ang
University, Seoul, Korea; M.A., Ph.D., Bryn
Mawr College’ Post-doctoral Psychology
Resident.
Paul E. Hiatt, B.A., University of Virginia;
M.A., Doctoral Candidate, Widener University
Institute for Graduate Clinical Psychology,
Clinical Psychology Intern.
Marin Smith, B.A., Harvard University; M.S.,
Mercy College; Masters Candidate, Bryn Mawr
College Graduate School of Social Work and
Social Research, Clinical Intern.
Sarah Teague, B.A., Butler University; M.A.,
Bryn Mawr College; Doctoral Candidate, Bryn
Mawr College, Clinical Psychology Intern.
Audrey E. Ulke, B.A., Claremont McKenna
College; M.A., Doctoral Candidate, Widener
University Institute for Graduate Clinical
Psychology, Clinical Psychology Intern.
Theresa D. McGrath, Administrative
Assistant.

14.9 Dean’s Office
H. Elizabeth Braun, B.A., Mary Washington
College; M.A., Boston University; Ph.D.,
University of Massachusetts, Amherst, Dean of
Students.
Dilruba Ahmed, BPhil., M.A.T., University of
Pittsburg; M.F.A., Warren Wilson College,
Programming Assistant for The Intercultural
Center.
Diane Downer Anderson, B.A., Montclair
State College; M.S., Drexel University; Ph.D.,
University of Pennsylvania, Associate Dean for
Academic Affairs and Associate Professor.
Karlene Burrell-McRae, B.A., Colby College;
M.S.W, Ed.D., University of Pennsylvania,
Assistant Dean and Director of the Black
Cultural Center.
Thomas J. Eiverson, B.A., Swarthmore
College; M.A., Villanova University, Alcohol
and Drug Intervention Specialist.
Paury Flowers, B.A., Sarah Lawrence College,
Assistant Coordinator of Student Activities.
Rachel Head, B.S.W., Florida State University;
Ed.M., University of South Florida, Assistant
Dean for Residential Life.
Leslie Hempling, B.A., Oberlin College, MSS,
Bryn Mawr College, Coordinator of Learning
Resources and Student Disability Services.

14 Administration
Karen M. Henry, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School of
Social Work; Ph.D., Temple University,
Assistant Dean of the College and Gender
Education Adviser.
Melissa Mandos, B.A., Wesleyan University;
Master of City and Regional Planning, Rutgers
University, Fellowships and Prizes Adviser.
Jennifer Marks-Gold, B.S., Drexel University;
Ed.M., Cabrini College, International Students
and Scholars Adviser.
Angela “Gigi” Simeone, A.B., Wellesley
College; Ed.M., Boston University; Ph.D.,
University of Pennsylvania, Health Sciences
Adviser and Prelaw Adviser.
Myrt Westphal, A.B., Occidental College;
Ed.M., Boston University, Associate Dean for
Student Life.
Alina Wong, B.A., Amherest College; M.A.,
University of New Mexico; Ph.D., University
of Michigan-Ann Arbor, Director of the
Intercultural Center and Dean of the Sophomore
Class.
Susan Lewis, Administrative Coordinator.
Betsy Durning; Ruthanne Krauss; Jennifer
Lenway, M.S.W. Portland State University;
Devonia “Bonnie” Lytle; Diane E. Watson;
Ben Wilson, Administrative Assistants.

14.10 Development and Alumni
Relations
Karl W. Clauss, B.A., Colgate University,
Vice President, Development and Alumni
Relations
Connie Baxter, Administrative Coordinator.
14.10.1 Advancement Services
Drusie Sheldon, B.A., University of Texas at
Austin, Director.
Advancement Operations
Mimi Weiler, Manager, Advancement
Information Systems.
Barbara Mann, B.S., West Chester University,
Manager, Advancement Data and Technology.
Alumni and Gift Records
Ruth Krakower, B.F.A., University of
Hartford, Hartford School of Art, Director.
Jane Pedrick, B.A., Franklin & Marshall
College, Records Information Specialist.
Trish Tancredi, Gift Specialist.
Marianne Kennedy, Gift Recorder.
Stephanie Specht, Alumni Recorder.
Catherine Powell, B.S., Rosemont College,
Alumni Recorder.
Theresa Rodriguez, Administrative Assistant.

p. 87

Events Planning
Millie Dappollone, A.A.S., Community
College of Philadelphia, Administrative
Assistant.
14.10.2 Alumni Relations
Lisa Lee, B.A., Swarthmore College; M.Ed.,
Boston University, Director.
Astrid Devaney, Associate Director.
Geoff Semenuk, B.A., University of Delaware,
Associate Director.
Wendy Waltman, B.A., Lock Haven
University, Assistant Director.
Julie DiPietro, Administrative Assistant.
14.10.3 Development
Donald R. Cooney, B.A., Gettysburg College,
Director.
Mary Carr, A.B.A., Keystone School of
Business, Administrative Assistant.
Annual and Parent Giving
Danielle F. Shepherd, B.S., Georgetown
University, Director.
Alexandria L. Craig, B.S., B.A., Gettysburg
College, Associate Director of Parent Giving.
Carol Stuart, Administrative Assistant.
Kara McDonald, B.S., Ohio University,
Assistant Director.
Fritz Ward, B.A., Eckerd College; M.F.A.,
University of North Carolina at Greensboro,
Associate Director.
Deborah J. Mulligan, Administrative
Assistant.
Capital Giving
Kay Fairs, B.A., University of Lancaster,
England, Director.
Anne Bonner, B.A., University o f Wyoming;
M.A., University of Washington, Senior
Associate Director.
Susan Lathrop, B.A., Wellesley College;
M.Ed., Smith College; B.S., University of
Delaware, Associate Director.
Alex Unger, B.A. University of Pennsylvania;
M.P.A., New York University, Associate
Director.
Dierdre W. Konar, B.S. Babson College; M.S.
Drexel University, Associate Director.
Sandy Byers, Administrative Assistant.
Corporate, Foundation, and Government
Relations
Kenneth Dinitz, B.A., Swarthmore College;
M.A., New School for Social Research,
Director.
Nadine Kolowrat, B.F.A., New York
University Tisch School of the Arts, Senior
Associate Director.
Tania Johnson, B.A., M.A., University of
Pennsylvania, Associate Director.

14 Administration
Deborah L. Thompson, B.S., Kutztown
University, Administrative Assistant.
Donor Relations
Melissa M. Pizarro, A.B., Lafayette College,
Director.
K. Nadine Kavanaugh, A.B., University of
Chicago; M.F.A., Columbia University,
Associate Director.
Gift Planning
Michael Valoris, B.A., Pennsylvania State
University; J.D., Widener University School of
Law, Director.
Patti Bender, B.S., University of Minnesota;
M.A., St. Mary’s University, Associate
Director.
Amanda M. Hrincevich, B.A., Marist College;
J.D., Widener University School of Law, Gift
Planning Administrator.
Research
Florence Ann Roberts, B.A., Gettysburg
College; M.S., University of Pennsylvania,
Director.
Barbara Fleming, B.A., Tufts University,
Research Associate/Writer.
Sara J.M. Gruner, M.S., Purdue University;
B.S., Pennsylvania State University, Research
Analyst.
Kay Watson, A.A.S., Pennsylvania State
University, Research Specialist.

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

14.12 Equal Opportunity Office
Sharmaine B. LaM ar, B.S., St. Joseph’s
University; J.D., University of Richmond,
Assistant Vice President for Risk Management
and Legal Services, Director of Equal
Opportunity.

14.13 Facilities and Services
C. Stuart Hain, B.A., Roanoke College, Vice
President for Facilities and Services.

Paula Dale, B.A., Wake Forest University;
M.A., University o f North Carolina at Chapel
Hill, Executive Assistant, Facilities and
Services.
Mary K. Hasbrouck, B.A., Oberlin College,
Technology Coordinator.
Christi A. Pappert, Administrative
Coordinator.
Jinny Schiffer, A.B., Smith College, M.S.,
Temple University, Environmental Health &
Safety Officer.
Susan Smythe, B.A., Wesleyan University,
A.D.A. Program Manager.

14.14 Facilities Management
Claire Ennis, Facilities Management
Coordinator.
Alice Balbierer, Assistant Director of Facilities
Management, Director of Special Projects.
Patricia Maloney, B.A., Pennsylvania State
University, Facilities Coordinator and Director
of Summer Programs.
Environmental Services
Patti Shields, Director.
Don Bankston, Supervisor.
Brian Vazquez, Supervisor.
Alvin Miser, Supervisor.
Grounds
Jeff Jabco, B.S., Pennsylvania State
University; M.S., North Carolina State
University, Director of Grounds/Coordinator of
Horticulture.
Steve Donnelly, Athletic Fields Supervisor.
Paul Eriksen, B.S., University of Delaware,
Garden Supervisor.
Chuck Hinkle, B.S., Temple University,
Garden Supervisor.
Bill Costello, A.S., Temple University and
A.S., Pennsylvania State University, I.P.M.
Coordinator/Gardener II.
Dwight Darkow, A.S., Williamsport Area
Community College, Gardener.
Maintenance
Ralph P. Thayer, Director of Maintenance.
Bill Maguire, Manager, Maintenance/Trades.
Carolyn Vance, Workbox Coordinator.
Didi Beebe, B.A. Gettysburg College,
Information Specialist/Accounting.
John Scalio, Supervisor.
Bob McCaughern, Supervisor.
Bernard Devlin, Supervisor.
Planning and Construction
Janet M. Sender, B.S., Pennsylvania State
University; M.S., Drexel University, Director of
Planning and Construction.

14 Administration
Michael Boyd, Senior Project Manager.
Tom Cochrane, Senior Project Manager for
Engineering Systems.
Woodford Frazier, A.S., Montgomery County
Community College, Facilities Information
Manager.

14.15 Finance and Treasurer’s
Office
Suzanne P. Welsh, B.A., B.S., University of
Delaware; M.B.A., University of Pennsylvania,
Vice President for Finance and Treasurer.
Lois L. Falzone, Administrative Coordinator.

14.16 Financial Aid Office
Laura Talbot, B.A., Wheaton College,
Director of Financial Aid.
Kristin Moore, B.S., St. Francis University;
M.A., Indiana University of Pennsylvania,
Associate Director of Financial Aid.
Judith A. Strauser, B.S., B.A., Gannon
University, Associate Director of Financial Aid.
Laurie Heusner, B.A.; M.A. University of
Pennsylvania, Assistant Director of Financial
Aid.
Joanne Barracliff, Loan Coordinator.
Catherine Custer, B.S., Lock Haven
University; Gina Fitts, Administrative
Assistants.

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

14.18 Health Services
Beth Kotarski, M.S.N., C.R.N.P., University
of Pennsylvania, Nurse Practitioner, Director.
Suzie H. Long, M.S.N., C.R.N.P., University
of Pennsylvania, Nurse Practitioner.
Cheryl Donnelly, R.N., B.S.N., West Chester
University, Nurse.
Ethel Kaminski, R.N., B.S.N., Gwynedd
Mercy College; M.S.N., University of
Pennsylvania, Nurse.
Barbara Krohmer, R.N., A.S., Delaware
County Community College, Nurse.
Eileen Stasiunas, R.N., B.S.N., Villanova
University, Nurse.
Satya Nelms, B.A., Wesleyan University,
Student Wellness Coordinator.
Deborah Westerling, B.S., R.D., L.D.N., West
Chester University, Nutritionist.

p. 89

Mary Jane Palma, Medical
Administrator/Insurance Coordinator.

14.19 Human Resources
Pamela Prescod-Caesar, B.S., Lesley College;
M.B.A., Curry College, Vice President, Human
Resources.
Carolyn Hatt, B.A., University of Delaware;
M.S., Widener University, Employment
Manager.
Theresa Handley, Benefits Administrator.
Janis Leone, Human Resources Coordinator.
Payroll
Karen Phillips, Payroll Director.
Susan Watts, Payroll Coordinator.
Catherine Wilson, Payroll/Human Resources
Assistant.

14.20 Information Technology
Services
R. Glenn Stauffer, B.B.A., Temple University,
Director, Enterprise Systems and Interim Chief
Information Technology Officer.
Kelly A. Fitzpatrick, IT Coordinator.
Academic Technologies
Michael Bednarz, B.A., Pennsylvania State
University, Media Services Technician.
Eric Behrens, B.A., Swarthmore College,
Associate Chief Information Technology
Officer, Academic Technologies.
Justin Crowell, B.A., New College of Florida;
M.A. Media Arts, University of Michigan;
Media Center Associate.
Michael Kappeler, B.A., Richard Stockton
College o f New Jersey, Web Content
Coordinator.
Leslie Leach, B.S., University of Maine, Web
Developer.
David T. Neal Jr., B.A., Temple University,
Media Services Technician.
Michael Patterson, B.A., Temple University,
Media Services Manager.
Andrew Ruether, B.A., Swarthmore College;
M.Eng., Cornell University, Academic
Technologist.
Karen “Corrine” Schoeb, B.A., Goddard
College, Web Content Management Developer.
Doug Willen, B.A., Princeton University;,
Ph.D., University of California, Academic.
Technologist.
Administrative Applications Support
Kimberly Fremont, B.S, Saint Joseph’s
University; M.A., George Washington
University, System Support Analyst.
Robin Jacobsen, B.B.S., Temple University,
Systems Analyst.

14 Administration
Frank Milewski, B.S., St. John’s University,
Director, Administrative Information Systems.
Jean Pagnotta, B.S.I.E., University of
Pittsburgh, System Analyst.
Rhoni A. Ryan, B.S., Villanova University,
System Support Analyst.
Edward Siegle, B.A., West Chester University,
Senior Systems Analyst.
Client Services
Kenneth Collins, B.A., Temple University,
Client Services
Coordinator/Telecommunications
Administrator.
Mark CJ Davis Jr.,-A.S., CLC, B.S., Delaware
Valley College, Software Specialist.
Heather Dumigan, Client Services
Coordinator.
Seth Frisbie-Fulton, B.A., Antioch College,
Client Services Coordinator.
Christopher Klaniecki, B.A., Swarthmore
College, Technical Support Specialist.
Aixa I. Pomales, B.A., Temple University,
Director, Client Services.
Michael Rapp, Hardware Support Technician.
Enterprise Services
Nathan Austin, B.A., Widener University,
Systems Administrator.
Wenping Bo, B.A., Tianjin Foreign Languages
Institute; M.S., Lawrence Technological
University; M.S., Clemson University, System
Analyst.
Michael Clemente, B.S., Rowan University,
Systems Administrator.
Nicholas Hannon, B.S., Worcester Polytechnic
Institute; M.S., Syracuse University,
Information Security Analyst.
Jason Rotunno, B.S., Drexel University, Junior
Systems Administrator.
Donald Tedesco, B.A., Rutgers University,
Data Center Supervisor.
Networking and Telecommunications
Mark J. Dumic, B.A-, M.B.A., University of
Rochester, Director, Networking and
Telecommunications.
Robert Velez, B.S., Liberty University,
Network Administrator.

14.21 Institutional Research
Office
Robin H. Shores, B.A., M.A., Ph.D.,
University of Delaware, Director of
Institutional Research.
Alexander McClung, B.A., Colgate
University; M.A., SUNY-New Paltz, Research
Analyst.

p. 90

14.22 Investment Office
Mark C. Amstutz, B.A., College of William
and Mary; M.A., University of Virginia, C.F.A.,
Managing Director Investments.
Lori Ann Johnson, B.A., Rutgers University;
M.B.A., Villanova University, Director of
Investment Operations and Assistant Treasurer.
Nathan Newport, B.A., University of Florida;
M.B.A., Drexel University, Investment Analyst.
Carmen Duffy, Investment Associate.

14.23 Lang Center for Civic and
Social Responsibility
Joy Charlton, B.A., University of Virginia;
M.A., Ph.D., Northwestern University,
Executive Director.
Cynthia Jetter, B.A., Swarthmore College,
Director for Community Partnerships and
Planning.
Jennifer Magee, B.A., M.A., Washington
College; Ph.D., George Mason University,
Associate Director for Student Programs.
Debra Kardon-Brown, B.S., Pennsylvania
State University, Assistant Director for Student
Programs.
Delores Robinson, Administrative Assistant.
George Lakey, B.S., Cheyney University;
M.A., University of Pennsylvania, Research
Fellow and Director of Global Nonviolent
Action Database Project.

14.24 Lang Performing Arts
Center
James P. Murphy, B.F.A., State University of
New York at Albany, Managing Director.
J. Scott Burgess, Sound Designer,
Audio/Video Assistant, Stage Manager.
Allison Emmerich, B.A., DeSales University,
Production Assistant.
Joshua Schulman, B.A., Washington College,
M.F.A., Boston University, Lighting Designer,
Lighting Assistant.
Thomas Snyder, B.S., Pennsylvania State
University, Manager of Operations.
Jean R. Tierno, B.A., J.D., Widener
University, Administrative Assistant.

14.25 Libraries
14.25.1 College Library
Peggy Ann Seiden, B.A., Colby College; M.A.,
University of Toronto; M.L.I.S., Rutgers
University, College Librarian.
Annette Newman, B.A., Evergreen State
College, Assistant to the College Librarian.

14 Administration
D igital Initiatives
Kate Carter, B.F.A., New York University,
M.L.S., University of Pittsburgh, Digital
Initiatives Librarian.
Spencer Lamm, B.A., University of
Washington; M.L.I.S., University of
Washington, Digital Initiatives Librarian.
Reference and Bibliographic Instruction
Anne Garrison, B.A., Drew University; M.A.,
University of Washington; M.L.S., University
of Washington, Humanities Librarian.
Pam Harris, B.A., Mary Washington College;
M.L.S., Drexel University, Outreach,
Instruction, and Reference Services Librarian.
Lucy Saxon, B.A., Haverford College;
M.L.I.S., San Jose State University, Reference
& Instruction Intern.
Technical Services
Barbara J. Weir, B.S., Pennsylvania State
University, M.L.S., Drexel University,
Associate College Librarian for Technical
Services & Digital Initiatives.
Amy McColl, B.A., University of Delaware;
M.L.S., Drexel University, Assistant Director
for Collections and TriCollege Consortium
Licensing Librarian.
Susan Dreher, B.A., Wesleyan University;
M.L.I.S., Drexel University, Digital Resources
Digitization Coordinator.
Sarah Hartman-Caverly, B.A., Haverford
College; M.L.I.S. and M.I.S., Drexel
University, Serials and Electronic Resources
Specialist.
So-Young Jones, B.A., Euha Women’s
University, Korea; M.L.S., Simmons College,
Technical Services Specialist.
Melinda Kleppinger, B.S., Lebanon Valley
College, Government Documents Specialist.
Mary Marissen, B.A., Calvin College; M.M.,
Catholic University of America, Technical
Services Specialist.
Danie Martin, B.A., B.S., Ohio State
University; M.L.S., Kent State University,
Technical Services Specialist.
Kerry McElrone, B.A., Saint Joseph’s
University, Interlibrary Loan Specialist.
Louise Petrilla, A.A., Delaware County
Community College, Technical Services
Specialist.
Sandra M. Vermeychuk, B.A., Swarthmore
College; M.S. in Ed., University of
Pennsylvania, Interlibrary Loan Specialist.
Access and Lending Services
Alison J. Masterpasqua, B.S., Millersville
State College, Access and Lending Services
Supervisor.
Linda Hunt, B.A., West Chester University,
Access and Lending Services Specialist.

p. 91

Chris Gebert, B.A., University of Delaware,
Access and Lending Services Specialist.
Mary Ann Wood, B.S., Pennsylvania State
University; M.Ed., Temple University, Evening
Access and Lending Services Supervisor.
Tricollege Library Consortium
Anna Headley, B.A., Swarthmore College,
Library Applications Intern.
Chelsea Lobdell, B.S., Muhlenberg College;
M.S., University of Pennsylvania, Library
Applications Programmer.
Ken Watts, Book Van Driver.
14.25.2 Cornell Science and Engineering
Library
Meg E. Spencer, B.A., University of
Richmond; M.S., Drexel University, Head of
Cornell Library of Science and Engineering and
Science Librarian.
Teresa E. Heinrichs, B.A., Waynesburg
College, Cornell Access and Lending Services
Supervisor.
Margaret J. Brink, B.A., University of Iowa,
Serials and Access Specialist.
14.25.3 Underhill Music and Dance
Library
Donna Fournier, B.A., Connecticut College;
M.L.S., Southern Connecticut State University;
M.A., West Chester University, Music and
Dance Librarian.
14.25.4 Friends Historical Library
Christopher Densmore, B.A., Oberlin
College; M.A., University of Wisconsin,
Curator.
Patricia Chapin O’Donnell, B.A., M.A.,
University of Pennsylvania; M.A., University of
Delaware, Archivist.
Barbara E. Addison, B.S., University of
Wisconsin-Milwaukee; M.S.L., University of
Wisconsin—
Madison, Technical Services
Coordinator.
Susanna K. Morikawa, B.A., Dickinson
College; M.F.A., Ph.D., Syracuse University,
Archival Specialist.
Charlotte A. Blandford, Administrative
Assistant.
Honorary Curators o f the Friends Historical
Library
Esther Leeds Cooperman, Mary R. Dunlap
(emerita), PhUip L. Gilbert, Valerie
Gladfelter, James E. Hazard, Howard T.
Hallowell HI (emeritus), Adalyn Purdy Jones,
Elizabeth H. Moger (emerita), Robert C.
Turner, Nancy V. Webster, Signe Wilkinson,
and Harrison M. Wright.

14 Administration
14.25.5 Swarthmore College Peace
Collection
Wendy E. Chmielewski, B.A., Goucher
College; M.A., Ph.D., State University o f New
York at Binghamton, George Cooley Curator.
Barbara E. Addison, B.S., University of
Wisconsin-Milwaukee; M.S.L., University of
Wisconsin-Madison, Librarian.
Mary Beth Sigado, B.M., Temple University,
M.S.W., Widener University, Technical
Services Specialist.
Anne Yoder, B.A., Eastern Mennonite College;
M.L.S., Kent State University, Archivist.
Advisory Council o f the Swarthmore College
Peace Collection
Harriet Hyman Alonso, Kevin Clements,
Hilary Conroy (emeritus), John Dear, Donald
B. Lippincott, Hannah and Felix Wasserman.

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

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

14.28 Post Office
Vincent J. Vagnozzi, B.S., West Chester
University, Supervisor.
David Robinson, Assistant Supervisor.
Russ Quann, Vincent O’Connell, Tom
McGilligan and Tom Dibattista, Clerks.

14.29 President’s Office
Rebecca S. Chopp, B.A., Kansas Wesleyan
University; M.Div., St. Paul School of
Theology; Ph.D., University of Chicago,
President of the College and Professor of
Religion.
Maurice G. Eldridge, B.A., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President
Laura K. Warren, B.A., Strayer University,
Executive Coordinator.
Jenny Gifford, Administrative Coordinator.

p. 92

14.30 Provost’s Office
Thomas A. Stephenson, B.S., Furman
University; Ph.D., University of Chicago,
Provost and James H. Hammons Professor of
Chemistry and Biochemistry.
Patricia L. Reilly, B.A., University of
California; M.A., Bryn Mawr College; Ph.D.,
University of California, Associate Provost and
Associate Professor of Art History.
Marcia C. Brown, B.A., Villanova University;
M.Ed., University of Pennsylvania, Executive
Assistant to the Provost.
Cathy Pescatore, Administrative Coordinator.
Joanne Kimpel, Administrative Coordinator.

14.31 Public Safety
Michael J. Hill, B.A., University of
Pennsylvania; Director of Public Safety.
Herbert Barron, A.A.S., Community College
of Philadelphia, B.A., Cheyney State College;
Captain.
Brian Harris, Dominick Martino, Patrol
Sergeants.
Joe Forgacic, Patrol Corporal.
Jim Ellis; Bob Stephano; Kathy AgostineUi,
A.A.S., Delaware County Community College;
Tony Green; and Rob Warren, Public Safety
Officers.
George Darbes, A.A.S., Delaware Technical
and Community College; Communications
Supervisor.
Terry McGonigle, Brandi Jones, Maggie
McCans, B.A. University of Scranton,
Communications Center.
Terri Narkin, Mary Lou Lawless,
Administrative Assistants.

14.32 Registrar’s Office
Martin O. Warner, B.A., University of North
Carolina at Chapel Hill; M.A., Duke University,
Registrar.
Lesa Shieber, B.S., Tuskegee University; M.S.,
Virginia Tech, Associate Registrar.
Stacey Hogge, A.S., Delaware County
Community College; B.S., West Chester
University, Assistant Registrar.
Janet McSwiggan, Assistant Registrar.

14.33 The Scott Arboretum
Claire Sawyers, B.S., M.S., Purdue University;
M.S., University of Delaware, Director.
Julie Jenney, B.A., University of Oregon,
Educational Programs Coordinator.
Andrew Bunting, A.A.S., Joliet Junior
College; B.S., Southern Illinois University,
Curator.

14 Administration
Jody Downer, A.A.S., Drexel University,
Administrative Assistant.
Jeff Jabco, B.S., Pennsylvania State
University; M.S., North Carolina State
University, Horticultural Coordinator.
Rebecca Robert, B.S., M.S., Pennsylvania
State University, Member and Visitor Programs
Coordinator.
Jacqui West, Administrative Coordinator.

14.34 Academic Administrative
Assistants and Technicians
Art: June V. Cianfrana, A.A.S., Delaware
County Community College, Administrative
Assistant; Stacy Bomento, B.A., LaSalle
University, Slide Curator; Douglas Herren,
B.F.A., Wichita State University; M.F.A.,
Louisiana State University, Studio Technician.
Asian Studies: Anna Everetts, Administrative
Assistant.
Biology: Matt Powell, B.S., Central Michigan
University, Administrative and Technology
Manager; Diane Fritz, Administrative
Coordinator; John Kelly, A.A.S., Community
College of Philadelphia; B.S., Wharton School,
University of Pennsylvania, Senior Technical
Specialist; Gwen Kannapel, B.S., Denison
University; M.E., Widener University,
Laboratory Coordinator; Tami Gura, B.A.,
Western Maryland College, Animal Facilities
Manager.
Black Studies: Anna Everetts, Administrative
Assistant.
Chemistry and Biochemistry: Kathryn R.
McGinty, B.A., M.A., California State
University at Long Beach, Administrative
Assistant; David S. Trimble, B.S., Denison
University; Ph.D., University of Tennessee,
Instrument Coordinator.
Classics: Deborah Sloman, Administrative
Assistant.
Computer Science: Bridget M. Rothera,
Administrative Assistant; Jeffrey M. Knerr,
B.S., College of William and Mæy; M.S.,
Ph.D., University of North Carolina,
Lab/System Administrator.
Economics: Nancy Carroll, B.A., Barat
College, Administrative Assistant.
Educational Studies: Kae Kalwaic, B.S.,
Shippensburg University; M.Ed., Temple
University, Administrative Assistant.
Engineering: Cassy Burnett, Administrative
Coordinator; Edmond Jaoudi, B.S., Fairleigh
Dickinson University; M.Arch., Virginia
Polytechnic Institute and State University,
Electronics, Instrumentation, and Computer
Specialist; Anne Ruether, B.S., Swarthmore
College, Academic Support Coordinator; Grant
Smith, Mechanician.

p. 93

English Literature: Carolyn Anderson,
Administrative Coordinator
Environmental Studies: Cassy Burnett,
Administrative Coordinator.
Film and Media Studies: Carolyn Anderson,
Administrative Coordinator
Gender and Sexuality Studies: Anna Everetts,
Administrative Assistant.
German Studies: Eleonore Baginski, B.S., St.
Joseph’s University, Administrative
Coordinator; Jennifer Piddington, B.A. Long
Island University, Administrative Assistant.
History: Jennifer Moore, B.A., University of
Pennsylvania; M.S.Ed., University of
Pennsylvania, Administrative Assistant.
Interpretation Theory: Anna Everetts,
Administrative Assistant.
Islamic Studies: Anita Pace, Administrative
Assistant.
Latin American Studies: Anna Everetts,
Administrative Assistant.
Linguistics: Aaron J. Dinkin, A.B., Harvard
University, Phonetics Lab Coordinator;
Dorothy Kunzig, Administrative Assistant.
Mathematics and Statistics: Stephanie J.
Specht, Administrative Assistant; Kaitlyn E.
O’Neil, B.A., Merrimack College; M.A.,
University at Buffalo, The State University of
New York, Academic Support Coordinator.
Modern Languages and Literatures:
Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator;
Jennifer Piddington, B.A. Long Island
University, Administrative Assistant; Michael
Jones, B.A., State University of New York at
Buffalo, Language Resource Center Director.
Music and Dance: Hans Boman, B.M.,
Philadelphia College of Performing Arts, Dance
Program Accompanist; Bernadette Dunning,
Administrative Coordinator; Susan Grossi,
Administrative Assistant; Tara Nova Webb,
B.A., Swarthmore College; M.A., New York
University, Arts Administration Intern and
Costume Shop Supervisor.
Peace and Conflict Studies: Anna Everetts,
Administrative Assistant.
Philosophy: Donna Mucha, Administrative
Assistant.
Physical Education and Athletics: Marian
Fahy, A. S., Delaware County Community
College, Sharon J. Green, Administrative
Assistants; Ray Scott, B.A., Widener
University, Larry Yannelli, B.A., Widener
University, Equipment/Facilities Managers;
Marie Mancini, A.T.C., B.S., C.C.C.S., West
Chester University; Jessica Lydon, M.S.,
A.T.C., West Chester University; Allison
Hudak, A.T.C., West Chester University.

14 Administration
Physics and Astronomy: Carolyn Warfel,
A.S., Widener University, Administrative
Assistant; Paul Jacobs, B.S., Georgia Institute
of Technology, M.S., Ph.D., University of
Michigan, Instrumentation/Computer
Technician; Steven Palmer, Machine Shop
Supervisor; Timothy Gray, B.A., Swarthmore
College; Ph.D., Princeton University,
Postdoctoral Research Scientist.
Political Science: Gina Ingiosi; Deborah
Sloman, Administrative Assistants.
Psychology: Kathryn Timmons, Administrative
Coordinator; Julia L. Welbon, B.A., William
Smith College, Academic Coordinator.
Public Policy: Catherine Wareham, A.S.,
Wesley College, Administrative Assistant.
Religion: Anita Pace, Administrative Assistant.
Sociology and Anthropology: Rose Maio,
Administrative Coordinator.
Theater: Jean Tiemo, B.A., J.D., Widener
University, Administrative Assistant; Tara
Nova Webb, B.A., Swarthmore College, M.A.,
New York University, Intern, Music and Dance,
and Costume Shop Supervisor.

p. 94

15 Visiting Examiners
Art
Marcus Baenziger, Haverford College
Susan Fenton, Saint Joseph's University
Janice Merendino, Rosemont College
Art History
Emily Hage, Saint Joseph's University
Elizabeth Lillehoj, DePaul University
Evelyn Lincoln, Brown University
Mary Shepard, Friends University
Biology
Kathy Barton, Stanford University
Brenda Bradley, Yale University
Brenda Casper, University o f Pennsylvania
Brian Gregory, University o f Pennsylvania
Jeanne Harris, University o f Vermont
Mark Haussmann, Bucknell University
Vikram Iyengar, Villanova University
Molly Jalui, University ofW isconsin-M adison
Thomas Jongens, University o f Pennsylvania
Anne Mertl Millhollen, University o f Oregon
Erik Puffenberger, The Clinic fo r Special
Children
Tania Roth, University o f Delaware
Theodore Schurr, University o f Pennsylvania
Alex Theos, Georgetown University
Joseph Thompson, Franklin and Marshall
College
Joanne Willey, Hofstra University
Jonathan Wilson, Haverford College
Chemistry and Biochemistry
Frances Blase, Haverford College
Barry Selinsky, Villanova University
Veronika Szalai, Centerfo r Nanoscale Science
and Technology o f the National Institute o f
Standards and Technology
Classics—Greek
John Marincola, Florida State University
Ralph Rosen, University o f Pennsylvania
Classics—Latin
Robert Germany, Haverford College
Alison Keith, University o f Toronto
Comparative Literature
Lazaro Lima, University o f Richmond
Russell Scott Valentino, University o f Iowa
Computer Science
Jeannie Albrecht, Williams College
Deepak Kumar, Bryn Mawr College
Ryan Newton, Indiana University
Economics
David Eil, George Mason University
Markus Goldstein, The World Bank
Abigail Homstein, Wesleyan University
Jaime Marquez, Federal Reserve Board
Walter Nicholson, Amherst College
Dennis Sullivan, Miami University o f Ohio
Larry Taylor, Lehigh University
Tao Wang, Princeton University

p. 95
Educational Studies
Megin Chamer-Laird, Salem State University
Pat Enciso, The Ohio State University
Avi Kaplan, Temple University
Linn Posey-Maddox, University ofW isconsinMadison
Engineering
Daniel Sheer, HydroLogics
English Literature
Anthony Cuda, University o f North Carolina at
Greensboro
Elaine Freedgood, New York University
Yogita Goyal, University o f California, Los
Angeles
David Jenemann, University o f Vermont
Homay King, Bryn Mawr College
Edward Larkin, University o f Delaware
Sue-Im Lee, Temple University
Alice Mattison, Bennington College
Judith Pascoe, University o f Iowa
Kristen Poole, University o f Delaware
Paul Saint-Amour, University o f Pennsylvania
Andrea Stevens, University o f Illinois at
Urbana-Champaign
Jamie Taylor, Bryn Mawr College
Environmental Studies
Albert Markhart, University o f Minnesota
Gender and Sexuality Studies
Lzaro Lima, University o f Richmond
Heather Love, University o f Pennsylvania
History
Lisa Ubelaker Andrade, Yale University
Stephen Bittner, Sonoma State University
James Bums, Clemson University
Lisa Kirschenbaum, West Chester University
Roberta Pergher, University o f Kansas
Janice Reiff, University o f California, Los
Angeles
Jessica Roney, Ohio University
Jonathan Sassi, College o f Staten Island o f the
City University o f New York
Elly Truitt, Bryn Mawr College
Sharon Ullman, Bryn Mawr College
Interpretation Theory
Hans Vaget, Smith College
Islamic Studies
Jason Bivins, North Carolina State University
Linguistics
Mohammad Alhawary, University o f Michigan
Eugene Buckley, University o f Pennsylvania
Viviane Deprez, Rutgers University
Jeffrey Heinz, University o f Delaware
Gaurav Mathur, Gallaudet University
Gene Mims, Gallaudet University
Keren Rice, University o f Toronto
Yael Sharvit, University o f California, Los
Angeles

15 Visiting Examiners
Mathematics and Statistics
John Emerson, Yale University
Tom Halverson, Macalester College
John McCleary, Vassar College
Jim Wiseman, Agnes Scott College
Modern Language—Chinese
Nicole Huang, University o f Wisconsin—
Madison
Xiaorong Li, University o f California, Santa
Barbara
Modem Language—French
Jarrod Hayes, University o f Michigan
Pim Higginson, Bryn Mawr College
Deborah Steinberger, University o f Delaware
Modern Language—German
Hans Jurg Rindisbacher, Pomona College
Modern Language— Russian
Anthony Anemone, The New Schoolfo r
General Studies
Modern Language—Spanish
Persephone Braham, University o f Delaware
Eduardo Espina, Texas A & M University
Maria Luisa Fischer, Hunter College o f the City
University o f New York
Ana Maria Amar Sanchez, University o f
California, Irvine
Music and Dance
Leslie Sprout, Drew University
Peace and Conflict Studies
Kurt Schock, Rutgers University, Newark
Ivan Sheehan, University o f Baltimore
Philosophy
Eric Brown, Washington University
Alexander George, Amherst College
Jason Miller, Rice University
G. Fred Schueler, University o f Delaware
Kok-Chor Tan, University o f Pennsylvania
Physics and Astronomy
Kevin Aptowicz, West Chester University
John Gizis, University o f Delaware
John Scofield, Obetlin College
Political Science
Ronald Kahn, Oberlin College
Nicole Mellow, Williams College
Tamara Metz, Reed College
Keesha Middlemass, Rutgers University,
Newark
Jason Neidleman, University o f La Verne
Amy Oakes, The College o f William and Mary
Chad Rector, Marymount University
Shelley Rigger, Davidson College
Marc Ross, Bryn Mawr College
Arthur Schmidt, Temple University
Dana Villa, University o f Notre Dame

p. 96

Psychology
Lynn Kirby, Temple University
Benjamin Le, Haverford College
Anna Papaftagou, University o f Delaware
Acacia Parks, Hiram College
Thomas Shipley, Temple University
Joe Simmons, University o f Pennsylvania, The
Wharton School
Amanda Woodward, University o f Chicago
Public Policy
David Abler, Pennsylvania State University
Julie Becher, University o f Pennsylvania School
o f Medicine
Adrienne Lucas, University o f Delaware
Shannon Mudd, Haverford College
Religion
Rebecca Alpert, Temple University
Jason Bivins, North Carolina State University
Lawrence White, Tacoma Community College
Sociology and Anthropology
Nikhil Anand, Haverford College
Thomas Callaghy, University o f Pennsylvania
Charles Gallagher, LaSalle University
Judith Goode, Temple University
Kathleen Hall, University o f Pennsylvania
Sherine Hamdy, Brown University
Matissa Hollister, Dartmouth College
Susan Hyatt, Indiana University / Purdue
University
Janet MacGaffey, Bucknell University
Bruce Mannheim, University o f Michigan
Kalala Ngalamulume, Bryn Mawr College
Seran Schug, Rowan University / Drexel
University
Emilio Spadola, Colgate University
Damien Stankiewicz, Temple University
Karl Swinehart, University o f Pennsylvania
Theater
Walter Bilderback, The Wilma Theater
Emmanuelle Delpech, Headlong Performance
Institute; The Pig Iron Theater School
Kym Moore, Brown University
James Peck, Muhlenberg College
Karen Shimakawa, New York University-Tisch
School o f the Arts

16 Degrees Conferred

p. 97

May 27,2012

16.1 Bachelor of Arts
Ayman Nasser Abunimer, Physics and Biology
Sydni Rae Adler, Music
Aurin Paola Agramonte, Special Major in
Spanish Literature and Educational Studies
Henry Titus Ainley, Chemistry
Monica Ajinkya, Biology and Religion
Peter Akkies, Economics
Yewande Marianne Alade, Economics
Raymundo Alfaro-Aco, Special Major in
Biochemistry
Kristen Carol Allen, Linguistics
Emma Ea Ambrose, Political Science
Harry Nicholas Apostoleris, Physics
Morgan Sharp Aveni, Ancient History and
Political Science
Jacqueline Helene Bailey-Ross, Russian
Estella Miyuki Baker, Art and Asian Studies
Halleh Baratloo Balch, Physics
James John Bannon, English Literature
Lori Barkin, Theater
Daniel Lloyd Bath, Mathematics
Hunter Amadeus Bayliss, Music and English
Literature
Stephanie Lynn Beebe, Economics and
Sociology and Anthropology
Zachary Brennan Belden, Philosophy
Nilo Alexandre Bermeo, English Literature
Arielle Gina Bernhardt, Economics and
Sociology and Anthropology
Shiv Bhandari, Economics
Stephanie Robin Black-Schaffer, Special Major
in English Literature and Educational
Studies
Sara Annabelle Blanco, English Literature
Harold Tobias Blum, Mathematics
Bridget Konadu Boakye, Economics
Francesca Alesandra Bolfo, A rt History
Adam Christopher Bortner, Sociology and
Anthropology
Alyssa Renée Bowie, English Literature and
Spanish
Rachel Danielle Branker, Sociology and
Anthropology
Maxwell Douglas Bressman, Biology
Timothy Benjamin Brevart, Special Major in
Psychology and Educational Studies
Michael Ruben Brockway, Economics and
Spanish
Emily Ann Bryant, History and Religion
John Walter Bukawyn, Economics
Samuel James Bullard-Sisken, Physics
Cecily Alexa Bumbray, Political Science
Brigitte Buquez, Sociology and Anthropology
and Spanish
Kay Ming Cadena, Art History and Asian
Studies
Michael Spencer Cameron, Political Science
William Eugene Edgar Campbell, Biology
Jessica Alexandra Cannizzaro, Theater
Lauren Cardenas, Religion

Shane Jansen Casey, Philosophy
Fabian Alonso Castro, Economics and Political
Science
Mary Jean Chan, Political Science
Sarah Elizabeth Chasins, Computer Science and
Special Major in Behavioral Economics
Andrew Cheng, Linguistics and Religion
Franklin Lee Chien, Computer Science
Mark Junxuan Chin, Economics
Philip Samuel Chodrow, Philosophy and
Mathematics
Max DeFlorio Chomet, Biology
Dylon Chow, Mathematics
Adam Chuong, Psychology
Katharine Hammond Clark, English Literature
and Art
Joshua David Cockroft, Political Science
Nathan Edward Cohan, English Literature
Emily Lacy Coleman, Sociology and
Anthropology
Roberto Contreras IV, Economics and Political
Science
Julia Anne Cooper, Biology
Natalia Cote-Munoz, Political Science
Nicole Ashley Cox, Sociology and
Anthropology and Dance
Elizabeth Jane Cozart, Biology
Daniel Bernard Cramer, History
Kyle Aaron Crawford, Political Science
Jennifer Casey Crick, Biology
Elizabeth Ann Cushing, Chemistry
Katherine Corin Cushman, Biology
Jeffrey Alan Davidson, Political Science
Arielle Nicole Davis, Special Major in Film
and Media Studies
Avery Ayers Davis, Biology
Jenna Marie Davis, Special Major in Critical
Theory
Linnet Rose Davis-Stermitz, Political Science
Leonhard Martin Deibel, Economics
Hannah Christine Deming, Biology
Christie Grace Denizio, Art
Joravar Singh Dhaliwal, Economics
John Ronald Dinh, A rt History and Computer
Science
August Nelson Dinwiddie, Political Science
and Asian Studies
Ryane Amelia Disken-Cahill, History and
Theater
Shawn Catherine Doherty, Comparative
Literature
Lindsay Renée Dolan, Economics and Political
Science
Tania Arisa Doles, Biology
Morgan Corynne Dorsey, Biology
Jessica Veronica Downing, Sociology and
Anthropology
Rosemary Clifford DuBrin, Political Science
Meredyth Phillips Duncan, Biology and Art
Christina Loren Duron, Mathematics

16 Degrees Conferred
Pierre Roger Dyer, Economics
Aaron Christopher Eckhouse, Political Science
Hannah Elizabeth Edelman, Biology
Emily Ray Flores Eder, Psychology
Michael Macrae Enciso Edmiston, Theater
Karlyce Eudora Gloria Edwards, Asian Studies
Paul Otto Karl Eisenberg, Economics
Jonathan Mensch Emont, History
Amanda Ryan Eng, Economics
Olivia Harper Ensign, Political Science
Katherine Qubain Ernst, Psychology
Frederick Inglis Rudolf Eyerer, Physics
Callie Elizabeth Feingold, Political Science
Amalia Sarai Feld, Political Science and
Chinese
Michelle Margaret Fennell, Theater
Christopher Francis Fernandez, Sociology and
Anthropology
Kenneth Stewart Flanagan, Physics and
Philosophy
Petra Angie Floyd, Art
Andrew David Forrest, Sociology and
Anthropology
Melissa Afton Frick, Biology and Economics
Alexander Karl Friedfeld, Political Science
Dante Anthony Fuoco, English Literature
Mariela Puentes Galvez, Special Major in
Psychology and Educational Studies
Katherine Cheng Gao, Special Major in
Neuroscience
Manuk Garg, Philosophy
Cindy Janeth Garo, History
Charlotte Elisabeth Gaw, History and Religion
Nolan Thomas Gear, English Literature
Maia Lauren Gerlinger, English Literature
Zachary Thomas Gershenson, Biology and
Religion
Michael Roesch Giannangeli, Economics
Sahiba Kaur Gill, Political Science
Kenyetta D. Givans, Biology
Naomi Reid Glassman, Special Major in Latin
American Studies
Eleanor Rachel Glewwe, Special Major in
Linguistics and Languages
Joshua Hadas Glickenhaus, Political Science
Will Abraham Glovinsky, Comparative
Literature
Jonathan Donnelly Gluck, Computer Science
and Linguistics
Michael Thomas Gluk, Philosophy
Kyle Andrew Goeckner-Wald, Political Science
Kathryn Eveline Gonzalez, Economics and Art
Samantha Nicole Griggs, Special Major in
Sociology and Anthropology and
Educational Studies
Leah Guthrie, Biology
Elizabeth Jennette Hamilton, Physics
Hilary Whitmer Hamilton, Special Major in
English Literature and Educational Studies
Silbia Han, Political Science
Phoebe Swan Hansen, Psychology
Adam Reginald Hardy, Biology
Lara Patricia Hasychak, Linguistics

p. 98

Benjamin Clifford Hattem, Special Major in
Creative Writing and Sociology and
Anthropology
Lang Daniel Haynes, Religion
Toby Heavenrich, Economics
Layla Adel Helwa, Special Major in History
and Educational Studies
Marjorie Griffith Herbert, Linguistics
Solange Hilfinger-Pardo, History and
Economics
David Lucas Hinojosa, Special Major in
Japanese
Robert McDavid Holowka, English Literature
Virginia Marguerite Hottinger, Art
Maxwell Scott Hubbard, Biology and
Economics
Jonathan W.H. Hui, Economics and Psychology
Franklin Charles Huntington V, English
Literature and Special Major in Linguistics
and Languages
Ogechi Nosazena Irondi, Special Major in
Psychology and Educational Studies
Ou (Rowen) Jin, Biology
Brendan John, Mathematics and Physics
Jennifer Wolfe Johnson, Linguistics
Hannah Louise Jones, Sociology and
Anthropology
James Brice Jordan, Russian and Sociology and
Anthropology
Rebekah Michelle Judson, Special Major in
History and Educational Studies and Russian
Rachel Elizabeth Kalman, Psychology
Alexander Juyoung Kang, History and Asian
Studies
Zachary Aaron Kelm, Psychology
Robert Hyungchan Kim, Political Science
Wesley Morgan King, Biology
William Bollinger King, Psychology
Holly Anne Kinnamont, Special Major in Film
and Media Studies and English Literature
Ari Steven Klafter, Psychology
Amanda Ruth Klause, Greek and Latin
Philip Haywood Koonce IV, Computer Science
Philip Jojo Koshy, Biology
Hanna Margaret Kozlowska, Political Science
Tarini Atul Kumar, English Literature and
Special Major in Media and Peacebuilding
Matthew Clayton Lamb, Economics and
Political Science
Elizabeth Linda Laplace, Biology and Art
Rosalie Estelle Lawrence, Biology
Alexander Lee, Biology and Political Science
Allison Margaret Lee, English Literature
Ester Lee, History and English Literature
Eun Mi Lee, Economics and Mathematics
Tiffany Chih Lee, Chemistry
Eric Craig Legunn, Economics
Alexander Henry Leichter, Economics
Margret Inez Clancy Lenfest, Biology
Zachary Robert Leonard, Sociology and
Anthropology
Keenan Richard Leonard-Solis, Psychology
Anna Tione Levine, English Literature

16 Degrees Conferred
Anastasia Margaret Lewis, English Literature
and A rt
Naomi Alina Liang, Philosophy
Jong Hsien Lim, Physics and Economics
Cory Lee Limberger, Economics
Michelle Lin, Art
William James Lin, Political Science
Matthew Henry Linder, Mathematics
Benjamin Gabriel Seidler Lipton, Computer
Science
Natalie Frawley Litton, Political Science
Lance Yi Liu, Economics
Tianyu Liu, Biology
Megan Kendall Long, Sociology and
Anthropology
Emily Elizabeth Lowing, Psychology
Cindy Coleman Luu, Mathematics and Asian
Studies
Daniel Chan Ly, Biology and Chemistry
Sung Min Ma, Economics
Joseph Anthony Maiorana, Special Major in
Film and Media Studies and Sociology and
Anthropology
James Mao, Political Science and Economics
Arsean Stewart Maqami, Economics
Mayra Elena Marquez, Economics
Lizah Cherop Masis, Economics and
Mathematics
Owen Thomas Masters, Psychology and
English Literature
Andrew Finhai Masvikeni, Psychology
Elizabeth Luce Matlock, Biology and Religion
Carolyn Kathleen Maughan, Philosophy
MC Mazzocchi, Greek
Kathryn Florence McCafferty, Special Major in
Linguistics and Languages
Genevieve Elizabeth McGahey, History
Kathleen Margaret McNamara, Mathematics
Angela Qingyi Meng, Sociology and
Anthropology and Economics
Gloria Arabah Mensah, Special Major in
Political Science and Sociology and
Anthropology
Samuel Jay Menzin, History
Jonathan Kiyoshi Louis Miller, Special Major
in Islamic Studies
Amelia Rose Mitter-Burke, Special Major in
History and Educational Studies
Gabriela Echavarria Moats, Special Major in
Psychology and Educational Studies
Anthony Joseph Montalbano, English
Literature and Psychology
Gabriela Ines Morales, Political Science
Annelise Valerie Rossetti Mowry, Biology
Marie Frances Mutryn, Biology
Jeffrey Paul Nagle, History
Ivana Ng, Computer Science
Lam-Anh Nguyen, Biology and Sociology and
Anthropology
Joseph Frederic Niagara, Special Major in
English Literature and Educational Studies
Alex Lee Nichamin, Economics

p. 99

John Michael Nicoludis, Special Major in
Biochemistry
Rakan Zachary Nimr, History
Alicia Phyllis Ashaba Niwagaba, Biology
Danielle Joy Noble, History
Jared Fortner Nolan, Economics
Regina Albert Noto, Art History
Ari Jason Novack, Physics
Benjamin Ethan Nye, Computer Science
Christina Ebogu (Ebella) Obiajulu, Linguistics
Shane Roshaan Ogunnaike, Special Major in
Sociology and Anthropology and
Educational Studies
Joseph Vale O’Hara, Political Science
David Selassie Bampo Opoku, Biology
Camila Osorio van Isschot, Special Major in
Sociology and Anthropology and
Educational Studies
Daniel Minwoo Pak, Chemistry
Wystan Neil Palmer, Computer Science and
Chemistry
Sonal Parasrampuria, Political Science
Hae-in Park, Economics and Chinese
Hyuna Park, Special Major in Asian Studies
and Educational Studies
Jung Hyun Park, Economics and Chinese
Richard Merton Peck, Economics and
Mathematics
Carmen Perez-Leahy, Psychology
Genevieve Louise Foster Pezzola, Economics
Tayarisha Mtafiita-Ukweli Poe, Special Major
in Film and Literature
Travis Ross Pollen, Physics
Hilary Floyd Pomerantz, Special Major in
History and Educational Studies
Laura Davidson Pond, Latin
Adriana Popa, Political Science
Amelia Louise Possanza, Comparative
Literature
Susanna Fleming Pretzer, Comparative
Literature
Kevin James Pytlar, Mathematics and
Computer Science
David Qasem, Economics
Weina Qiu, Economics and Political Science
Tarit Rao-Chakravorti, Special Major in Peace
and Conflict Studies and Economics
Nicholas Andrew Rhinehart, Computer Science
Nicole Marie Rizzo, Biology and English
Literature
Laura Hyun Hwa Rodgers, Biology
Ignacio Javier Rodriguez, History
Maria Alejandra Rodriguez, Special Major in
Sustainable Development and Sociology and
Anthropology
Marc Stephen Rogalski, Economics
Alexander Scott Rolle, Mathematics
Ana Carmin Rosado, History
Hannah Rachel Rose, Chemistry
Micah Fisher Rose, Sociology and
Anthropology
Tanya Rosenblut, Economics

16 Degrees Conferred
Spencer Alex Ross, Economics
Marie Rousseau, Political Science
Shari Alexa Rutherford, Mathematics
Maki Sakuma, Mathematics
David Winthrop Hilding Salorio, Economics
and English Literature
Hillary Antonia Santana, Biology
Miles John Santo, Biology
Sterling Chase Satterfield, Political Science
Jacqueline Marie Scala, Biology and History
Katherine Hanna Schaffer, Special Major in
Gender and Sexuality Studies
Sarah Christine Scheub, Biology
William Joseph Scheuing, Biology and
Economics
Jessica Lee Schleider, Psychology
Brittany Pearl Schmelz, Psychology
Zachary Randolph Schmidt, Economics
Diandra Wagner Schmitt, English Literature
Omari James Robert Scott, Political Science
Camilla Eugenia Seirup, Biology
Katherine Andersen Seville, English Literature
and Biology
Lisa Shang, Special Major in Psychobiology
Dina Sharhan, Biology
Christopher Thomas Shea, Biology
Shiran Shen, Political Science
Patrick Damien Shields, Economics
Molly Elysha Siegel, Biology
Corey Jacob Silberstein, Music
Elan William Silverblatt-Buser, Biology
Amira Batsheva Silver-Swartz, Linguistics
James Edward Smith, Physics
Thomas Leslie Soares, Economics and Art
Maki Dionne Balite Somosot, Psychology and
French
Samantha Rosalie Song, Biology
Joseph Stanley Spagna, English Literature
Kenneth William Sparks, Biology
Marley Anna Specter, Economics
Julie Spielvogel, A rt History
Kimberly Marie St. Julian, History
Lauren Cecelia Stem, History
David Turner Stemgold, Political Science
John Edward Stevick, Economics
Kara Ann Stoever, Biology and English
Literature
Walker Donalriddle Stole, Economics
Glenn Gilmore Stott, Psychology
Evelyn Ariel Henderson Strombom, Biology
Andrew Buckman Stromme, Computer Science
Allison Taylor Stuewe, Sociology and
Anthropology and Special Major in Islamic
Studies
John Miller Taeschler, English Literature
Aden Delawit Tedla, History
Min Sem Teh, Political Science
Rajesh Sean Thackurdeen, Sociology and
Anthropology
Ankhi Guha Thakurta, English Literature and
Sociology and Anthropology
Mary Alice Upshur, Chemistry

p. 100

Victor Carmine Vaiana, Special Major in Film
and Media Studies
Nicholas Matthew Vogt, Special Major in
Neuroscience
Michelle Elizabeth Walters, Biology
Michael Alex Waterhouse, Special Major in
Psychobiology
Zachary Jonathan Weiner, Economics
Darren Lynn Weinhold, Special Major in
Astrophysics
Paul Frederick Weston, Philosophy
Jeffery Christian Wickham, History and
Political Science
Zachary Saul Wiener, Special Major in
Linguistics and Educational Studies
Sasha Maree Wijeyeratne, Sociology and
Anthropology
David Philip Wilikofsky, Computer Science
and Art History
Joseph Harold Willens, Political Science
Madeline Jeanne Williams, History
Xavier Stefan Williams, Political Science
John Wesley Wei Willison, Political Science
Elissa Li-Yee Wong, Biology
Genevieve Elise Woodhead, History
Taylor Corinne Wuerker, Mathematics
Xu Xu, Political Science
David Yang, Economics
Jennifer Youngshin Yi, Psychology
Stephen Alexander Youngblood, Philosophy
Hannah Alexandra Younger, English Literature
and Art
Xingyu Zhang, Physics
Alan Zhen Zhao, Economics
Fanny Zhao, Art
Jenna Hanbing Zhu, Political Science and
Psychology

16.2 Bachelor of Science
Andreas Linas Bastian, Engineering
Katherine Ann Bertaut, Engineering
Anthony Albert Blekicki, Engineering
Matthew John Bowers, Engineering
Eric Michael Burger, Engineering
Alexander Lawrence Burka, Engineering
Taylor Jie Chen, Engineering
David Joseph D’Annunzio, Engineering
Wesley Christopher Edwards, Engineering
Ozan ErtUrk, Engineering
Toby Heavenrich, Engineering
Frances Rose Hunter, Engineering
Jesse Holloway Krikorian, Engineering
Julian Corbell Leland, Engineering
Benjamin Gabriel Seidler Lipton, Engineering
Jonathan Atwood Martin, Engineering
Ari Jason Novack, Engineering
Genevieve Louise Foster Pezzola, Engineering
Nicholas Andrew Rhinehart, Engineering
David Benjamin Saltzman, Engineering
Marley Anna Specter, Engineering
Rebekah Yung-Chia Yang, Engineering

17 Distinctions, Awards, and Fellowships

p. 101

17.1 Honors Awarded by the
Visiting Examiners

Genevieve Elise Woodhead, Stephen Alexander
Youngblood, Alan Zhen Zhao

Highest Honors
Arielle Gina Bernhardt, Sarah Elizabeth
Chasins, Katherine Corin Cushman, Avery
Ayers Davis, Linnet Rose Davis-Stermitz, Will
Abraham Glovinsky, Anna Tione Levine,
James Mao, Genevieve Elizabeth McGahey,
Amelia Louise Possanza, Katherine Hanna
Schaffer, Xingyu Zhang

17.2 Elections to Honorary
Societies

High Honors
Peter Akkies, Estella Miyuki Baker, James John
Bannon, Lori Barkin, Daniel Lloyd Bath,
Harold Tobias Blum, Francesca Alesandra
Bolfo, Jessica Alexandra Cannizzaro, Mary
Jean Chan, Philip Samuel Chodrow, Nathan
Edward Cohan, Jennifer Casey Crick, Shawn
Catherine Doherty, Jessica Veronica Downing,
Rosemary Clifford DuBrin, Aaron Christopher
Eckhouse, Hannah Elizabeth Edelman,
Jonathan Mensch Emont, Amanda Ryan Eng,
Olivia Harper Ensign, Michelle Margaret
Fennell, Melissa Afton Frick, Alexander Karl
Friedfeld, Dante Anthony Fuoco, Charlotte
Elisabeth Gaw, Nolan Thomas Gear, Sahiba
Kaur Gill, Naomi Reid Glassman, Eleanor
Rachel Glewwe, Jonathan Donnelly Gluck,
Kyle Andrew Goeckner-Wald, Hilary Whitmer
Hamilton, Maijorie Griffith Herbert, Solange
Hilfinger-Pardo, Franklin Charles Huntington
V, Jennifer Wolfe Johnson, Robert Hyungchan
Kim, Amanda Ruth Klause, Rosalie Estelle
Lawrence, Anastasia Margaret Lewis, William
James Lin, Angela Qingyi Meng, Gabriela Inès
Morales, John Michael Nicoludis, Jared Fortner
Nolan, Richard Merton Peck, Adriana Popa,
Alexander Scott Rolle, Shiran Shen, David
Turner Stemgold, Allison Taylor Stuewe, John
Miller Taeschler, Nicholas Matthew Vogt,
Zachary Jonathan Weiner, Jeffery Christian
Wickham, Joseph Harold Willens, Madeline
Jeanne Williams, John Wesley Wei Willison,
Hannah Alexandra Younger, Jenna Hanbing
Zhu
Honors
Yewande Marianne Alade, Morgan Sharp
Aveni, Alyssa Renée Bowie, Emily Ann
Bryant, William Eugene Edgar Campbell,
Andrew Cheng, Mark Junxuan Chin, Dylon
Chow, Julia Anne Cooper, Natalia Cote-Munoz,
Jeffrey Alan Davidson, Andrew David Forrest,
Maia Lauren Gerlinger, Michael Thomas Gluk,
Robert McDavid Holowka, Alexander Juyoung
Kang, William Bollinger King, Tarini Atul
Kumar, Allison Margaret Lee, Ester Lee,
Natalie Frawley Litton, Lance Yi Liu, Gabriela
Echavarria Moats, Sonal Parasrampuria, Laura
Davidson Pond, Tarit Rao-Chakravorti, Laura
Hyun Hwa Rodgers, Tanya Rosenblut, David
Winthrop Hilding Salorio, Zachary Randolph
Schmidt, Elan William Silverblatt-Buser,

Phi Beta Kappa
Estella Miyuki Baker, Arielle Gina Bernhardt,
Katherine Ann Bertaut, Shiv Bhandari, Harold
Tobias Blum, Mary Jean Chan, Sarah Elizabeth
Chasins, Andrew Cheng, Philip Samuel
Chodrow, Daniel Bernard Cramer, Kyle Aaron
Crawford, Katherine Corin Cushman, David
Joseph D’Annunzio, Avery Ayers Davis, Linnet
Rose Davis-Stermitz, Leonhard Martin Deibel,
Hannah Christine Deming, Jessica Veronica
Downing, Rosemary Clifford DuBrin, Aaron
Christopher Eckhouse, Hannah Elizabeth
Edelman, Amanda Ryan Eng, Amalia Sarai
Feld, Christopher Francis Fernandez, Dante
Anthony Fuoco, Nolan Thomas Gear, Eleanor
Rachel Glewwe, Will Abraham Glovinsky,
Solange Hilfinger-Pardo, Rebekah Michelle
Judson, Amanda Ruth Klause, Rosalie Estelle
Lawrence, William James Lin, Benjamin
Gabriel Seidler Lipton, Tianyu Liu, James Mao,
MC Mazzocchi, Kathryn Florence McCafferty,
John Michael Nicoludis, Wystan Neil Palmer,
Hae-in Park, Amelia Louise Possanza, Susanna
Fleming Pretzer, David Benjamin Saltzman,
Katherine Hanna Schaffer, Jessica Lee
Schleider, Shiran Shen, Corey Jacob
Silberstein, Amira Batsheva Silver-Swartz,
Julie Spielvogel, Allison Taylor Stuewe, Ankhi
Guha Thakurta, Nicholas Matthew Vogt, David
Philip Wilikofsky, Jennifer Youngshin Yi,
Xingyu Zhang
Sigma Xi
Ayman Nasser Abunimer, Yewande Marianne
Alade, Raymundo Alfaro-Aco, Halleh Baratloo
Balch, Katherine Ann Bertaut, Anthony Albert
Blekicki, Alexander Lawrence Burka, William
Eugene Edgar Campbell, Sarah Elizabeth
Chasins, Mark Junxuan Chin, Max DeFlorio
Chomet, Adam Chuong, Julia Anne Cooper,
Jennifer Casey Crick, Katherine Corin
Cushman, David Joseph D’Annunzio, Hannah
Christine Deming, Joravar Singh Dhaliwal,
Tania Arisa Doles, Meredyth Phillips Duncan,
Christina Loren Duron, Hannah Elizabeth
Edelman, Melissa Afton Frick, Katherine
Cheng Gao, Leah Guthrie, Elizabeth Jennette
Hamilton, Adam Reginald Hardy, Toby
Heavenrich, Jonathan W.H. Hui, Frances Rose
Hunter, Zachary Aaron Kelm, William
Bollinger King, Rosalie Estelle Lawrence,
Julian Corbell Leland, Jong Hsien Lim,
Benjamin Gabriel Seidler Lipton, Tianyu Liu,
Daniel Chan Ly, Owen Thomas Masters,
Elizabeth Luce Matlock, Lam-Anh Nguyen,
John Michael Nicoludis, David Selassie Bampo
Opoku, Daniel Minwoo Pak, Genevieve Louise

17 Distinctions, Awards, and Fellowships
Foster Pezzola, Nicholas Andrew Rhinehart,
Laura Hyun Hwa Rodgers, Hannah Rachel
Rose, Maki Sakuma, David Benjamin
Saltzman, Sarah Christine Scheub, Jessica Lee
Schleider, Camilla Eugenia Seirup, Lisa Shang,
Shiran Shen, Molly Elysha Siegel, Elan
William Silverblatt-Buser, Maki Dionne Balite
Somosot, Kenneth William Sparks, Marley
Anna Spector, Evelyn Ariel Henderson
Strombom, Andrew Buckman Stromme, Mary
Alice Upshur, Nicholas Matthew Vogt,
Michelle Elizabeth Walters, Darren Lynn
Weinhold, Elissa Li-Yee Wong, Rebekah
Yung-Chia Yang, Jennifer Youngshin Yi,
Xingyu Zhang
Tau Beta Pi
Katherine Ann Bertaut, Alexander Lawrence
Burka, David Joseph D’Annunzio, Benjamin
Gabriel Seidler Lipton, David Benjamin
Saltzman

17.3 Pennsylvania Teacher
Certification
Stephanie Robin Black-Schaffer, Timothy
Benjamin Brevart, Layla Adel Helwa, Joseph
Frederic Niagara, Camila Osorio van Isschot

17.4 Awards and Prizes
The Bruce Abemethy Community Service
Award was created by Bruce Abemethy ’85 to
support Swarthmore students, faculty, and staff
involved in community service. Awarded to
Daniel Cho’13 and Leah Guthrie’12.
The Adams Prize is awarded each year by the
Economics Department for the best paper
submitted in quantitative economics. Awarded
to Amanda Eng ’12.
The Stanley Adamson Prize in Chemistry was
established in memory of Stanley D. Adamson
’65. It is awarded each spring to a well-rounded
junior majoring in chemistry or biochemistry,
who, in the opinion of the department, gives the
most promise of excellence and dedication in
the field. Awarded to Alice Wong ’13.
The American Chemical Society Scholastic
Achievement Award is given to the student
whom the Department of Chemistry and
Biochemistry judges to have the best
performance in chemistry and overall academic
achievement. Awarded to Jack Nicoludis ’12.
The American Chemical Society Undergraduate
Award in Analytical Chemistry is awarded
annually to the student whom the Chemistry
and Biochemistry Department judges to have
the best academic performance in analytical
chemistry and instrumental methods. Awarded
to Jacob Tracy ’13.
The American Chemical Society Undergraduate
Award in Inorganic Chemistry is awarded
annually to the student whom the Chemistry

p. 102

and Biochemistry Department judges to have
the best academic performance in inorganic
chemistry. Awarded to Steven Barrett ’13.
The American Chemical Society Undergraduate
Award in Organic Chemistry is awarded
annually to the student whom the Chemistry
and Biochemistry Department judges to have
the best academic performance in organic
chemistry. Elena Kingston ’14.
The American Institute o f Chemists Student
Honor Awards are given to students whom the
Chemistry and Biochemistry Department judge
to have outstanding records in chemistry and
overall academic performance. Awarded to
Wystan Neil Palmer ’12.
The Solomon Asch Award recognizes the most
outstanding independent work in psychology,
usually a senior course or honors thesis.
Awarded to Jessica Lee Schleider ’12.
The Boyd Barnard Prize, established by Boyd
T. Barnard ’17 is awarded by the music faculty
each year to a student in the junior class in
recognition of musical excellence and
achievement. Awarded to Joyce Han ’13 and
Benjamin Kapilow ’13.
The James H. Batton '72 Award, endowed in
his memory by G. Isaac Stanley ’73 and Ava
Harris Stanley ’72, is awarded for the personal
growth or career development of a minority
student with financial need. Awarded to
Rebecca Ahmad ’14.
The Paul H. Beik Prize in History is awarded
each May for the best thesis or extended paper
on a historical subject by a history major during
the previous academic year. Awarded to
Madeline Williams ’12.
The Believe Endowed Social Action Award was
established in 2006 to enable students to spend
the summer in a developing country working on
a global social action project. The Mission of
the Believe Award is ‘T o support inspired
global citizens who believe in the reality of a
better world, and who believe that the key to
peace and progress in the world is to develop
personal connections in other cultures through
social action and direct community
engagement.” The Believe award is
administered through the Lang Center for
Social Responsibility. Awarded to Min Sem
Teh’12.
The Bobby Berman ’05 Memorial Prize Fund
was established in 2008 in his memory, by his
family. It is awarded by the Physics Department
to a graduating senior with a major in physics
who has shown achievement, commitment and
leadership in the field. Awarded to Halleh
Balch ’12.
The Tim Berman Memorial Award is presented
annually to the senior man who best combines
qualities of scholarship, athletic skill, artistic
sensitivity, respect from and influence on peers,

17 Distinctions, Awards, and Fellowships
courage, and sustained commitment to
excellence. Awarded to David D’Annunzio ’12.
The Black Alumni Prize is awarded annually to
honor the sophomore or junior minority student
who has shown exemplary academic
performance and community service. Awarded
to Naudia Williams ’14.
The Brand Blanshard Prize honors Brand
Blanshard, professor of philosophy at
Swarthmore from 1925 to 1945, and was
established by David H. Scull ’36. The
Philosophy Department presents the award each
year to the student who submits the best essay
on any philosophical topic. Not awarded this
year.
The Sophie and William Bramson Prize is
awarded annually to an outstanding student
majoring in sociology and anthropology. The
prize recognizes the excellence of the senior
thesis, in either the course or external
examinations program as well as the excellence
of the student’s entire career in the department.
The Bramson Prize is given in memory of the
parents of Leon Bramson, founding chairman of
Swarthmore’s Sociology and Anthropology
Department. Awarded to Nicole Cox ’12 and
Christopher Fernandez ’12.
The Heinrich W. Brinkmann Mathematics Prize
honors Heinrich Brinkmann, professor of
mathematics from 1933 to 1969, and was
established by his students in 1978 in honor of
his 80th birthday. Awards are presented
annually by the Mathematics and Statistics
Department to the student or students who
submit the best paper on a mathematical
subject. Awarded to Philip Chodrow ’12 and
Christina Duron ’12.
The Chemistry and Biochemistry Department
Service Awards are given each year to the
students (usually one junior and one senior)
who have provided the department with the
greatest service during the preceding academic
year. Awarded to Mariah Parker ’13 and
Raymundo Alfaro-Aco ’12.
The Susan P. Cobbs Scholarship is awarded to
the most outstanding student of classics in the
rising senior class. It was made possible by a
bequest of Susan P. Cobbs, who was dean and
professor of classics until 1969, and by
additional funds given in her memory. Not
awarded this year.
The Sarah Kaighn Cooper Scholarship,
founded by Sallie K. Johnson in memory of her
grandmothers, Sarah Kaighn and Sarah Cooper,
is awarded to the member of the junior class
who is judged by the faculty to have had the
best record for scholarship, character, and
influence since entering the College. Awarded
to Ben Goossen ’13.

p. 103

The CRC Press Freshman Chemistry
Achievement Award is awarded annually by the
Chemistry and Biochemistry Department to the
first-year student(s) who achieves the highest
performance in the first-year chemistry
curriculum. Awarded to Grace Quinn ’15.
The Alice L. Crossley Prize in Asian studies is
awarded annually by the Asian Studies
Committee to the student or students who
submit the best essays on any topic in Asian
studies. Awarded to Francesca Bolfo ’12 and
Amalia Feld ’12 (first prize), and Jonathan
Molloy ’14 (honorable mention).
The Dunn Trophy was established in 1962 by a
group of alumni to honor the late Robert H.
Dunn, a Swarthmore coach for more than 40
years. It is presented annually to the sophomore
male who has contributed the most to the
intercollegiate athletics program. Awarded to
Jeffrey Wall ’14.
The Robert S. DuPlessis Prize is awarded each
May to a student for the best senior
comprehensive research paper on a historical
subject by a history major in the previous year.
Awarded to Jeffrey Nagle ’12 and Hilary
Pomerantz ’12.
The William C. Elmore Prize is given in
recognition of distinguished academic work. It
is awarded annually to a graduating senior
majoring in physics, astrophysics, or
astronomy. Awarded to Xingyu Zhang ’12.
The Lew Elverson Award is given in honor of
Lew Elverson, who was a professor of physical
education for men from 1937 to 1978. The
award is presented annually to the junior or
senior man who has demonstrated commitment
and dedication to excellence and achieved the
highest degree of excellence in his sport.
Awarded to Micah R ose’12.
The Flack Achievement Award, established by
Jim and Hertha Flack in 1985, is given to a
deserving student who, during his or her first
two years at the College, has demonstrated
leadership potential and a good record of
achievement in both academic and
extracurricular activities. Awarded to Victor
Brady ’13 and Madeleine Jennie Reichman ’13.
The Renee Gaddie Award. In memory of Renee
Gaddie ’93, this award is given by the music
faculty to a member of the Swarthmore College
Gospel Choir who is studying voice through the
Music Department (MUSI 048: Individual
Instruction) program. The award subsidizes the
entire cost of voice lessons for that semester.
Awarded to Aden Tedla’12.
The Dorothy Ditter Gondos Award was
bequeathed by Victor Gondos Jr. in honor of his
wife, Class of 1930. It is given every other year
by a faculty committee to a student of

17 Distinctions, Awards, and Fellowships
Swarthmore College who submits the best
paper on the subject dealing with a literature of
a foreign language. The prize is awarded in the
spring semester. Preference is given to essays
based on works read in the original language.
The prize is awarded under the direction of the
Literature Committee. Awarded to Benjamin
Goossen ’13 and Will Glovinsky ’12 (co­
winners of first prize), and Alexander Rojavin
’15 (second prize).
The John Russell Hayes Poetry Prizes are
offered for the best original poem or for a
translation from any language. Awarded to
Elizabeth Johnson ’15 (first prize) and Amelia
Possanza ’ 12 (second prize).
The Eleanor Kay Hess Award is given in honor
of “Pete” Hess, whose 33 years of service to
Swarthmore College and Swarthmore students
were exemplified by her love of athletics,
leadership, hard work, fairness, and objectivity.
This award is given to the sophomore woman
who best demonstrates those qualities and has
earned the respect and affection of her peers for
her scholarship and dedication through
athletics. Awarded to Lia Carlson ’14.
The Philip M. Hicks Prizes are endowed by
friends of Philip M. Hicks, former professor of
English and chairman of the English Literature
Department. They are awarded to the students
who submit the best critical essays on any topic
in the field of literature. Awarded to Nicholas
Allred ’13 and Anna Shechtman ’13.
The Jesse H. Holmes Prize in Religion was
donated by Eleanor S. Clarke ’18 and named in
honor of Jesse Holmes, a professor of history of
religion and philosophy at Swarthmore from
1899 to 1934. It is awarded by the Religion
Department to the student who submits the best
essay on any topic in the field of religion.
Awarded to Philip Chodrow ’12 and Dina
Zingaro ’13.
The Gladys Irish Award is presented to the
senior woman who has best combined devotion
to excellence in athletic performance with
qualities of strong leadership and the pure
enjoyment of sports activities at Swarthmore.
Awarded to Kenyetta Givans ’12.
The Ivy Award is made by the faculty each year
to the man of the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community.
Awarded to Philip Chodrow ’12.
The Chuck James Literary Prize is awarded to
the graduating senior who has made the greatest
contribution to the literary life of the black
community. Awarded to Tayarisha Poe ’12.
The Michael H. Keene Award, endowed by the
family and friends of this member of the Class
of 1985, is awarded by the dean to a worthy
student to honor the memory of Michael’s

p. 104

personal courage and high ideals. It carries a
cash stipend. Awarded in confidence to a
worthy member of the graduating class.
The Naomi Kies Award is given in her memory
by her classmates and friends to a student who
has worked long and hard in community service
outside the academic setting, alleviating
discrimination or suffering, promoting a
democratic and egalitarian society, or resolving
social and political conflict. It carries a cash
stipend. Awarded to Adam Bortner ’12.
The Kwink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society of Kwink, is presented by the faculty of
the Physical Education and Athletics
Department to the senior man who best
exemplifies the society’s five principles:
service, spirit, scholarship, society, and
sportsmanship. Awarded to Kyle Crawford ’12.
The Lang Award was established by Eugene M.
Lang ’38. It is given by the faculty to a
graduating senior in recognition of outstanding
academic accomplishment. Awarded to
Amanda Klause ’12 and Tianyu Liu ’12.
The Leo M. Leva Memorial Prize was
established by his family and friends and is
awarded by the Biology Department to a
graduating senior in biology whose work in the
field shows unusual promise. Awarded to
Tianyu (Tom) Liu ’12, Katherine Cushman ’12,
David Opoku ’12 and Rosalie Lawrence ’12.
The Linguistics Prizes were established in 1989
by contributions from alumni interested in
linguistics. Two awards are presented annually,
one for linguistic theory and one for applied
linguistics, to the two students who, in the
opinion of the program in linguistics, submit the
best senior papers or theses in these areas. The
Linguistics Prize in Applications o f Theory was
awarded to Jennifer Johnson ’12. The
Linguistics Prize in Linguistic Theory was
awarded to Rebecca Knowles (Haverford
College) ’12.
The McCabe Engineering Award, founded by
Thomas B. McCabe ’15, is presented each year
to the outstanding engineering student in the
senior class. A committee of the Engineering
Department faculty chooses the recipient.
Awarded to Benjamin Lipton ’12.
The Norman Meinkoth Field Biology Award
was established by his friends and former
students to honor Dr. Norman A. Meinkoth, a
member of the College faculty from 1947 to
1978. It is awarded to support the essential
costs o f the study o f both naturalistic and
experimental biological studies in a natural
environment. The intent of this fund is to
facilitate the joint participation of Swarthmore
students and faculty in field biology projects,
with priority given to marine biology. The

17 Distinctions, Awards, and Fellowships
awards are given annually by the Biology
Department. Awarded to Rachel Crane ’13,
Hyee Ryun Lee ’14, and Zhengyang Wang ’14.
The Morris Monsky Prize in Mathematics was
established by a gift from the children of Morris
Monsky, who fell in love with mathematics at
Boys’ High and at Columbia University and
maintained the passion all his life. This prize in
his memory is awarded to a first-year student
who has demonstrated outstanding promise and
enthusiasm. Awarded to Peng Zhao ’15.
The Kathryn L. Morgan Award was established
in 1991 in honor of late Professor of History,
Kathryn L. Morgan. The award recognizes the
contributions of members of the African
American community at the College to the
intellectual and social well-being of African
American students. The Morgan fund also
supports acquisitions for the Black Cultural
Center Library. The fund is administered by the
Dean’s Office and the Black Cultural Center in
consultation with alumni. Not awarded this
year.
The Lois Morrell Poetry Award, given by her
parents in memory of Lois Morrell ’46, goes to
the student who has submitted the best original
poem in the annual competition for this award.
The fund also supports campus readings by
visiting poets. Awarded to Sara Blazevic ’15.
The Morrell-Potter Summer Stipend in Creative
Writing, intended to enable a summer’s writing
project, is awarded by the English Literature
Department to a poet or fiction writer of
exceptional promise in the spring of the junior
year. Awarded to Nicholas Gettino ’13 and Paul
LaFreniere ’13.
The A. Edward Newton Library Prize, endowed
by A. Edward Newton, to make permanent the
Library Prize first established by W.W. Thayer,
is awarded annually by the Committee of
Award to the undergraduate who shows the best
and most intelligently chosen collection of
books upon any subject. Particular emphasis is
laid not merely upon the size of the collection
but also on the skill with which the books are
selected and upon the owner’s knowledge of
their subject matter. Awarded to Ben Goossen
’13 (first prize), Joan Huang T5 (second prize),
Madeleine Booth ’15 (third prize), Miyuki
Baker ’12 (honorable mention).
The Oak L eafAward is made by the faculty
each year to the woman of the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.
Awarded to Rosalie Lawrence ’12.
The May E. Parry Memorial Award, donated by
the Class of 1925 of which she was a member,
is presented by the Physical Education and
Athletics Department faculty to the senior
woman who has made a valuable contribution

p. 105

to the College by her loyalty, sportsmanship,
and skill in athletics. Awarded to Marie Mutryn
’12.
The Drew Pearson Prize is awarded by the dean
on the recommendation of the editors of The
Phoenix, The Daily Gazette, and the senior
producers of War News Radio at the end of
each staff term to a member of those respective
organizations for excellence in journalism. The
prize was established by the directors of The
Drew Pearson Foundation in memory of Drew
Pearson, Class of 1919. It carries cash stipends.
Awarded to Reem Abdou ’14, Jared Nolan ’12,
David Stemgold ’12, and Alan Zhao T2.
The David A. Peele ’50 Sportsmanship Award
is made to a tennis player after submission of a
written essay. It is endowed by Marla Hamilton
Peele in memory of her husband’s love and
advocacy of tennis and carries a cash stipend.
Awarded to Preston Poon ’14.
The John W. Perdue Memorial Prize,
established in 1969 in memory o f an
engineering student of the Class of 1969, is
awarded by the Engineering Department to the
outstanding student entering the junior class
with a major in engineering. Awarded to Kyle
Knapp ’14.
The William Plumer Potter Public Speaking
Fund and Prize in Fiction was established in
1927. It provides funds for the collection of
recorded literature and sponsors awards for the
best student short stories. The fund is also a
major source of funds for campus appearances
by poets and writers. Awarded to Jeannette
Leopold ’13 (first prize), Susanna Pretzer ’12
(second prize), and Benjamin Schwartz ’13
(third prize).
The Ernie Prudente Sportsmanship Award is
given in honor of Ernie Prudente, a coach and
professor at Swarthmore College for 27 years,
to the male and female athletes that, through
their participation, have demonstrated the
characteristic exemplified by Ernie:
sportsmanship, love of the sport, and respect for
their teammates. Awarded to Michael
Giannangeli ’12 and Hillary Santana ’12.
The Dinny Rath Award is administered by the
Athletics Department and is given to a senior
woman who demonstrates the highest degree of
achievement, commitment to intercollegiate
athletics, high regard for fair play, and
awareness of the positive values of competition.
Awarded to Genevieve Pezzola ’12.
The Jeanette Streit Rohatyn ’46 Fund is used to
grant the “Baudelaire Award” to a Swarthmore
student participating in the College Program in
Grenoble. The student must be considering a
major or a minor in French, and use the award,
which is granted on the recommendation of the
program director, to travel in metropolitan

17 Distinctions, Awards, and Fellowships

p. 106

France. Awarded to Hannah Gotwals ’13,
Cox ’12 (Dance), and Genevieve McGahey ’12
Adam Rosenberg ’13, Elliot Weiser ’13 and
(Music).
Declan White ’13, Nicole Vanchieri ’13.
The Albert Vollmecke Engineering Service
Judith Polgar Ruchkin Prize Essay is an award
Award was established in 1990 in memory of
for a paper on politics or public policy written
Albert Vollmecke, father of Therese Vollmecke
during the junior or senior year. The paper may
’77. The Vollmecke Prize is awarded for
be for a course, a seminar, or an independent
service to the student engineering community.
project, including a thesis. The paper is
The Engineering Department administers the
nominated by a faculty member and judged by a fund. Awarded to Julian Leland ’12 and Marley
committee of the Political Science Department
Spector ’12.
to be of outstanding merit based on originality,
The Eugene Weber Memorial Fund was
power of analysis and written exposition, and
established in honor of the late Eugene Weber,
depth of understanding of goals as well as
professor of German. The Weber Fund supports
technique. Awarded to Amalia Feld ’12.
study abroad by students of German language
The Robert Savage Image Award recognizes
and literature. Awarded to Joan O’Bryan ’13.
outstanding biological images taken by
The Jerome H Wood Memorial Excellence and
Swarthmore biology students. The award is
Leadership Award Was created in 1997 in honor
supported by the Robert Savage Fund which
of the late Professor Jerry Wood and is awarded
was established by students and colleagues to
annually. Awarded to Leah Guthrie ’12 and
honor Professor Robert E. Savage, the first
David Opoku ’12.
professor of Cell Biology at Swarthmore
College. Awarded to Erin Kast ’15, Erin Lowe
17.5 Faculty Award
T4, Galen Rask ’14, Madeleine Booth ’15,
The Flack Faculty Award is given for
Elan Silverblatt-Buser ’12, and Hyunjo Park
’13.
excellence in teaching and promise in scholarly
activity by a member of the Swarthmore faculty
The Frank Solomon Jr. Student Art Purchase
to help meet the expenses of a full year of leave
Fund permits the Art Department to purchase
devoted to research and self-improvement. This
outstanding student art from the senior major
award acknowledges the particularly strong link
exhibitions. Awarded to Katharine Clark ’12,
that exists at Swarthmore between teaching and
Kathryn Gonzalez ’12, Virginia Hottinger ’12,
original scholarly work. The president gives the
Elizabeth Laplace ’12, Anastasia Lewis ’12,
award based upon the recommendation of the
Thomas Soares ’12, and Anthony Yoshimura
provost and the candidate’s academic
’ 12.
department. This award is made possible by an
The Hally Jo Stein Award, endowed in her
endowment established by James M. Flack and
memory by her brother Craig Edward Stein ’78,
Hertha Eisenmenger Flack ’38.
is given to an outstanding student who the
dance faculty believes best exemplifies Hally
17.6 Fellowships
Jo’s dedication to the ideals of dance. It carries
a cash stipend. Awarded to Nicole Cox ’12.
The Stanley Adamson Summer Internshipfo r
Research in Chemistry is endowed in memory
The Karen Dvonch Steinmetz ’76 Memorial
of Stanley D. Adamson ’65 by his parents, June
Prize, endowed in her memory by many friends
and George Adamson. It provides funding for
and family, is awarded annually to a
the summer research of a well-rounded rising
Swarthmore medical school applicant who
student who, in the opinion of the Chemistry
demonstrates a special compassion for others.
and Biochemistry Department, gives great
Awarded to Ou Jin ’12 and Angelica Saada ’10.
promise of excellence and dedication in the
The Pan American Award is administered by
field. Awarded to Elizabeth Williams ’13.
Latin American Studies. Not awarded this year.
The Altman Summer Grant was created by
The Peter Gram Swing Prize is awarded by the
Shingmei Poon Altman ’76 in memory o f her
music faculty to an outstanding student whose
husband, Jonathan Leigh Altman ’74. It is
plans for graduate study in music indicate
awarded by the Art Department to a junior who
special promise and need. The endowment for
has strong interest and potential in studio arts. It
the prize was established in the name of Ruth
provides support for purposeful work in the
Cross Barnard, Class of 1919. Not awarded this
studio arts during the summer between junior
year.
and senior year. Awarded to Kim Soomin ’13.
The Melvin B. Troy Prize in Music and Dance
John W. Anderson ’50 Memorial Internship was
was established by the family and friends of
created by his wife, Janet Ball Anderson ’51.
Melvin B. Troy ’48. Each year, it is given by
The Anderson internship supports students
the Music and Dance Department to a student
teaching science to disadvantaged children,
with the best, most insightful paper in music or
with preference for students interested in
dance or composition or choreography. This
award carries a cash stipend. Awarded to Nicole

17 Distinctions, Awards, and Fellowships
working with children in grades K-12. Awarded
to Kimberly St. Julian ’12
In 2005, Bernard Bailyn established The Lotte
Lazarsfeld Bailyn '51 Research Endowment in
honor of his wife, the T. Wilson Professor of
Management, emerita, at MIT. The fund
supports a student summer research fellowship
for a rising junior or senior woman majoring in
mathematics, science, or engineering who
intends to go into graduate studies in one or
more of these fields. Awarded to Eliza Polli
’13.
The David Baltimore/Broad Foundation
Endowment was established in 2007 by a grant
from the Broad Foundation at the request of
David Baltimore ’60. This fellowship is
awarded to a student doing summer research in
the natural sciences or engineering with a
preference given to a student engaging in
mentored off-campus laboratory research and
with letters of support from an on-campus
faculty mentor. Awarded to Henry Kietzman
’14.
The Monroe C. Beardsley Research Fellowship
and Internship Fund was established in 2004 to
support students in the humanities by providing
grants to encourage and facilitate research,
original scholarship, and professional
development in the areas of art, classics
(literature), English literature, modem
languages and literature, music and dance,
philosophy, religion, and theater. Named after
renowned contemporary philosopher Monroe C.
Beardsley, a professor of philosophy at
Swarthmore for more than 20 years, the fund is
administered by the Division of the Humanities
and the Provost’s Office. Awarded to Thomas
Boucher ’14, Nicholas Brown ’13, Benjamin
Kapilow ’13, Bradley Lenox ’13, and Erica
Sands ’13.
The Class o f 1961 Fund fo r the Arts and Social
Change was established by the Class of 1961 in
honor of its 50th Reunion. This fund provides a
Summer Social Action Award to one or more
students each summer with a preference for
projects in which the arts and social change are
joined. This reflects the distinctive interests of
the Class of 1961 in the art, theater, music and
dance of their time and their commitment to
making a difference in the world. The
recipients) will be chosen by the Lang Center
for Civic and Social Responsibility. Summer
Social Action Awards are granted to students
on a competitive basis so that they may spend a
summer engaging meaningfully with non-profit
organizations, grass-roots advocacy groups, or
public service agencies. Not awarded this year.
The Cilento Family Community Service
Internship was established in 2002 by
Alexander Cilento ’71 to support Swarthmore
College students who carry out community

p. 107

service projects that benefit low-income
families in the area. The Swarthmore
Foundation administers the fund. Awarded to
Julia Melin ’13.
The Susan P. Cobbs Prize Fellowship is
awarded to one or more students to assist them
in the study of Latin or Greek or with travel for
educational purposes in Italy or Greece. It was
made possible by gifts from alumni, managers,
faculty members, and friends made in memory
of Susan P. Cobbs, who was dean and professor
of classics until 1969. Awarded to Emily
Caldwell ’14.
The Hilde Cohn Student Fellowship Endowment
was established in 2007 by Walter H. Clark, Jr.
’54 to honor a former faculty member who
conveyed to her students her love of the
German language and literature. The fund shall
be used to support students participating in
academic study, internships, and research
fellowships in German-speaking countries or in
immersive German language programs. It will
be administered by the German section of the
Modem Languages and Literatures Department.
Awarded to Amanda Cardillo ’13.
The Joel Dean Fellowships were established in
1982 and are supported by gifts from the Joel
Dean Foundation. These fellowships are
awarded for summer research in the social
sciences. Awarded to Katherine Aronoff ’14,
Jesse Dashefsky ’13, Christopher Geissler ’13,
Emily Melnick ’13, Elowyn Corby ’13, Thomas
Powers ’13 Tran Dinh ’13.
The Deborah A. DeMott 70 Student Research
and Internship Fund was established by
Deborah A. DeMott ’70 in 2004. The fiind is
awarded to students following their second or
third years on the recommendation of the
Provost’s Office in conjunction with an
advisory panel of faculty. The recommendation
is based on the caliber and potential of the
student protect proposals. Awarded to Declan
White ’13.
The Robert Enders Field Biology Award was
established by his friends and former students
to honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970. It is
awarded to support the essential costs of both
naturalistic and experimental biological studies
in a natural environment. The Biology
Department gives the field research award
annually to Swarthmore students showing great
promise in biological field research. Awarded
to Benjamin Goloff’15, Abigail Lauder ’15,
Yana List ’14 and Patricia Zarate ’14.
The Anne and Alexander Faber International
Travel Fund was established by family and
friends in honor of Anne Faber and in memory
of Alexander L. Faber, parents of three
Swarthmore graduates. It provides grants for
travel outside the United States and Canada for

17 Distinctions, Awards, and Fellowships

p. 108

students majoring in the humanities. Awarded
The Richard M. Hurd '48 Engineering
to Eli Siegel ’13.
Research Endowment was created in 2000 in
memory o f distinguished alumnus and former
The David E. Fisher '79-ArthurS. Gabinet '79
member of the Board of Managers Richard M.
Summer Internship fo r Biological Sciences and
Public Service was established by Andrew H.
Hurd ’48. The fund supports students interested
in pursuing engineering research during the
Schwartz ’79 and his wife, Dagmar Schwartz,
summer. Awarded to Kyle Knapp ’14.
to honor Andy’s friends and classmates, David
E. Fisher ’79 and Arthur S. Gabinet ’79, and
The Janney Fellowship, established through the
supports students working in life sciences or
bequest of Anna Janney DeArmond ’32, is
public service who exemplify Fisher’s and
named in honor of the donor’s grandmother,
Gabinet’s values, pursuing studies out of love
Anna Canby Smyth Janney, the donor’s mother,
of learning and devotion to the improvement of
Emily Janney DeArmond (1904), and the
the human condition. Not awarded this year.
donor’s aunt, Mary Janney Coxe (1906). It is
awarded each year to a woman graduate of the
The Hannay Chemistry Fund was established
by a gift from the General Signal Corp. in honor College, preferably a member of the Religious
Society of Friends, to assist graduate study in
of N. Bruce Hannay ’42. The fund will provide
the humanities in this country or elsewhere.
support for a student’s summer research in
chemistry. Bruce Hannay was a research
This renewable fellowship is awarded annually
by the faculty to seniors or graduates of the
chemist with Bell Laboratories and received an
honorary doctor of science degree from
College for file pursuit of advanced work on the
basis of scholarship, character and need.
Swarthmore in 1979. Awarded to II Kyu Oh
’13.
Applications must be submitted by April 20.
Awarded to Jessica Bear ’09 and Kathryn Speer
The Hay-Urban Prize in Religion is named in
’08.
honor of Stephen N. Hay ’51 and P. Linwood
Urban, professor emeritus of religion. Thanks to The Giles K. '72 and Barbara Guss Kemp
a generous gift from Stephen Hay ’51, and
Student Fellowship Endowment was established
by Giles and Barbara Kemp in 2005 to support
funds given in honor of Professor Urban’s
student internships and research projects with a
distinguished service as a Religion Department
preference for students whose fellowship
faculty member, the Hay-Urban Prize assists in
supporting one student internship, summer
experience will be abroad. Awarded to Ben
Goossen ’13, Jacqueline Small ’13, and Nocole
study, or research in the area of religion studies.
Vanchieri ’13.
Awarded to Ashley Vogel ’13.
Howard G. Kurtz, Jr. and Harriet B. Kurtz
The Samuel L. Hayes III Award. Established in
1991 through the generosity of members of
Memorial Fund was established to honor thenlifelong dedication to ensuring a world at peace
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by
through the systematic prevention of war
Samuel L. Hayes III ’57, former member of the
including the use of outer space technologies to
Board of Managers and the Jacob Schiff
assist in the design and implementation o f war
Professor of Business at the Harvard Business
prevention systems. Awarded to Nimesh
Ghimire ’15.
School. The Economics Department
administers the award, which provides support
The Olga Lamkert Memorial Fund is income
for student summer research in economics.
from a fund established in 1979 by students of
Awarded to John McMinn ’13.
Olga Lamkert, professor of Russian at
The Hopkins International Public Policy
Swarthmore College from 1949 to 1956. It is
Internship Endowment was established in 2005
available to students with demonstrated
to support student travel to Africa, Asia or
financial need who wish to attend a Russian
Europe for an internship dealing with policy
summer school program in this country or
issues of global significance, working within a
summer or semester programs in Russia.
public or non-profit organization. The Awards based on merit and financial need will
internship, for any appropriate interval, such as
be made on the recommendation of the Russian
a summer or semester, shall be administered by
section of the Modem Languages and
the Provost’s Office and the Public Policy
Literatures Department. Awarded to Erik Myers
’i5.
Program. Awarded to Kanayo Onyekwuluje
The Lande Research Fund was established in
The William L. Huganir Summer Research
1992 through a gift by S. Theodore Lande to
Endowment is awarded each spring by the
provide support for student research in field
chairs of the Social Science Division based on
biology both on and off campus. Grants are
the academic interests of a student or students
awarded at the direction of the provost and the
who wish to pursue summer research on global
chair of the Biology Department. Awarded to
population issues. Not awarded this year.
Michelle Call ’13, Shirley Ramirez ’14, and
Galen Rask ’14.

17 Distinctions, Awards, and Fellowships
The Landis Community Service Fund was
established in 1991 by James Hormel and other
friends of Kendall Landis ’48 in support of his
18 years of service to the College. The fund
provides grants for students (including
graduating seniors) to conduct service and
social change projects in the city of Chester.
Not awarded this year.
The Eugene M. Lang Summer Initiative Awards
are made each spring to 20 students who are
selected by the provost in consultation with the
appropriate division heads to support facultystudent research, independent student research,
and student social service activity specifically
related to research objectives and tied to the
curriculum, under the supervision of faculty
members. Awarded to Nicholas Allred ’13,
Victoria Barber ’13, Taryn Colonnese ’13,
Alison Devine ’13, Sarah Diamond ’13, John
Dowdy ’13, Daniel Duncan ’13, Jackson
Goodman ’13, Andrew Grasberger ’15, Harris
Hoke ’15, Seonhun Jung ’15, Margaret Lawlace
’14, Emily McAfee ’13, Allison McKinnon ’13,
Maxwell Nesterak ’13, Jonghee Quispe ’14,
Stephen Selverian ’13, Yuazhuo Wang ’13,
Ling Zhong ’13, Dina Zingaro ’13.
The Genevieve Ching-wen Lee '96 Memorial
Fund was established in her memory by family
and friends and recognizes the importance of
mutual understanding and respect among the
growing number of ethnic groups in our society.
The fund supports an annual lecture by a
prominent scholar of Asian American studies
and/or an annual award to two students to assist
in projects pertaining to Asian American
studies. Not awarded this year.
The Hannah A. Leedom Fellowship was
founded by the bequest of Hannah A. Leedom.
This award is granted on recommendation of
the Committee on Fellowships and Prizes for a
proposed program of advanced study that has
the approval of the faculty. Applications must
be submitted by April 20. Awarded to John
Beauregard ’05, Reina Chano ’09, Jaymes
Fairfax-Columbo ’10, and Jonathan Miller ’12.
The Lenfest Student Fellowship Endowment
was established in 2008 by Gerry and
Marguerite Lenfest. The fluid shall be used to
support student participation in research
fellowships, internships, and other summer
opportunities, and selection will be made by the
Provost’s Office and the Lang Center for Civic
and Social Responsibility. Awarded to Klara
Aizupitis ’13, Peter Haury ’13, Sophie Libkind
’14, Brett McLamey ’13, Kevin Roberts ’ 14,
and Stuart Russell ’14.
The Joshua Lippincott Fellowship was founded
by Howard W. Lippincott, of the Class of 1875,
in memory of his father. This award is granted
on recommendation of the Committee on
Fellowships and Prizes for a proposed program
of advanced study that has the approval of the

p. 109

faculty. Applications must be submitted by
April 20. Awarded to Matthew Bleiman ’l l ,
Min Suk Choi ’08, Jennifer Wolfe Johnson ’12,
and Margaret Perry ’08.
The John Lockwood Memorial Fellowship was
founded by the bequest of Lydia A. Lockwood,
New York, in memory of her brother, John
Lockwood. It was the wish of the donor that the
fellowship be awarded to a member of the
Society of Friends. The Lockwood Fellowship
is renewable for a second year. This award is
granted on recommendation of the Committee
on Fellowships and Prizes for a proposed
program of advanced study that has the
approval of the faculty. Applications must be
submitted by April 20. Awarded to Cara Arcuni
’09, Samantha Griggs ’12, and Jonathan
Jaquette ’ll .
The Joanna Rudge Long '56 Conflict
Resolution Endowment was created in 1996 in
celebration of the donor’s 40th reunion. The
stipend is awarded to a student whose
meritorious proposal for a summer research
project or internship relates to the acquisition of
skills by elementary school or younger children
for the peaceful resolution of conflict. Awarded
to Andrea Jacome ’14.
The Julia and Frank L. Lyman '43 Student
Summer Research Stipend was created in
February 2000. It is awarded each spring by the
provost upon receiving recommendations from
members of the faculty involved with peace and
conflict studies. Awarded to Elliana BisgaardChurch ’13.
The Thomas B. McCabe Jr. and Yvonne Motley
McCabe Memorial Fellowship. This fellowship,
awarded annually to graduates of the College,
provides a grant toward an initial year of study
at the Harvard Business School, or at other
business schools as follows: the University of
Chicago, Massachusetts Institute of
Technology, Northwestern University, the
University of Pennsylvania, or Stanford
University. The McCabe Fellowship is
renewable for a second year on the same
program. Yvonne and Thomas B. McCabe Jr.
lived in Cambridge, Mass., for a time, and he
received an M.B.A. from Harvard and was a
visiting lecturer there. In selecting the recipient,
the Committee on Fellowships and Prizes
follows the standards that determine the
McCabe Achievement Awards, giving special
consideration to applicants who have
demonstrated superior qualities of leadership.
Young alumni and graduating seniors are
eligible to apply. Applications must be
submitted by April 20. Awarded to Chirag
Chotalia ’04, Ann Marie Frassica ’09, Darren
Johnson ’08, Inessa Lurye ’06, and Matt
Schiller ’07.

17 Distinctions, Awards, and Fellowships
The Norman Meinkoth Premedical Research
Fund was established in 2004 by Marc E.
Weksler ’58 and Babette B. Weksler ’58 to
honor Norman A. Meinkoth’s long service as a
premedical adviser to students at Swarthmore
College, where he was professor of biology for
31 years and chairman of the department for 10
years. The funds are awarded on the basis of
scientific merit to a rising junior or senior
premedical student to allow the pursuit of
laboratory research in the sciences on or off
campus. The Provost’s Office administers the
fund. Awarded to Michelle Ferreira ’14.
Mellon Mays Undergraduate Fellowship
Program. The Andrew W. Mellon Foundation
has provided a grant to establish an
undergraduate fellowship program intended to
increase the number of minority students, and
others, who choose to enroll in doctoral
programs and pursue academic careers. The
foundation’s grant provides term and summer
stipends for students to work with faculty
mentors as well as a loan-forgiveness
component to reduce undergraduate
indebtedness for those fellows who pursue
graduate study. The fellowships are limited to
the humanities, a few of the social sciences, and
selected physical sciences. A faculty selection
committee invites nominations of sophomores
in February and awards the fellowships in
consultation with the dean and provost.
Awarded to Mame Bonsu ’14, Paul Cato ’14,
Eleanor Pratt ’14, Janelle Viera ’14, and
Patricia Zarate ’14.
The James H. ’58 and Margaret C. Miller
Internship fo r Environmental Preservation
enables a Swarthmore student to engage in
meaningful work directed toward the
preservation of the environment, including such
activities as environmental education,
environmental justice, habitat preservation and
restoration, issues dealing with environmentally
sustainable technologies and economies, and
relevant public policy. This may take the form
of an internship with an organization which is
committed to a sustainable future. The Nature
Conservancy, American Farmland Trust, and
Natural Resources Defense Council are current
examples of organizations engaging in such
work. The Award is intended to encourage a
student to explore a career in public policy
relating to preserving the environment for
future generations. The Lang Center for Civic
and Social Responsibility selects the internship
recipient. Awarded to Rebekah Yang ’12.
The Lucretia Mott Fellowship was founded by
the Somerville Literary Society and is sustained
by the contributions of Swarthmore alumnae. It
is awarded each year to a senior woman or
alumna who is to pursue advanced study in an
institution approved by the committee.
Applications must be submitted by April 20.

p. 110

Awarded to Amalia Feld ’12, Liana Katz ’10,
Sarah Hawkins ’l l , andRoseanna Sommers
’ 10.
The John W. Nason Community Service
Fellowship. The John W. Nason Community
Service Fellowship celebrates the contributions
of Swarthmore’s eighth president by supporting
students pursuing off-campus community
service related to their academic program. The
Nason Fellowship was initiated by members of
the Class of 1945 in anticipation o f their 50th
reunion. The Nason Fellowship is administered
by the Swarthmore Foundation. Awarded to
Porsche Poole ’13.
The Helen F. North Fund in Classics,
established in 1996 by Susan Willis Ruff ’60
and Charles F.C. Ruff ’60 to honor the
distinguished career of Helen F. North and her
enduring impact on generations of Swarthmore
students, is awarded to support the program of
the Classics Department. At the discretion of
the department, it shall be used to fund annually
the Helen F. North Distinguished Lectureship in
Classics and, as income permits, for a
conference or symposium with visiting
scholars; summer study of Greek or Latin or
research in classics-related areas by students
majoring in the field; or study in Greece or Italy
in classics by a graduate of the department.
Awarded to Quitterie Gounot ’13.
The Arthur S. Obermayer '52 Summer
Internship was established in 2005 and is
intended to broaden and enrich the experience
o f a Swarthmore student. The grant shall be
awarded with preference to a domestic student
who is studying in a major that may not
inherently offer an international opportunity.
Awarded to Alexander Anderson ’13.
The Robert F. Pasternack Research Fellowship
was established in 2005 by a gift from the estate
o f Thomas Koch, deceased husband of Jo W.
Koch and father of Michael B. Koch ’89. The
fellowship honors a beloved member of
Swarthmore’s Chemistry Department and
supports student summer research in chemistry.
The fellowship shall be administered by the
Provost’s Office. Awarded to Lauren Sibeck
’14.
The J. Roland Pennock Undergraduate
Fellowship in Public Affairs. The fellowship,
endowed by friends o f Professor J. Roland
Pennock at his retirement in 1976 and in
recognition of his many years of distinguished
teaching of political science at Swarthmore,
provides a grant to support a substantial
research project (which could include inquiry
through responsible participation) in public
affairs. The fellowship, for Swarthmore
undergraduates, would normally be held off
campus during the summer. Preference is given
to applicants from the junior class. Awarded to
Jessica Adomako ’13, Lorand Laskai ’13,

17 Distinctions, Awards, and Fellowships
Hannah Lehmann ’13, Nancy Mandujano ’13,
Samantha Panepinto ’13, Karim Sariahmed ’13,
Joshua Satre ’13, Aikaterini Stampoiloglou ’14,
Sam Sussman ’13, Julie Warech ’13.
The Penrose International Service Fund
provides a stipend to support participation in a
project to improve the quality of life of a
community outside North America. The project
should involve direct interaction with the
affected community and be of immediate
benefit to them rather than action in support of
social change at a regional or national level.
The stipend will be available to a Swarthmore
student from any class for a project in any
country other than that of his or her own
citizenship. The Lang Center for Civic and
Social Responsibility administers the Penrose
International Service Fund. Awarded to Arianne
Wenk ’13.
Phi Beta Kappa Fellowship. The Swarthmore
Chapter of Phi Beta Kappa (Epsilon of
Pennsylvania) awards a fellowship for graduate
study to a senior who has been elected to Phi
Beta Kappa and has been admitted to a program
of advanced study in some branch of the liberal
arts. Awarded to Jessica Bear ’09, Candice
Nguyen ’l l , andMaithiliParikh ’10.
The Simon Preisler Memorial Endowment was
established in 2006 by Richard A. Barasch ’75
and Renee Preisler Barasch to honor the
memory of Simon Preisler. Mr. Preisler,
Renee’s father, was an Auschwitz survivor, and
with this endowment the Baraschs’s wish to
create a permanent memorial of the human
devastation that occurred during the Holocaust
and the lack of adequate global response to the
tragedy. The fund supports Ruach at
Swarthmore as well as student summer
internships and research fellowships in human
rights, conflict resolution, and the promotion of
peace and understanding. Preference will be
given to students pursuing internships and
research fellowships related to genocide and
other large-scale violent conflicts, projects
involving peaceful prevention or intervention,
non-violent resistance, or local peacemaking,
reconciliation, and healing initiatives. Awarded
to Lee Brian ’14.
The Project Japan Fund is used to support one
student during the summer months to conduct
research in Japan on contemporary issues.
Awarded to Krystal Brown ’15 and Frank
Mondelli ’14.
The Public Policy Program Internship Funding.
The Public Policy Program provides travel (not
travel to home area) and living expense support
for students who minor in public policy
working at an internship that fulfills the
program’s requirements. Awarded to Matthew
Bertuch ’14, Marcus Mello ’13, Andrea Merritt
’13, Meera Oak ’12, and Daniel Stuart ’13.

p. i n

The Anwural Quadir Summer Research
Fellowship was established in 2005 by Iqbal A.
Quadir ’81 to honor the memory of his father.
This fellowship will enable a Swarthmore
student to travel, conduct research, and/or
explore and problem solve on issues related to
Bangledesh and the student’s major.
Swarthmore’s first fund to support research
related to Bangladesh, this award will be
determined by the provost, the chair o f the
interdisciplinary council, and the division chairs
from the humanities, social sciences, and
natural sciences and engineering. Not awarded
this year.
The Sager Fund of Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimination,
the fund sponsors events that focus on concerns
of the lesbian, bisexual, and gay communities
and promotes curricular innovation in the field
of lesbian and gay studies. The fund also
sponsors an annual three-day symposium. The
fund is administered by a committee of women
and men from the student body, alumni, staff,
faculty, and administration. In 2004, Richard
Sager created an “internship” to provide
funding for students in internships with
nonprofit organizations whose primary missions
address gay/lesbian/bisexual/transgender issues.
The Lang Center for Civic and Social
Responsibility administers the internship.
Awarded to Luis Penate ’13.
The James H. Scheuer Summer Internship in
Environmental and Population Studies
Endowment was established in 1990. The
Scheuer Summer Internship supports student
research in environmental and public policy
issues. The coordinators of the environmental
studies and public policy concentrations select
interns in alternate years. Awarded to Paul
Shorten ’13.
The Somayyah Siddiqi ’02 Economics Research
Fellowship, for economics research, is funded
by T. Paul Schultz ’61 in memory of Somayyah
Siddiqi ’02. Not awarded this year.
The David G. Smith Internship in Health and
Social Policy, endowed by alumni, faculty,
friends, and former students of David G. Smith,
is to support an internship in the social services,
with priority for the field of health care, for a
Swarthmore undergraduate during the summer
or a semester on leave. Awarded to Mina
Itabashi ’13.
Solodar Family Science and Engineering
Summer Research Fund was established in
2006. The fund supports a summer research
fellowship for a Swarthmore student of science
or engineering, with a preference toward the
chemical sciences. Awarded to Madeleine
Amodio ’14.

17 Distinctions, Awards, and Fellowships
The Starfield Student Research Endowment was
established by Barbara Starfield ’54 and Phoebe
Starfield Leboy ’57 in 2004. The fund supports
student summer research fellowships in social
justice with a preference for students pursuing
research in the areas of health services
delivery/health policy and social, demographic,
and geographic equity. Starfield and Leboy
established the fellowships to honor their
parents, Martin and Eva Starfield, educators,
who instilled a love of learning and social
justice in their daughters. Awarded to Jalisa
Roberts ’13, Navin Sabharwal ’14, and Anna
Stitt ’13.
The Surdna Fellowships were established in
1979 by a gift from the Surdna Foundation and
are awarded for summer research by
Swarthmore students in collaboration with a
faculty member in any department in the
Natural Sciences and Engineering Division.
Awarded to Awjin Ahn ’15, Nicholas Felt ’13,
Nathanael Lo ’13, Cassandra Strawser ’13, and
Samuel Tanner ’14.
The Pat Tarble Summer Research Fund was
established in 1986 through the generosity of
Mrs. Newton E. Tarble. The Tarble Summer
Fund supports undergraduate research. The
Provost’s Office administers the fund. Awarded
to Jacob Neely ’13.
The Martha E. Tyson Fellowship was founded
by the Somerville Literary Society in 1913 and
is sustained by the contributions of Swarthmore
alumnae. It is awarded each year to a senior
woman or alumna who plans to enter
elementary or secondary-school work. The
recipient of the award is to pursue a course of
study in an institution approved by the
committee. Applications must be submitted by
April 20. Awarded to Aurin Agramonte ’12 and
Laura Wang ’10.
The Hans Wallach Research Fellowship,
endowed in 1991 by colleagues and friends,
honors the eminent psychologist Hans Wallach
(1904—1998), who was a distinguished member
of the Swarthmore faculty for more than 60
years. The fellowship supports one outstanding
summer research project in psychology for a
rising Swarthmore College senior or junior,
with preference given to a project leading to a
senior thesis. Awarded to Samuel David
Hirshman ’13.

17.7 Faculty Fellowships and
Support
The Mary Albertson Faculty Fellowship was
endowed by an anonymous gift from two of her
former students, under a challenge grant issued
by the National Endowment for the Humanities.
It will provide an annual award of a semester’s
leave at full pay to support research and writing
by members of the humanities faculty. Mary

p. 112

Albertson joined the Swarthmore faculty in
1927 and served as chairman of the History
Department from 1942 until her retirement in
1963. She died in May 1986.
The Janice Robb Anderson '42 Junior Faculty
Research Endowment was established by Janice
Robb Anderson ’42 in 2001. The Anderson
endowment supports faculty research, with
preference for junior faculty members in the
humanities whose research requires study
abroad.
The George Becker Faculty Fellowship was
endowed by Ramon Poseí ’50 under a challenge
from the National Endowment for the
Humanities, in honor of this former member of
the English Department and its chairman from
1953 to 1970. The fellowship will provide a
semester of leave at full pay for a member of
the humanities faculty to do research and write,
in the fields of art history, classics, English
literature, history, linguistics, modem
languages, music, philosophy, or religion but
with preference given to members of the
Department of English Literature.
The Brand Blanshard Faculty Fellowship is an
endowed faculty fellowship in the humanities
established in the name of philosopher and
former faculty member Brand Blanshard, who
taught philosophy at Swarthmore from 1925 to
1944. The fellowship will provide a semester
leave at full pay for a member of the humanities
faculty to do research and to write. On
recommendation of the Selection Committee, a
small additional grant may be available for
travel and project expenses. Any humanities
faculty member eligible for leave may apply.
Fellows will prepare a paper about the work of
their leave year and present it publicly to the
College and wider community. The Blanshard
Fellowship is made possible by an anonymous
donor who was Blanshard’s student at
Swarthmore, and a challenge grant from the
National Endowment for the Humanities.
The Constance Hungerford Faculty Support
Fund was established in 2007 by Eugene M.
Lang ’38 to recognize Constance Cain
Hungerford for her dedicated service as provost
and faculty leader and for her outstanding
contributions to Swarthmore’s educational
program. Connie Hungerford, an art historian,
joined the Art Department in 1974 and served
as provost from 2001 to 2011. This fund allows
the provost to make grants to individual faculty
members to support their professional
responsibilities and scholarly and creative
careers.
The Eugene M. Lang Faculty Fellowship is
designed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or
innovative scholarly achievement of faculty
members, and by encouraging the use of such

17 Distinctions, Awards, and Fellowships
achievements to stimulate intellectual exchange
among scholars. The fellowship will provide
financial support for faculty leaves through a
grant of about one-half the recipient’s salary
during the grant year. On recommendation of
the Selection Committee, a small additional
grant may be available for travel and project
expenses and for library book purchases. The
Selection Committee shall consist o f the
provost, three divisional chairs, and three others
selected by the president, of whom at least two
must be Swarthmore alumni. Any faculty
member eligible for leave may apply. Fellows
will be expected to prepare a paper or papers
resulting from the work of their leave year,
presented publicly for the College and wider
community. The Selection Committee may
wholly or partially support the cost of
publishing any of these papers. These
fellowships are made possible by an
endowment established by Eugene M. Lang
’38.

p. 113

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

,p. 114

The Alexander Griswold Cummins
Professorship o f English Literature was
established in 1911 in honor of Alexander
Griswold Cummins, Class of 1889, by Morris
L. Clothier, Class of 1890.
The Howard N. and Ada J. Eavenson
Professorship in Engineering was established in
1959 by Mrs. Eavenson, whose husband
graduated in 1895.
The N eil R. Grabois ’5 7 Professorship was
established in 2010 by Eugene M. Lang ’38 to
honor Neil Grabois, mathematician and
educator. This fund supports a professorship in
the division of natural sciences and engineering,
with a preference for a member of the
mathematics department.
The James H. Hammons Professorship was
established in 1997 by Jeffrey A. Wolfson ’75,
to recognize the inspiring academic and
personal guidance provided by James H.
Hammons, professor of chemistry, who began
his distinguished teaching career at Swarthmore
in 1964. The professorship may be awarded in
any division, with preference given to the
Chemistry Department.
The James C. Hormel Professorship in Social
Justice, established in 1995 by a gift from
James C. Hormel ’55, is awarded to a professor
in any academic division whose teaching and
scholarship stimulate increased concern for and
understanding of social justice issues, including
those pertaining to sexual orientation.
The Howard M. and Charles F. Jenkins
Professorship o f Quakerism and Peace Studies
was endowed in 1924 by Charles F. Jenkins
H’26 and a member of the Board of Managers,
on behalf of the family of Howard M. Jenkins, a
member o f the Board of Managers, to increase
the usefulness of the Friends Historical Library
and to stimulate interest in American and
Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts of the Jenkins family
and by a 1976 bequest from C. Marshall Taylor,
Class of 1904.
The Walter Kemp Professorship in the Natural
Sciences was established in 2006 by Giles K.
“Gil” ’72 and Barbara Guss Kemp. Gil and
Barbara wanted to honor Gil’s father, a retired
psychiatrist, who “has always been an
inspiration” and “a great believer in both
science and education.” The professorship is
awarded with particular regard for combining
professional engagement with excellence in
teaching.
The William R. Kenan Jr. Professorships were
established in 1973 by a grant from the William
R. Kenan Jr. Charitable Trust to “support and
encourage a scholar-teacher whose enthusiasm
for learning, commitment to teaching, and
sincere personal interest in students will

18 Endowed Chairs
enhance the learning process and make an
effective contribution to the undergraduate
community.”
The Eugene M Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38, a
member of the Board of Managers, normally
rotates every four years among members of the
Swarthmore faculty and includes one year
devoted entirely to research, study, enrichment,
or writing. It carries an annual discretionary
grant for research expenses, books, and
materials.
The Eugene M. Lang Visiting Professorship,
endowed in 1981 by Eugene M. Lang ’38,
brings to Swarthmore College for a period of
one semester to 3 years an outstanding social
scientist or other suitably qualified person who
has achieved prominence and special
recognition in the area of social change.
The Jane Lang Professorship in Music was
established by Eugene M. Lang ’38, to honor
his daughter, Jane Lang ’67. The Jane Lang
Professorship is awarded to a member o f the
faculty whose teaching or professional activity
promotes the centrality of music in the
educational process by linking it to other
disciplines.
The Stephen Lang Professorship o f Performing
Arts was established by Eugene M. Lang ’38, to
honor his son, Stephen Lang ’73. The Stephen
Lang Professorship of Performing Arts is
awarded for five years to a member of the
faculty whose teaching or professional activity
promotes excellence in the performing arts at
Swarthmore.
The Sara Lawrence Lightfoot Professorship
was created by the College in 1992 in
recognition of an unrestricted gift by James A.
Michener ’29. The professorship is named in
honor of Sara Lawrence Lightfoot ’66, Doctor
of Humane Letters, 1989, and a former member
of the Board of Managers.
The Susan W. Lippincott Professorship o f
Modem and Classical Languages was endowed
in 1911 through a bequest from Susan W.
Lippincott, a member of the Board of
Managers, a contribution from her niece,
Caroline Lippincott, Class of 1881, and gifts by
other family members.
The Edward Hicks Magill Professorship o f
Mathematics and Natural Sciences was created
in 1888 largely by contributions of interested
friends of Edward H. Magill, president of the
College from 1872 to 1889, and a bequest from
John M. George.
The Charles and Harriett Cox McDowell
Professorship o f Philosophy and Religion was
established in 1952 by Harriett Cox McDowell,
Class of 1887 and a member of the Board of
Managers, in her name and that of her husband,
Dr. Charles McDowell, Class of 1877.

p. 115

The Mari S. Michener Professorship was
created by the College in 1992 to honor Mrs.
Michener, wife of James A. Michener ’29, and
in recognition of his unrestricted gift.
The Gil and Frank Mustin Professorship was
established by Gilbert B. Mustin ’42 and Frank
H. Mustin ’44 in 1990. It is unrestricted as to
field.
The Richter Professorship o f Political Science
was established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father of Robert L.
Segal ’46 and Andrew Segal ’50.
The Scheuer Family Chair o f Humanities was
created in 1987 through the gifts of James H.
Scheuer ’42; Walter and Marge Pearlman
Scheuer ’44; and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from The
National Endowment for the Humanities.
The Howard A. Schneiderman ’48
Professorship in Biology was established by his
wife, Audrey M. Schneiderman, to be awarded
to a professor in the Biology Department.
The Claude C. Smith ’14 Professorship was
established in 1996 by members of the Smith
family and friends of Mr. Smith. A graduate of
the Class of 1914, Claude Smith was an
esteemed lawyer with the firm of Duane, Morris
and Heckscher and was active at the College,
including serving as chairman of the Board of
Managers. This chair is awarded to a member
o f the Political Science or Economics
departments.
The Henry C. and Charlotte Turner
Professorship was established in 1998 by the
Turner family. Henry C. Turner, Class of 1893
and J. Archer Turner, Class of 1905, served as
members of the Board of Managers of
Swarthmore College, as officers of the
corporation, and as members of various
committees. Henry Turner was founder of the
Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four
generations of Turners have had ties with the
College, and Sue Thomas Turner ’35, wife of
Robert C. Turner ’36 (son of Henry C. Turner),
is a board member emerita. Howard Turner ’33,
son of J. Archer Turner, has also been very
active as a member of the Board of Managers
over the years.
The J. Archer and Helen C. Turner
Professorship was established in 1998 by the
Turner family. Henry C. Turner, Class of 1893
and J. Archer Turner, Class of 1905, served as
members of the Board of Managers of
Swarthmore College, as officers of the
corporation, and as members of various
committees. Henry Turner was founder of the
Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four

18 Endowed Chairs
generations of Turners have had ties with the
College, and Sue Thomas Turner ’35, wife of
Robert C. Turner ’36 (son of Henry C. Turner),
is a board member emerita. Howard Turner ’33,
son of J. Archer Turner, has also been very
active as a member of the Board of Managers
over the years.
The Henry C. and J. Archer Turner
Professorship o f Engineering was established
with contributions and gifts from members of
the Turner family in 1946 in recognition of the
devoted service and wise counsel of Henry C.
Turner, Class of 1893 and his brother, J. Archer
Turner, Class of 1905. Both were members of
the Board of Managers.
The Daniel Underhill Professorship o f Music
was established in 1976 by a bequest from
Bertha Underhill to honor her husband, Class of
1894 and a member of the Board of Managers.
The Marian Snyder Ware Director o f Physical
Education and Athletics was endowed in 1990
by Marian Snyder Ware ’38.
The Joseph Wharton Professorship o f Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, chair of
the Board of Managers.
The Isaiah V Williamson Professorship o f Civil
and Mechanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

p. 116

19 Enrollment Statistics

p. 117

19.1 Enrollment of Students by Classes (Fall 2011)
Seniors
Juniors
Sophomores
Freshmen
Graduate students
Special student
TOTAL

Men
182
194
188
186
750
0
5
755

Women
196
195
193
202
786

Total
378
389
381
388
1536

0
4
790

0
9
1545

,

Note: These counts include 96 students studying abroad.

19.2 Geographic Distribution of Students (Fall 2011)
Alaska........................... ........ 3
Arizona......................... ...... 12
.....4
.... 149
Colorado....................... ...... 18
....47
Delaware...................... ...... 21
13
Florida.......................... ...... 23
.17
Georgia..
...1
Guam....
...2
Hawaii...
...1
Idaho ....

Oklahoma................ ............ 1
Oregon..................... .......... 14
.........189
............. 1
Rhode Island............ ............. 1
............. 3
South Dakota........... ............. 1
............. 8
Texas......................v........... 46
Utah....................................... 7
Vermont............ .................... 9
Virgin Islands........................ 3
Virginia................................ 36

Italy...... ................. ............... 1
Jamaica................................. 1
Japan..................... ............... 3
Jordan..................... ............... 2
Kenya.................... ............... 1
Laos....................... ............... 1
Malaysia................ ! ............. l
Mexico............... . ............... l
Myanmar............... ............... l
Nepal.............
Netherlands....
New Zealand.,
Nigeria.........

........... 9
.......... 5
5
Kentucky.................. ............ 6
Louisiana................. ............ 3
Maine....................... .......... 20
Maryland.................. .......... 87
Massachusetts.......... .......... 83
Michigan...... ....................... 19
Military PO.............................2
Minnesota.............................19
Mississippi..............................2
Missouri.................................7
Montana.................................4
Nebraska.................................6
Nevada................................... 3
New Hampshire....................12
New Jersey......................... 146
New Mexico...........................6
New York...........................200
North Carolina..................... 33
North Dakota..........................2

West Virginia............. ......... ..2
Wisconsin.................. ........... 5
........... 2
Total United States.... ....1.411

Palestine.................................1
People’s Republic of China..19
Peru........................................1
Philippines.............................1
Poland....................................1
Romania.................................2
Singapore...............................1
South Africa................ ..........1
South Korea...............
31
Switzerland............................ 1
Thailand................................. 1
Trinidad & Tobago.................1
Turkey..... ....................
1
Uganda................................... 1
United Arab Emirates............ 2
United Kingdom..............
3
Vietnam.......................
2
Zambia........... ....................... 1
Zimbabwe............ ......
2
Total from abroad.......... 134

Austria....................... ........... 1
Brazil..................................... 2
Brunei.................................. 1
Canada................................... 7
Croatia....................................1
Czech Republic...................... 1
Ecuador...................................1
Egypt .................................... 2
France.................................... 3
Germany................................ 2
Ghana.................................... 5
Greece.....................................1
Guatemala........................... 1
Hong Kong............................ 7
India....................................... 7

GRAND TOTAL............1.54S

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

p 118

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

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

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

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

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

Footnote Key
1 Absent on leave, fall 2012.
2 Absent on leave, spring 2013.
3 Absent on leave, 2012-2013.
4 Absent on administrative leave,
2012-2013.

5 Fall 2012.
6 Spring 2013.
7 Affiliated faculty.
8 Ex-officio.

Art

p. 119

SYDNEY L. CARPENTER, Professor of Studio A rt3
MICHAEL W. COTHREN, Professor of Art History and Chair
RANDALL L. EXON, Professor of Studio Art and Studio Art Coordinator
CONSTANCE CAIN HUNGERFORD, Professor of Art History
BRIAN A. MEUNIER, Professor of Studio Art
PATRICIA L. REILLY, Associate Professor of Art History and Associate Provost
TOMOKO SAKOMURA, Associate Professor of Art History3
LOGAN GRIDER, Assistant Professor of Studio Art
JAKE BECKMAN, Visiting Assistant Professor of Studio Art (part time) 6
JANICE MERENDINO, Visiting Assistant Professor of Studio Art (part time)*5
SERENA PERRONE, Visiting Assistant Professor of Studio Art (part tim e)5
MARY PHELAN, Visiting Assistant Professor of Studio Art (part time)6
RON TARVER, Visiting Assistant Professor of Studio Art (part time)
MIN KYUNG LEE, Post-doctoral Fellow and Visiting Instructor of Art History
JUNE V. CIANFRANA, Administrative Assistant
3 Absent on leave, 2012-2013.
5 Fall 2012.
6 Spring 2013.

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

Course Major
Art History
All art history majors, course and honors, are
required to take nine credits to fulfill major
requirements. Four of these must be the
following:
1. One credit in studio art
2. ARTH 002 Western Art (students are
encouraged to take this course early in their
major program)
3. One course on art outside the western
tradition.
4. ARTH 020 Majors Workshop
The remaining five credits will consist of three
other art history courses and one 2-credit art
history seminar. For those majors considering
going on to graduate school in art history it is
strongly advisable to choose a series of courses
that will provide geographical and historical
breadth.
The Comprehensive Requirement
During the senior year, course majors will be
given a short list of works of art or architecture
drawn from the different geographic areas and
historic periods. From this list, students will
choose one work to investigate in preparation
for writing an essay situating it within its
critical interpretive context, addressing broad
questions of method and theory as well as the
work itself.

Studio Art
All art majors, in both Course and Honors
Programs, are required to take 11 courses to
fulfill major requirements:
1. Seven credits of studio art:
STUA 001 Foundation Drawing, (or, STUA
0018 First-Year Seminar: Making Art)
Studio art course in a 2-D medium
Studio art course in a 3-D medium
One studio art elective
Junior Workshop (spring semester of junior
year)
STUA 030 Senior Workshop 1
STUA 040 Senior Workshop 11
2. Four credits of art history, which must
include ARTH 002 Western Art.
3. Studio art majors can complete an art history
minor as well with the completion of three art
history credits in addition to those required by
their studio art major.
Notes:
• Five credits in studio art, including the
distribution in 2-D, 3-D, and Junior Workshop
must be completed before entry to STUA 030
Senior Workshop 1.
The 2-D, 3-D, and advanced credit
requirements must be taken at Swarthmore.
• Students are encouraged to consult with
professors and advisers about art history
selections relevant to their interests.
• The senior art major is required to mount a
one-person exhibition in the College gallery
representing a culmination in their studio work.
This exhibition and accompanying artist
statement, of no less than 2500 words, is the
comprehensive examination for the art major.

Art
• Senior exhibitions are scheduled during the
last few weeks of the spring semester each year.
• There is no course minor in studio art.

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

Honors
Honors in Art History
Requirements for admission to the Honors
Program do not differ from those for admission
to the course major. Once admitted to the
honors major, students will be expected to
maintain an average of B+ or better in all
courses in art history.
Major
1. An honors major in art history requires three
two-credit preparations, consisting of three 2credit seminars. The normal prerequisite for any
art history seminar is 2 credits of previous art
history course work. Each seminar will be
examined in a three-hour written examination
and an individual 30-minute oral examination.
2. An honors major in art history must fulfill
the requirements for a 9-credit course major
including ARTH 020 Majors Workshop.
Minor
An honors minor in art history will take one
two-credit seminar, and must have taken at least
two other courses in art history. Only one of
those credits can be a transfer credit.
Honors in Studio Art
Requirements for admission to the Honors
Program do not differ from those for admission
to the course major. Students will be expected
to maintain an average of B+ or better in all
courses in studio art.
Major
1. An honors major in art will present 2
preparations in studio art and 1 preparation in
art history.
2. Each of the two studio preparations will
consist of two paired studio courses. The
examiner of each preparation will receive the
syllabus for both courses and slides
representing the body of work produced in them
and will examine the student in an individual
oral examination of 30 minutes.

p. 120

a. One preparation pair will consist of STUA
030 Senior Workshop 1 and STUA 040
Senior Workshop 11.
b. The second pair might consist of an
intermediate and an advanced course in a
specific medium, or two courses with a
different approach to the same medium,
(ex: Pottery and Ceramic Sculpture,
Drawing and Life Drawing), or, two
related courses, (ex: Ceramic Sculpture
and Sculpture, Drawing and
Photography, Drawing and Works on
Paper, Drawing and Painting)
All preparations for honors must be approved in
advance by the department.
Notes:
• Studio courses taken at an institution outside
of Swarthmore cannot count towards an honors
studio preparation.
• Only courses taught by regularly teaching
faculty in studio art can be applied toward a
preparation. Courses taught by regularly
returning adjuncts might be applied pending
department approval.
• Honors preparations approved in the
sophomore year must be adhered to. Changes to
the academic program, as they relate to honors
preparations, must be approved by the
department.
3. The preparation in art history will consist of
one 2-credit seminar.
a. The prerequisite for any art history
seminar is two previous credits in art
history, including ARTH 002.
b. All majors in art, whether course or
honors, must do 4 credits of art history
work. Studio faculty may recommend
particular art history courses as most
relevant to a student’s studio interests.
4. Honors candidates in art must fulfill the
course major requirements. The prerequisite for
all studio work, unless waived, is STUA 001.
The distribution requirements for 2-D and 3-D
for the honors major in studio art are the same
as those in course.
5. Honors study in studio art is comprised of a
culminating exhibition of the student’s studio
work, with an accompanying artist essay of
3,750 to 5,000 words. Some of this work may
figure in the selections of work presented for
one or both of the course pairs described above,
but the rationale for inclusion in the exhibition
will differ. The artist essay will be sent to both
examiners of studio preparations. A revision of
a paper written previously for the art history
preparation, will be sent to the art history
examiner.

Art
a. The senior honors study essay will differ
from the artist essay written by course
students in that it will integrate the
preparations in studio and art history.
b. For honors majors, STUA 040 will count
outside the major for purposes of
calculating the 20-course rule, since it
serves as senior honors study. It will be
listed on the transcript not as STUA 040
but as Senior Honors Study.
c. If a student drops out of Honors after the
drop/add period in the last semester, the
Senior Honors Study credit will receive a
grade of NC. Senior Workshop 11 (STUA
040), assuming it had been successfully
completed in the spring, will then be listed
on the transcript with the appropriate
grade.
d. Warning: if a student drops out of honors,
Senior Workshop 11 no longer counts as
outside the major, but as within. A student
who has taken 12 other credits within the
department, and who is graduating with
the minimum of 32 credits will then have
13 in the major and only 19 outside.
Honors studio art majors should be
especially careful to take enough credits
outside the department if they contemplate
withdrawing from honors.
Minor
1. An honors minor in studio art will present to
the honors examiners one studio preparation
consisting of STUA 030 Senior Workshop 1
and STUA 040 Senior Workshop 11.
2. An art minor in studio art must meet the
same course requirements as the course major
in studio art (see above).
3. During the spring semester of the senior year
a minor will write a 2,500 word artist essay to
be sent to the examiner, along with the relevant
syllabi and slides for the two-credit preparation.

Major Application Process
Requirementsfo r admission to the majors:
Art History
1. Overall average of C or better in all courses
taken during the two semesters preceding the
time of application.
2. Completion of at least two courses in art
history at Swarthmore with grades of B or
better. For a double major the grade minimum
is also B.
Studio Art
1. Overall average of C or better in all courses
taken during the two semesters preceding the
time of application. For a double major the
overall average must be B.

p. 121

2. Completion of at least one course in art
history and one course in studio art at
Swarthmore with grades of B or better.
3. A student may be asked to present a portfolio
as evidence of ability to see, describe, and
analyze visual phenomena critically.
Art Department Majors and the 20Course Rule
It is a college requirement that 20 of the 32
credits required for graduation must be outside
the major. This means that one can take no
more than 12 courses in the major, unless one
graduates with more than 32 credits, in which
case the surplus can also be in the major.
For art history majors, the one required credit
of studio art course work counts toward the
major, but additional credits of studio art count
as outside credits. Thus, an art history major
graduating with 32 credits could take no more
than three additional art history credits beyond
the eight art history credits that are required for
the major. But, an art history major could take
as many more studio credits as desired.
For Art Majors, the required four credits in art
history count within the major, but additional
credits in art history count outside the major.

Advanced Placement Credit
Credit for an AP 5 will be given upon
completion of an art history course in the
department.

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

Off-Campus Study
The Art and Art History Department strongly
encourages those with an interest in art and its
history to consider incorporating study
abroad—either during a summer or a regular
academic term—into their Swarthmore
program. Important examples of art and
architecture are scattered throughout the world,
and the encounter with works still imbedded in
their original context is vital to an
understanding of their historical and
contemporary significance. Past experience has
shown, however, that art courses in most study
abroad programs fall considerably below the
academic standards of comparable courses at
Swarthmore. Students who are interested in
bettering their chances of gaining a lull
Swarthmore credit for a course taken abroad are
advised to meet with either the Studio Art
Coordinator and/or the Art History Coordinator,
before leaving the campus.

Art
Note: Study abroad for junior art history majors
should take place in the fall of the junior year
because the required junior workshop course is
in the spring of the junior year.

Art History
ARTH 001C. First-Year Seminar: Making
Art History
Are works of art direct extensions, pure
reflections, or unique expressions of an
individual artist’s genius, fragile by implication
and susceptible to destruction from
overanalysis? Or are works of art (as well as the
definition just offered) cultural artifacts
produced under spécifie material and social
conditions, and fully meaningful only under
extended analysis? Must we choose? And are
these questions themselves, and the talk they
generate or suppress, yet another manifestation
of the Western European and American
commodification of art, its production, and its
consumption? Such questions will underlie this
introduction to the goals, methods, and history
of art history. Focusing on works drawn from a
variety of cultures and epochs, as well as on the
art historical and critical attention (hose works
have attracted, students will leam to describe,
analyze, and interpret both images and their
interpretations and to convey their own
assessments in lucid writing and speaking.
Writing course.
1 credit.
Fall 2012. Cothren.
ARTH 001D. First-Year Seminar:
Architecture of Philadelphia
Virtually no other city in the Western
hemisphere provides a richer cross-section of
architecture over the past 350 years than
Philadelphia. The city’s material culture tells
the story not just of this region but of our
nation, from William Penn’s utopian New
World, to America’s 19th-century economic
and artistic flowering, to Philadelphia’s
importance as a mid-twentieth-century crucible
of city planning and post-modem design. We
will explore the built environment on foot as
well as through photography, literature,
journalism, and film.
Writing course.
1 credit.
Not offered 2012-2013.
ARTH 001E. First-Year Seminar:
Michelangelo and Renaissance Culture
In this discussion-based first-year seminar, we
will study the sculptures, paintings,
architecture, poetry, drawings, and biographies
of the Renaissance artist Michelangelo. We will

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investigate these in light of Michelangelo’s
patrons, audiences, and the larger cultural,
political, and religious contexts in which these
works were produced. We will also consider the
ways in which these works have been analyzed
over the centuries and how the biographies and
myths of Michelangelo have been created and
understood. In doing so, we will develop a
critical understanding of the methods and
terminology of the discipline of art history
itself. Course projects include convening as a
mock group of museum trustees to discuss
whether the museum should purchase a
sculpture that has recently been attributed to
Michelangelo.
Writing course.
1 credit.
Not offered 2012-2013. Reilly.
ARTH 001F. First-Year Seminar: Picasso
How should we understand the art of one of the
most significant artists of the 20th century?
Although long embraced by the history o f art,
Picasso’s art still remains a challenge to its
interpreters. This course looks at the sets of
questions developed within the discipline of art
history to understand this protean artist.
Strategies addressed include formal analysis,
biography, iconography, semiotics, social
history, feminist critique, ethnography, and the
history of exhibition and display. Emphasis will
be placed on developing critical skills in oral
and written formats.
Writing course.
1 credit.
Not offered 2012-2013.
ARTH 001K. First-Year Seminar:
Rembrandt and the Dutch Golden Age
Rembrandt van Rijn is considered by many to
be the most important artist of the golden age of
the Dutch Republic. In this discussion-based
course we will study the paintings, prints,
drawings, and correspondence of this
remarkable artist. Topics will include how
Rembrandt’s art engaged with the political and
social worlds of 17th-century Netherlands and
Flanders, as well as how his art addressed
religion, gender, and the art market. We will
examine, too, how Rembrandt and his works
have been analyzed and mythologized over the
centuries. Through all of these investigations
we will also develop a critical understanding of
the methods and terminology of the discipline
of art history.
Writing course.
1 credit.
Not offered 2012-2013. Reilly.

Art
ARTH 001L. First-Year Seminar: From
Handscrolls to Comic Books: Pictorial
Narratives in Japan
Through examination of select pictorial
narratives produced in Japan between the 12th
century and the present, this first-year seminar
introduces students to the basics of art historical
research and analysis. We will look at the ways
in which handscrolls, folding screens, and
(comic) books employ image and text in
addressing subjects such as romances, miracles,
battles, and fantasies, and consider the roles and
functions performed by pictorial narratives in
society.
Writing course.
1 credit.
Not offered 2012-2013. Sakomura.
ARTH 001M. First-Year Seminar:
Leonardo: Artist, Engineer, Architect,
and Anatomist
Leonardo da Vinci was a great anatomist,
engineer, architect and inventor whose
drawings circulated around the courts of
Europe. In this discussion-based course we will
study the inventions, writings, paintings,
drawings and biographies of this important
Renaissance artist. We will consider the ways in
which the works, biographies, and myths of
Leonardo have been analyzed (and created)
over the centuries. In doing so, we will develop
a critical understanding of the methods and
terminology of the discipline of art history
itself.
Writing course.
1 credit
Fall 2012. Reilly.
ARTH 002. Western Art
This course provides an introduction to
Mediterranean and European art from
prehistoric cave painting to the 18th century.
We will consider a variety of media—from
painting, sculpture, and architecture to
ceramics, mosaic, metalwork, prints, and
earthworks. The goal of this course is to
provide a chronology of the major works in the
Western tradition and to provide the vocabulary
and methodologies necessary to analyze these
works of art closely in light of the material,
historical, religious, social, and cultural
circumstances in which they were produced and
received. We will give attention to the use and
status of materials; the representation of social
relations, gender, religion, and politics; the
context in which works of art were used and
displayed; and the critical response these works
elicited.
1 credit.
Each semester. Cothren.

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ARTH 003. Asian Art
This course provides a thematic introduction to
the arts of India, China, Korea, and Japan from
prehistoric times to the present. Through
explorations of select works of calligraphy,
painting, prints, ceramics, sculpture, and
architecture, this course aims to familiarize
students with artistic vocabularies and
conventions, sociocultural contexts of
production and consumption, and tools of art
historical analysis. Particular focus will be
given to the interrelationships between art,
religion, philosophy, and literature.
1 credit.
Not offered 2012-2013. Sakomura.
ARTH 005. Modern Art
This course surveys European and American art
from the late 18th century to the 1960s. It
introduces significant artists and art movements
in their social, political, and theoretical
contexts. Attention will also be given to
interpretive strategies that have been used to
write the history of this art. Issues to be
considered include definitions of modernism
and modernity, constructions of gender, the rise
of urbanism and leisure, the independent art
market, and questions of originality and
representation.
1 credit.
Spring 2013. Hungerford.
ARTH 012. The Architecture of Frank
Lloyd Wright
Frank Lloyd Wright’s career straddled two
centuries and changed the course of
architecture. We will examine his buildings and
writings, from the time of his association with
Louis Sullivan to the design of the Guggenheim
museum and consider Wright’s work in relation
to the diverse currents of international
modernism. Special attention will also be given
to his houses and his influence on modem
American domestic life.
1 credit.
Not offered 2012-2013.
ARTH 013. Ancient Greek and Roman
Art
This chronological survey will begin with a
glance at the art of the Aegean and conclude
with a study of the art and architecture of late
Imperial Rome. We will consider issues such as
mythology in daily ritual; the religious, social,
and political {unctions of sculpture; the use of
architecture as propaganda; and the invention of
the ideal warrior, athlete, and maiden.
Writing course.
1 credit.
Not offered 2012-2013. Reilly.

Art
ARTH 014. Early Medieval Art and
Architecture
In this introduction to European art and
architecture from late antiquity to the 12th
century, special attention will be given to the
“Romanization” of Christian art under
Constantine, the Celtic Christian heritage of the
British Isles and its culmination in the Book of
Kells, Justinianic Constantinople and Ravenna,
the Carolingian Renaissance, Romanesque
sculpture as ecclesiastical propaganda, and the
efflorescence of monastic art under the Cluniacs
and Cistercians.
1 credit.
Not offered 2012-2013. Cothren.
ARTH 016. Italian Renaissance Art
This course will provide a rich introduction to
the art and architecture produced in Florence,
Rome, Venice, Siena, Padua, Mantua, Perugia
and other important cultural centers in Italy
from the late 14th to the 16th century. In
addition to learning about painting, sculpture,
drawings, prints, and architecture, we will also
study stage design, ice sculptures, temporary
festival decorations, banners and costumes. A
full range of issues related to the production and
reception of artworks will be addressed,
including the representation of the individual,
the state, and religion. We will also examine art
and anatomy, art and gender, the critical
responses these works elicited, and the theories
of art developed by artists and non-artists alike.
1 credit.
Spring 2013. Reilly.
ARTH 019. Contemporary Art
This course takes a focused look at European
and American art from 1945 to the present, a
period during which most conventional
meanings and methods of art were challenged
or rejected. Beginning with the brushstrokes of
abstract expressionism and continuing through
to the bitmaps of today’s digital art, we
consider the changing status of artists, artworks,
and institutions. Emphasis will be placed on
critical understanding of the theoretical and
historical foundations for these shifts.
1 credit.
Not offered 2012-2013. Hungerford.
ARTH 020. Majors Workshop
This foundation colloquium for art history
majors will explore various approaches to the
historical interpretation of the visual arts.
Attention will be given to art historiography—
both theory and practice—through the critical
reading and analysis of some important
foundation texts of the discipline as well as
more recent writings that propose or challenge a
variety of old and new analytic strategies.
Central to the course will be the research and

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writing of a paper interpreting a work of art or
architecture available in the Philadelphia area,
an exercise that will help majors develop a
clearer sense of the sorts of questions that are
central to their own interest in the historical
study of visual culture.
Writing course.
1 credit.
Spring 2013. Cothren.
ARTH 021. African-American Art and
Identity
This course analyzes constructions of AfricanAmerican identity as related to visual works of
art by and of African Americans, from early
colonial America to the present. The course
incorporates a variety of social and historical
issues, media and disciplines, and students are
encouraged to consider art and artists through
an interdisciplinary lens. Music, film, and
literary sources will be presented in lecture.
There is a special focus on art and artists from
the Philadelphia area.
1 credit.
Not offered 2012-2013.
ARTH 025. Native American Art
An overview of the arts of native peoples across
the North American continent from tfie
archaeological records of prehistory to the
contemporary creations o f painters and
sculptors working within an international “art
world.” Attention will be given to the
theoretical, political, and methodological
challenges inherent in the study of these
indigenous arts and their interactions with other
cultures and cultural viewpoints, past and
present. Discussions will focus on issues of
identity and ritual, artists and their audiences,
archaeology and recovery, colonization and
tourism.
1 credit.
Not offered 2012-2013. Cothren.
ARTH 032. Crafting Nature: The Arts of
Japanese Tea Culture
This course explores the rich cultural practice
of chanoyu, the “Japanese tea ceremony,”
which emerged around the preparation of
powdered green tea. We will examine the ritual,
aesthetic, and institutional history of this
practice from the 12th century to the present
and consider the various cultural forms—
painting, calligraphy, ceramics, architecture,
garden design, religious ritual, performance,
food preparation, and flower arrangement—that
were integrated into and developed through
chanoyu. Discussions will include the place of
Zen Buddhism in the history of chanoyu, the
role of chanoyu in Japanese aesthetic discourse
and art collecting practices, and the impact of
chanoyu on contemporary productions of

Art
architecture, lacquerware, metalware, and
ceramics. We will learn the formal procedures
of preparing tea (temae) and visit Shofuso, the
Japanese House and Garden in Fairmount Park,
Philadelphia.
Writing course.
1 credit.
Not offered 2012-2013. Sakomura.
ARTH 033. Famous Places and Sacred
Sites: The Art of Landscape in East Asia
This course surveys the major traditions of
landscape art in East Asia. We will explore the
ways in which places and spaces are
transformed into famous places and sacred sites
and consider the critical role played by visual
representation in this process. Major topics
include the relationship between landscape and
power, cultural memory, literature, mythology,
seasonality, travel, and literati culture. We will
examine the functions of landscape art in
various cultural, geographical, and temporal
contexts of East Asia and consider the complex
processes of cultural dissemination and
adaptation by looking at the reception of
Chinese landscape painting tradition in Korea
and Japan.
1 credit.
Not offered 2012-2013. Sakomura.
ARTH 034. East Asian Calligraphy
This course surveys the major calligraphic
traditions of China, Korea, and Japan from
1200 B.C.E. to the present. In addition to
analyzing the development and dissemination
of calligraphic styles and the works of
individual calligraphers, we will explore how
calligraphy conveys meaning, how the history
of calligraphy has been written, and how
calligraphy has been used as a powerful tool for
cultural and political commentary.
1 credit.
Not offered 2012-2013. Sakomura.
ARTH 039. Contemporary Japanese
Visual Culture
This course aims to familiarize students with
the visual culture of contemporary Japan and its
complex relationship to the traditional arts of
Japan as well as to Western culture. Topics
examined will include representations of
gender, nature, tradition, history, nation, city
and suburbia, tourism, food, commodity, and
fashion. We will closely analyze and critique
works in the print medium such as
advertisements, graphic design, photography,
magazines, and manga. We will also discuss
examples and trends in Japanese product design

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and character design that have achieved global
recognition, such as MUJI and Hello Kitty.
1 credit.
Not offered 2012-2013. Sakomura.
ARTH 045. Gothic
This course will examine the formation of “The
Gothic” around 1140 and its development and
codification in the Ile-de-France to the middle
of the 13th century; monasteries, cathedrals,
and chapels; neo-platonism and the new
aesthetic; “court-style” and political ideology;
structural technology and stylistic change;
patronage and production; contextualizing
liturgy and visualizing dogma.
1 credit.
Not offered 2012-2013. Cothren.
ARTH 050. Caravaggio, Rubens and
Rembrandt
This course will examine the work of the great
masters of Baroque art, Caravaggio, Rubens
and Rembrandt and the diverse social, political
and cultural worlds o f Rome, Antwerp/Brussels
and Amsterdam, where these three artists
worked. A full range of issues related to the
production and reception of their artworks will
be addressed, including the representation of
the individual, the state, and religion, and the
construction of artistic identity. We will also
examine art and anatomy, art and gender, the
critical responses these works elicited, and the
theories of art developed by artists and
nonartists alike. Special attention will be paid to
Rembrandt as a printmaker and draftsman.
1 credit.
Not offered 2012-2013. Reilly.
ARTH 051. Renaissance Art in Florence
and Environs
An introduction to painting, sculpture,
drawings, prints, and architecture produced in
Florence and its environs from the late 14th to
the 16th century. We will consider a full range
of issues related to the production and reception
of these works, including the representation of
individuals, the state, and religion. We will also
examine the context in which these works were
used and displayed, art anatonomy, art and
gender, the critical responses these works
elicited, and the theories of art developed by
artists and non-artists alike.
1 credit
Not offered 2012-2013. Reilly.
ARTH 065. Modern Architecture
This course traces the development of modem
architecture and the built environment from the
Industrial Revolution in Europe to the global
present with an emphasis on the critical debates
that informed its production, practice and
reception. We will study architecture as a social

Art
process and formal practice through a variety of
methodologies. Important themes include,
technology and materials, form and function,
the identity of the architect, public and private
space, housing and domesticity, monuments
and informality, colonization and globalization.
Field visits will be an important element to the
class.
1 credit
Fall 2012. Lee.
ARTH 068. Contemporary Architecture:
Practice and Theory
This course serves as a laboratory for studying
architectural theory and history from the 1960s
to the present in order to prepare and submit a
proposal for an actual architectural competition.
Over the course of the semester, students will
act as a team to develop ideas and execute them
into a representation depending on the
requirements of the chosen program.
Prerequisite: ARTH 065, STUA 001, or consent
of instructor.
1 credit.
Spring 2013. Lee.
ARTH 069. Urbanism in 19th-century
Europe and the Americas
This course examines the emergence of the
modem city during nineteenth-century
industrialization in Europe and the Americas. It
seeks to study the structural and cultural
conditions of modem urbanization in the built
environment, considering as fundamental how
that experience was mediated by visual
representations and architecture. Each week
considers a different city—Paris, London,
Manchester, Chicago, New York, Shanghai,
Vienna, Rio de Janeiro, and Barcelona—whose
social spaces of modernity are discussed in
comparison to each other. We will draw from
scholarship in architectural history, art history,
urban history and sociology, and critical theory.
As a writing course, students will be asked to
synthesize visual analysis with historical
research in their papers, and they will develop
skills in conceiving and evaluating visual and
formal evidence that is specific to the discipline
of art and architectural history, as well as
urbanism and history of the built environment.
Writing course.
1 credit.
Fall 2012. Lee.
ARTH 071. Global History of
Architecture
This course provides an introduction to the
fundamental elements of architectural forms,
materials, and effects within a global
framework. Following a broad historical line
from prehistory to the mid-twentieth century,

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this introduction aims not only to acquaint
students with architectural monuments around
the world, but also to consider how a particular
monument is constructed and defined in its
production, use and reception. Students will
develop a vocabulary and literacy of
architecture and its representations, as well as a
general grasp of the different methodologies
used to analyze space and three-dimensional
structures.
1 credit.
Not offered 2012-2013.
ARTH 074. Studies in the History of
Photography
This course will consider the theoretical
implications of the invention of photography by
taking a focused look at select moments in the
history of this medium. What is meant by “the
photographic?” And how have practitioners of
photography asserted and/or challenged such a
concept? Essays by Walter Benjamin, Roland
Barthes, Susan Sontag, Rosalind Krauss,
Martha Rosier, and others will form a
foundation for discussions about specific artists,
movements, and techniques. The class is
organized around group discussions and is
driven by student contributions.
1 credit.
Not offered 2012-2013. Hungerford.
ARTH 096. Directed Reading
1 credit.
Staff.
ARTH 180. Thesis
A 2-credit thesis normally carried out in the fall
of the senior year. The topic must be submitted
and approved by the instructor in charge before
the end of the junior year.
2 credits.
Staff.

Seminars
Unless otherwise noted, the prerequisite for all
seminars is two courses in art history.
ARTH 136. Word and Image in Japanese
Art
This seminar explores the dialogue between text
and image as manifested in visual
representations of courtly culture in Japan from
the 10th to the 18th centiuy. Through select
works of courtly narrative and poetry, such as
the 1lth-century classic The Tale o f Genji, we
will examine the complex and nuanced
interactions of text, image, calligraphy, object,
function, patronage, production, and
consumption as shaped by the materiality of a
range of media including handscrolls, folding
screens, poem sheets, illustrated and printed
books, lacquerware, textiles, and fans.

Art
2 credits.
Not offered 2012-2013. Sakomura.
ARTH 147. Visual Narrative in Medieval
Art
This seminar examines how and why
tendentious stories are told in pictures during
the European Middle Ages and the various
ways art historians have sought to interpret their
design and function. After introductory
discussions on narratology, the class focuses on
an intensive study of a few important and
complex works of art that differ in date of
production, geographic location, viewing
context, artistic tradition, and medium. In past
years, these have included the Bayeux
Embroidery of ca. 1070, the stained-glass
windows of the Parisian Sainte-Chapelle of ca.
1245, and Giotto’s frescos in the Arena Chapel
in Padua of 1303-1305.
2 credits.
Spring 2013. 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
transformation. In addition to studying the
painting, sculpture and architecture of artists
such as Fra Angelico, Bramante, Raphael, and
Michelangelo, we will study the creation and
use of objects such as banners, furniture, and
temporary festival decorations. Topics will
include papal reconstruction of the urban
landscape; the rebirth of classical culture, art
and the liturgy, private devotion and public
ritual, and the construction of the artist as
genius.
2 credits.
Not offered 2012-2013. Reilly.
ARTH 164. Modern Art
Current discussions from multiple theoretical
perspectives of artists such as Courbet, Manet,
Degas, Gauguin, Cezanne, Picasso, and Pollock
and the issue of “modernism” in 19th- and 20thcentury painting.
2 credits.
Fall 2012. Hungerford.

Studio Arts
STUA 001. Foundation Drawing
This course is designed as an introduction to
drawing as the basis for visual thinking and
perception. The class will focus on concepts
and practices surrounding the use of drawing as
a visual language rather than as a preliminary or
planning process. Whether students are

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interested in photography, painting, pottery,
sculpture, installation or performance, the
ability to design and compose visually is
fundamental to their development. The course
follows a sequence of studies that introduces
students to basic drawing media and
compositional elements while they also learn to
see inventively.
This course is a prerequisite for all other
courses in studio art unless waived by the
instructor.
1 credit.
Each semester. Staff.
STUA 001B. First-Year Seminar: Making
Art
This studio art experience is designed for firstyear artists in all media who have demonstrated
through a portfolio presentation their
knowledge of the elements of visual thinking,
design, and composition. This course is similar
in content to the foundation drawing class
STUA 001. However, it will be more in depth,
with more emphasis on individually designed
studio and research projects. Portfolios of actual
or photographed work must be submitted for
evaluation during orientation week. Contact the
department for details.
1 credit.
Fall 2012. Exon.
STUA 005. Color Photography
This class is an introduction to the art and craft
of color photography using the tools that are
most widely practiced by artists today. Students
work toward a final project using either a film
or digital camera, processing images in
Photoshop and outputting them on a
professional-grade ink-jet printer. Weekly
critiques, photographer research projects, and at
least one field trip to look at art make up the
class. It is preferred, but not required, that
students take STUA 006: Black and White
Photography first.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2013. Tarver.
STUA 006. Black and White
Photography
This class introduces students to the traditional
craft o f silver wet dark-room photography.
Though black-and-white images can be created
digitally, enough visual and technical
complexity remains in silver gelatin printing
that many artists continue to work in this timehonored medium long after the “digital
revolution.” Students use film cameras, film,
and light-sensitive paper to create a final body
of work. Weekly critiques, photographer

Art
research projects, and at least one field trip to
look at art make up the class.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2012. Tarver.
STUA 007. Book Arts
Introduction to the art of the book. Included
will be an investigation into typesetting and
printing, binding, wood engraving, and
alternative forms of book construction and
design.
1 credit.
Spring 2013. Phelan'.
STUA 008. Oil Painting
Students will investigate the pictorial structure
of oil painting and the complex nature of color.
A thorough study of texture, spacial
conventions, light, and atmosphere will be
included.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2013. Staff.
STUA 009. Life Sculpture
Working from the perceptual observation and
study of life forms, we will explore the
sculptural principles and practice of life
modeling in clay. Students will explore this
subject in a broad range of historical styles—
from the study of human anatomy to the more
contemporary use of various life forms as
source material towards abstraction. The earlier
projects are centered on the study of the human
figure through self-portraiture. The later
projects will encourage the explorations of
other life forms—plants and animals. Two trips
to local museums are scheduled as an integral
part of the projects.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2013. Meunier.
STUA 010. Life Drawing
Work in various media directed toward a
clearer perception of the human form. The class
is centered on drawing from the model and
within this context. The elements of gesture,
line, structure, and light are isolated for the
purpose of study.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2012. Grider.

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STUA 011. Watercolor
This course is a complete exploration of watersoluble media with an emphasis on transparent,
gum arabic-based watercolor. Other materials
and techniques will include ink wash, gouache,
silk colors, collage, handmade papers, matting,
and pen making, using reeds and quills. When
in the studio, the class will work from the figure
and still life. The central motif, however, will
be painting the landscape. Whenever possible,
we shall work outdoors. Occasional field trips
to locales other than the campus will be offered.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Not offered 2012-2013.
STUA 012. Figure Painting and
Composition
In this advanced course in painting and drawing
the human form, emphasis will be given to the
methods, thematic concepts, conventions, and
techniques associated with multiple figure
design and composition.
Prerequisite: STUA 008 and/or STUA 010.
1 credit.
Spring 2013. Staff.
STUA 013. Sculpting Everyday Things
Covering a broad range of contemporary
sculptural concepts and techniques as they
apply to the making of the most common of
functional objects-chairs, tables, lamps, and
bowls. After study and drawing from trips to
area museums, students will design a
thematically related series of three functional
forms, with the use of found objects as a
starting point. Several different mediums may
be explored, including clay and epoxy
modeling, plaster casting, woodworking, fabric
work, and assemblage.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Not offered 2012-2013. Meunier.
STUA 014. Landscape Painting
This course explores the vast array of
interpretive approaches, and practical methods
available to the artist interested in landscape
painting. Each student will be introduced to
methods and techniques that will be used in the
field while painting directly from nature. Topics
include atmospheric perspective, linear
perspective, viewpoint, compositional
structuring through shape and rhythm, and a
thorough study of light through changing
effects of color and tonality. Excursions into the
urban, suburban, and rural landscape of
southeastern Pennsylvania will be scheduled

Art
weekly. Oil paints will be the central medium
of the class.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2012. Exon.
STUA 015. The Potter’s Wheel
This class focuses on a series o f projects for the
wheel to assist in developing proficiency,
technique and ideas for both functional and
sculptural form. Critiques and in class
discussion are an important component of this
experience. Students will be exposed to
traditional and nontraditional solutions to the
wheel thrown container through slide lectures,
videos and guest artists. For beginners and
experienced students.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2012. Merendino.
STUA 016. Projects for the Potter’s
Wheel
Projects for the Potter’s Wheel is an upper level
course for students interested in developing
their experience oh the potter’s wheel. Projects
will challenge the student both technically and
conceptually. The objective is to build vision as
well as skill through technically specific and
theme based projects. The goal is to identify a
direction and pursue it as a focused body of
work for the entire semester. Gallery visits,
slide lectures, a guest artist and demonstrations
will supplement this experience.
Prerequisite of one semester of Potter’s Wheel
or comparable experience required.
1 credit.
Not offered 2012-2013. Carpenter.
STUA 017. The Container as
Architecture
This class focuses on designing and
constructing container-based forms using clay
as the primary medium. Using hand-building
processes including slab, coil and cast forms
students will develop architecturally imagined
forms. Thematically conceived projects will
allow students to explore problems in threedimensional design using a broad range of
architectural references. The experience will be
complimented with slide presentations,
demonstrations and guest artists.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2013. Beckman.

p. 129

STUA 018. Printmaking
This class will focus on intaglio and relief
processes, and provide a general overview of
tools, techniques, terminology, paper and plate
preparation, and safety. Using historical and
contemporary examples, students will be
introduced to the differing ways printmaking
can be employed in the creation of
contemporary art. The techniques and functions
of seriality and the multiple, including how to
properly handle paper and edition a print will
also be introduced. The final project of the
semester will include an exchange edition.
Class time will be divided between work time,
demonstrations, digital presentations, and field
trips.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2012. Perrone.
STUA 020. Advanced Studies
020A. Ceramics
020B. Drawing
020C. Painting
020D. Photography
020E. Sculpture
020F. Printmaking
020G. Architectural Drawing
These courses are designed to usher the
intermediate and advanced student into a more
independent, intensive study in one or more of
the fields listed earlier. A discussion of formal
issues generated at previous levels will
continue, with greater critical analysis brought
to bear on stylistic and thematic direction. All
students are expected to attend, throughout the
semester, a given class in their chosen medium
and must make sure at the time of registration
that the two class sessions will fit into their
schedules. In addition to class time, students
will meet with the professor for individual
conferences and critiques.
This series of courses also serves as the Junior
Workshop, a colloquium for junior studio art
majors in the spring semester. Students will
produce work within the classes offered as
Advanced Studies. Regularly scheduled group
and individual critiques with other junior
majors and a faculty coordinator will occur
throughout the semester, culminating in a group
exhibition.
Note: Although this course is for full credit, a
student may petition the studio faculty for a 0.5credit semester.
Prerequisites: STUA 001 and at least one
previous course in the chosen medium.
1 credit.
Each semester. Staff.

Art
STUA021. Turning Corners, Drawing
Architecture
The Beaux-Arts practice of “analytique”—a
drawn, or sketched, tour of a building’s
unifying visual elements, proportional
relationships, and structural details—will be the
primary mode of inquiry in this course. Taking
advantage of the great number of the fine
examples of historical and contemporary
architecture in this region, the class will take a
series of field trips to a select group of local
monuments to gather visual material. We will
continue and build on the student’s competency
and understanding of linear perspective and free
hand sketching, established in the prerequisite,
while introducing new methods in site
measuring and isometric drawing. Extensive
use of watercolor and gouache will also be
used, although previous experience in these
techniques is not required, in order to articulate
the decorative and light specific qualities of
each building, and its surroundings.
Prerequisite: STUA 001 or consent from
instructor.
1 credit.
Spring 2013. Staff.
STUA 022. Color
Color functions in many ways in painting. The
interaction of color may be used to create the
illusion of light and space or to establish an
expressive tone. Color can also operate on a
symbolic level or be used to create a
compositional structure. Using various drawing
and painting media students will explore the
ways which color can be manipulated. Assigned
readings, critiques and group discussions will
be included.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2013. Grider.
STUA 024. Painting Materials and
Methods
This course is designed to give a broad practical
introduction to various painting media, tools,
and techniques. An abbreviated history of each
medium, significant changes to the process and
practice, as well as specific tools and applicable
techniques will be covered. The course will
cover egg tempera, encaustic, distemper, oil,
watercolor, gouache, and acrylic, from the raw
materials to the final usable medium. Each
medium will be addressed through an assigned
project. Readings, critiques and group
discussions will be included to provide further
art historical context and concrete examples of
materials issues confronted in class.
1 credit.
Not offered 2012-2013. Grider.

p. 130

STUA 025. Advanced Studies II
Continuation of STUA 020 on a more advanced
level. This series of courses also serves as the
Junior Workshop, a colloquium for junior
studio art majors in the spring semester.
Students will produce work within the classes
offered as Advanced Studies. Regularly
scheduled group and individual critiques with
other junior majors and a faculty coordinator
will occur throughout the semester, culminating
in a group exhibition.
025A. Ceramics
025B. Drawing
025C. Painting
025D. Photography
025E. Sculpture
025F. Printmaking
Prerequisite: STUA 020.
1 credit.
Each semester. Staff.
STUA 029. Junior Workshop
During the spring semester of the junior year
and in preparation for the Senior Workshop I
and II, studio art majors are required to take
Junior Workshop as their advanced study. Non­
majoring advanced study students are also class
participants. Working with a faculty
coordinator, students will develop works with
an emphasis on improving technically,
conceptually and productively. Guest artists,
studio visits and critiques will be integral to the
workshop experience. Finally, works produced
during the workshop will be exhibited in a
group exhibition at the end of the semester.
Because this required workshop takes place in
the spring, it is recommended that off-campus
study occur during the fall semester.
1 credit.
Spring 2013. Grider.
STUA 030. Senior Workshop I
This course is designed to strengthen critical,
theoretical, and practical skills on an advanced
level. Critiques by the resident faculty members
and visiting artists as well as group critiques
with all members of the workshop will guide
and assess the development of the students’
individual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing of the thesis for the
senior exhibition.
This course is required of senior art majors.
1 credit.
Fall 2012. Meunier.
STUA 040. Senior Workshop II
This course is designed to further strengthen
critical, theoretical, and practical skills on a
more advanced level. During the spring

Art
semester of the senior art major, students will
write their senior artist statement and mount an
exhibition in the List Gallery of the Eugene M.
and Theresa Lang Performing Arts Center. The
artist statement is a discussion of the
development of the work to be exhibited. The
exhibition represents the comprehensive
examination for the studio art major. Gallery
exhibitions are reserved for studio art majors
who have passed the senior workshop and
fulfilled all requirements, including the writing
of the senior art major statement.
1 credit.
Spring 2013. Meunier.

p. 131

Asian Studies

p. 132

Chair:

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

Faculty:

Alan Berkowitz (Modem Languages and Literatures, Chinese) 1
Pallabi Chakravorty (Music and Dance)
K. David Harrison (Linguistics)
Steven P. Hopkins (Religion)
Haili Kong (Modem Languages and Literatures, Chinese)
Gerald Levinson (Music)
Bakirathi Mani (English Literature)
Tomoko Sakomura (Art History)*3
Tyrene White (Political Science)
Thomas Whitman (Music)
Lala Zuo (Modem Languages and Literatures, Chinese)

1Absent on leave, fell 2012.
3 Absent on leave, 2012-2013.

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

The Academic Program
The Asian Studies Program offers a major and a
minor in course and honors. Students who
declare a major in Asian studies construct

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

Course Major
Asian studies invites students to make
connections among courses that differ widely in
content and method. When considering
applicants to the major, the Asian Studies
Committee looks for evidence o f intellectual
flexibility and independence. Students must
have completed at least two Asia-related
courses in different departments with grades of
B or better to be accepted into the major.
The major in Asian studies consists of a
minimum of ten (10) credits, with requirements
and distribution as follows:
Geographic breadth. Coursework must
include more than one of the regions of Asia
(East, South, Northeast, and Southeast). This
requirement can be fulfilled by taking at least
two courses that are pan-Asian or comparative
in scope or by taking at least one course on a
country that is not the principal focus of a
student’s program.
Disciplinary breadth. Courses must be taken
in at least three different departments.

Asian Studies
Core courses. At least one of the following
courses must be taken:
ARTH 003. Asian Art
CHIN 016. Substance, Shadow, and Spirit in
Chinese Literature and Culture
CHIN 023. Modem Chinese Literature
JPNS 017. Introduction to Japanese Culture:
The Cosmology of Japanese Drama
POLS 055. China and the World
RELG 008. Patterns of Asian Religions
RELG 009. The Buddhist Tradition
RELG 012 or 013. History, Religion, and
Culture of India I or II
Intermediate and advanced work. A
minimum of 5 credits must be completed at the
intermediate or advanced level in at least two
departments.
Asia language study. Asian language study is
not required but is strongly recommended. Up
to 4 credits of language study may be applied
toward the major. For languages offered at
Swarthmore (Chinese and Japanese), courses
above the first-year level may count toward the
major. For Asian languages not offered at
Swarthmore, courses at the entry level may
count toward the major if at least the equivalent
of 1.5 credits is earned in an approved program.
Thesis / Culminating Exercise
Students in the Asian studies course major have
a choice of culminating exercises.
Thesis option. A 1- or 2-credit thesis, followed
by an oral examination. A thesis must be
supervised by a member of the Asian studies
faculty. Students normally enroll for the thesis
(ASIA 096) in the fall semester of the senior
year.
Qualifying papers option. Students revise and
expand two papers they have written for Asian
studies courses in consultation with Asian
studies faculty members.
Honors seminar option. Students take a 2credit honors seminar in an Asian studies topic
in either their junior or senior year. (Note: A
two-course combination or a course plus
attachment will not satisfy this requirement.)
Grade-point average requirement
A student must have at least a C average in the
course major.

Course Minor
Students will be admitted to the minor after
having completed at least two Asian studies
courses in different departments with grades of
B or better. The Asian studies minor in course
consists of five courses, distributed as follows:
Geographic breadth. Coursework must cover
more than one region of Asia. This can be

p. 133

accomplished by taking at least two courses that
are pan-Asian or comparative in scope or by
taking at least one full course on a country that
is not the principal focus of a student’s
program.
Disciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary major. Only one
course may overlap the Asian studies minor and
the disciplinary major.
Core courses. Students are required to include
at least one course from the list of core courses
(see above).
Intermediate or advanced work. At least 2
credits of work must be completed at the
intermediate or advanced level.
Asian language study. Asian-language study is
not required, but courses in Asian languages
may count toward the course minor. For
languages offered at Swarthmore (Chinese and
Japanese), courses above the first-year level
may count toward the minor. For Asian
languages not offered at Swarthmore, courses at
the entry level may count toward the minor if at
least the equivalent of 1.5 credits is earned in an
approved program.
Grade-point average requirement A student
must have at least a C average in the minor.

Honors Major
To be admitted to the honors major, students
should have completed at least two Asian
studies courses in different departments with
grades of B+ or better.
The honors major in Asian studies consists of a
minimum of ten (10) credits (including four
honors preparations). The four preparations in
an Honors Program must be drawn from at least
two different disciplines.
1. Geographic and disciplinary breadth
requirements. These are the same as those for
the course major (see above).
2. Core courses. Students are required to
include at least one course from the list of core
courses (see above).
3. Asian studies as an interdisciplinary
major. All four fields for external examination
must be Asian studies subjects. One of the
fields may also count toward an honors minor
in a department. The four preparations must be
drawn from at least two different disciplines.
4. Grade-point average requirement. A
student must earn at least a B+ in all offerings
applied to the honors major.

Honors Minor
To be admitted to the honors minor, students
should have completed at least two Asian

Asian Studies
studies courses in different departments with a
grade of B+ or above.
An honors minor in Asian studies consists of a
minimum of 5 credits, distributed as follows:
1. Geographic breadth. There are two tracks
within the minor:
a. Comparative Asian cultures—The
selection of courses and the honors
preparation should offer a comparative
perspective on the traditional or modem
cultures of Asia. Individual programs should
be worked out in close consultation with the
Asian studies coordinator. (Language study
does not count toward this track.)
b. Focus on a single country or region—All
courses in the program should focus on the
same region or country. One or 2 credits of
language study may be included.
2. Disciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary honors major. Only
one course may overlap the honors minor and
the disciplinary honors major.
3. Core courses in the cultural traditions of
Asia. Normally at least one of the five courses
should be a core course.
4. Asian language study. Asian language study
is not required, but courses in Asian languages
may count toward the honors minor. For
languages offered at Swarthmore (Chinese and
Japanese), courses above the second-year level
count toward the minor. For Asian languages
not offered at Swarthmore, courses at the entry
level may be counted if the equivalent of 1.5
credits is earned in an approved program.
5. Honors preparation. One preparation,
normally a two-credit seminar, will be
submitted for external examination.
6. Senior Honors Seminar for minors. The
student will fulfill the requirements set for
honors minors by the department offering the
honors preparation.
7. Grade-point average requirement A
student must have at least a B+ in all courses
applied to the honors minor.

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

p. 134

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

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

Life After Swarthmore
Students with a background in Asian studies
have pursued a number of paths after
graduation. Some have gone abroad to continue
their studies, do research, or work in
humanitarian or social service organizations.
Others have gone directly to graduate school.
Many eventually become teachers or professors.
Others work in the arts, journalism,
international law, business, finance, in the
diplomatic corps, or in non-governmental
organizations. Other Asian studies graduates
pursue careers not directly related to Asia, in
medicine or law, for example. All consider
Asian studies to have been an important part of
their liberal arts education.

Courses
(See descriptions in individual departments to
determine offerings fo r each semester.)
Art (Art History)
ARTH 001L. From Handscrolls to Comic
Books: Pictorial Narratives in Japan (W)
ARTH 003. Asian Art
ARTH 032. Crafting Nature: The Arts of
Japanese Tea Culture (W)
ARTH 033. The Art of Landscape in East Asia
ARTH 034. East Asian Calligraphy

Asian Studies
ARTH 039. Contemporary Japanese Visual
Culture
ARTH 136. Word and Image in Japanese Art
Asian Studies
ASIA 093. Directed Reading
1 credit.
Staff.
ASIA 096. Thesis
Writing course.
1 credit.
Staff
ASIA 180. Honors Thesis
2 credits.
Staff
Chinese
CHIN 003B. Second-Year Mandarin Chinese
CHIN 004B. Second-Year Mandarin Chinese
CHIN 008/LITR 008CH. Reading Modem
China Through Literary and Cinematic Text
CHIN 009. First-Year Seminar: Heaven, Earth,
and Man: Ways of Thought in Traditional
Chinese Culture
CHIN 011. Third-Year Mandarin Chinese
CHIN 011 A. Third-Year Mandarin Chinese
Conversation
CHIN 012. Advanced Mandarin Chinese
CHIN 012A. Advanced Mandarin Chinese
Conversation
CHIN 016/LITR016CH. Substance, Shadow,
and Spirit in Chinese Literature and Culture
CHIN 017/LITR 017CH. Legacy of Chinese
Narrative Literature: The Story in Dynastic
China
CHIN 018/LITR 018CH. The Classical
Tradition in Chinese Literature
CHIN 019. First-Year Seminar: Singular Lives
and Cultural Paradigms in Early and Imperial
China
CHIN 020. Readings in Modem Chinese
CHIN 021. Topics in Modem Chinese
CHIN 023/LITR 023CH. Modem Chinese
Literature
CHIN 025/LITR 025CH. Contemporary
Chinese Fiction: Mirror of Social Change
CHIN 027/LITR 027CH. Women Writers in
20th-Century China
CHIN 033/LING 033. Introduction to Classical
Chinese
CHIN 035. Readings in Classical Chinese
CHIN 055/FMST 055CH. Contemporary
Chinese Cinema
CHIN 056/LITR 056CH. History of Chinese
Cinema (1905-1995)

p. 135

CHIN 063/LITR 063CH. Comparative
Perspectives: China in the Ancient World
CHIN 066/LITR 066CH. Chinese Poetry
CHIN 069/LITR 069CH. Taste and Aesthetics
in Chinese Cultural Traditions
CHIN 071/LITR 071CH. Invaded Ideology and
Translated Modernity
CHIN 081/LITR 081CH. Transcending the
Mundane: Taoism in Chinese Literature and
Culture
CHIN 088/POLS 088. Chinese Governance and
Environmental Issues in China
CHIN 091/LITR 091CH. Special Topics in
Chinese Literature in Translation
CHIN 092. Special Topics in Chinese Literature
and Culture in Chinese
CHIN 103. Lu Xun and His Legacy in 20thCentury Chinese Literature
CHIN 104. Seminar in Chinese Poetry
CHIN 105. Fiction in Traditional China: People
and Places, Journeys, and Romances
CHIN 108. Remaking Cinematic China: Zhang
Yimou, Wong Kar-wai, and Ang Lee
CHIN 109. Daoism
Dance
DANC 021. History of Dance: Africa and Asia
DANC 025A/SOAN 020J. Dance and Diaspora
DANC 028. Classical Indian Dance
DANC 046. Dance Technique: Kathak
DANC 049. Performance Kathak
DANC 072. Intercultural Performance Methods
DANC 079. Dancing Desire in Bollywood
Films
Economics
ECON 081. Economic Development*
ECON 181. Economic Development+
English Literature
ENGL 009D. Nations and Migrations
ENGL 065. Introduction to Asian American
Literature
ENGL 075. South Asians in America:
Literature, Culture, Politics
ENGL 077. South Asians of Asian America
Film and Media Studies
FMST 055. Contemporary Chinese Cinema
FMST 057. Japanese Film and Animation
Japanese
JPNS 003. Second-Year Japanese
JPNS 004. Second-Year Japanese
JPNS 012. Third-Year Japanese
JPNS 012A. Japanese Conversation
JPNS 013. Third-Year Japanese
JPNS 013A. Readings in Japanese

Asian Studies
JPNS 017/LITR 017J/THEA 017. The World of
Japanese Drama
JPNS 018/LITR 018J. Topics in Japanese
Literary and Visual Culture
JPNS 019. Topics in Japanese
JPNS 021/LITR 021J. Modem Japanese
Literature
JPNS 024/FMST 057. Japanese Film and
Animation
JPNS 041/LITR 041J. Fantastic Spaces in
Modem Japanese Literature
JPNS 045/LING 047. Japanese Language in
Society
JPNS 047. Japanese Food Cultures
JPNS 051. Japanese Poetry and Poetics
JPNS 074/LITR 074J. Japanese Popular Culture
and Contemporary Media
JPNS 083/LITR 083J. War and Postwar in
Japanese Culture
Music
MUSI 005. Patterns of Asian Dance and Music
MUSI 030. The Music of Asia
MUSI 049A. Performance: Balinese Gamelan
Linguistics
LING 025. Language, Culture, and Society
LING 033/CHIN 033. Introduction to Classical
Chinese
LING 047. Japanese Language in Society
Political Science
POLS 046. Chinese Foreign Policy
POLS 055. China and the World
POLS 056. Patterns of Asian Development
POLS 058. Contemporary Chinese Politics
POLS 064. American-East Asian Relations*
POLS 065. Chinese Foreign Policy
POLS 073. Comparative Politics: Advanced
Topics in Chinese Politics
POLS 088/CHIN 088. Chinese Governance and
Environmental Issues in China
POLS 108. Comparative Politics: East Asia
Religion
RELG 008. Patterns of Asian Religions
RELG 009. The Buddhist Traditions of Asia
RELG 012. The History, Religion and Culture
of India I
RELG 012B. Hindu Traditions of India: Power,
Love and Knowledge
RELG 013. The History, Religion, and Culture
of India n
RELG 030. The Power of Images: Icons and
Iconoclasts*

p. 136

RELG 031. Religion and Literature: From the
Song of Songs to the Hindu Saints*
RELG 108. Poets, Saints, and Storytellers:
Religious Literatures of South Asia
Theater
THEA 017/ JPNS 017/LITR 017J. The World
of Japanese Drama

* Cognate course. Counts toward Asian studies
if all papers and projects are focused on Asian
topics. No more than two may be applied to the
course or honors major. No more than 1 credit
may be applied to the honors minor.
+ Cognate seminar. No more than 1 credit may
be applied toward the honors major. It does not
count toward an honors minor.

Biology

p. 137

SARA HIEBERT BURCH, Professor and Chair
JOHN B. JENKINS, Professor
RACHEL A. MERZ, Professor
KATHLEEN K. SIWICKI, Professor
ELIZABETH A. VALLEN, Professor
AMY CHENG VOLLMER, Professor2
NICHOLAS KAPLINSKY, Associate Professor3
JOSE LUIS MACHADO, Associate Professor
ALEXANDER BAUGH, Assistant Professor
BRAD DAVIDSON, Assistant Professor
VINCENT FORMICA, Assistant Professor
JASON DOWNS, Visiting Assistant Professor
JASON RAUSCHER, Visiting Assistant Professor
STACEY DOUGHERTY, Laboratory Instructor
WILLIAM GRESH JR., Laboratory Instructor/Greenhouse Manager
HEATHER HASSEL-FINNEGAN, Laboratory Instructor
PHILIP KUDISH, Academic Coordinator/Laboratory Instructor/Science Associate Coordinator
JOCELYNE MATTEI-NOVERAL, Laboratory Instructor
ERIN SCHLAG, Laboratory Instructor
DIANE FRITZ, Administrative Coordinator
2Absent on leave, spring 2013.
3 Absent on leave, 2012-2013.

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

science, such as law and finance, where they
report that the organizational, critical thinking,
and communication skills that they learned as a
biology major have been crucial for their
success.

The Academic Program
In addition to first-year seminars, the
department offers four different types of
courses. Students are introduced to the study of
biology at Swarthmore by taking BIOL 001,
Cellular and Molecular Biology, and BIOL 002,
Organismal and Population Biology. Either
course may be taken first. Courses numbered
003-009 do not have associated laboratories;
usually BIOL 001 and BIOL 002 are
prerequisites. Diverse intermediate-level
courses, some offered in alternate years, allow
students to choose coursework in areas of
particular interest. These courses are numbered
010-039 and generally have BIOL 001 and
BIOL 002 (or AP credit) as prerequisites. Some
of these courses also require prior coursework
in the Chemistry Department. Finally, twocredit seminars (with three-digit course
numbers) have an intermediate-level course as a
prerequisite and are usually taken by students in
their junior or senior years.
M ajors and m inors

The Biology Department offers a course major,
course minor, honors major and honors minor.
In addition, special majors in biochemistry and
neuroscience are regularly offered in
cooperation with the Chemistry and
Biochemistry and Psychology departments,
respectively. A student may choose an

Biology
interdisciplinary minor in environmental
studies, which includes courses in the Biology
Department. In addition, the department has
also supported special majors as described
below.
Sam ple paths through the discipline

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

p. 138

Completion of the biology major: Course
majors must pass the comprehensive exam
(BIOL 097 TTiemes in Biology) during the fall
semester of the senior year. Honors majors are
required to enroll in at least one credit of BIOL
180 (often but not always in fall semester of the
senior year), and in Senior Honors Study (BIOL
199), which is taken in the spring semester of
the senior year.

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

Biology
in the tens place of the course number signifies
the group of the course (i.e., BIOL 020 is a
Group II course and BIOL 114 is a Group I
course).
i. Students majoring in biology may
count only one course numbered 003009 toward the eight required credits.
Courses numbered 003-009 do not
meet the Group distribution
requirement.
ii. BIOL 093 (Directed Reading) and
BIOL 094 (Independent Research)
count as credits toward the biology
major but cannot be used as
distribution requirements. No more
than two credits in BIOL 093, BIOL
094 or BIOL 093 and BIOL 094 in
combination may be used to satisfy the
eight-credit requirement for the biology
major.
iii. CHEM 038 (Biochemistry) may be
counted as a Group I course. In this
case, the CHEM 038 grade will be
counted towards the biology GPA.
g. Seminar requirement: All biology majors are
required to include at least one two-credit
seminar (with a number greater than 100) in
their courses in the major. A seminar in biology
is defined as an advanced offering that uses
primary rather than secondary source materials
and encourages active student participation in
presentation and discussion of materials. Note
that all two-credit seminars have at least one
intermediate level course (numbered 10-39) as
a prerequisite; the particular prerequisites for
seminars vary and should be considered during
selection of intermediate level courses.
i. All seminars must be taken at
Swarthmore College.
ii. A student may, with permission of the
faculty instructor, take a seminar
without the laboratory component. A
seminar without the laboratory
component becomes a BIOL 093 and
does not meet the seminar requirement.
h. Comprehensive examination: All biology
course majors must satisfy the general College
requirement of passing a comprehensive
examination given by the major department. In
biology, this comprehensive examination is the
lecture series BIOL 097, Themes in Biology.
BIOL 097 is offered only in the fall semester
and is usually taken by students during the fall
of their senior year. This course features a
series of visiting speakers who give
presentations connected by an overarching
theme that can be addressed from all areas of
biology. It enables faculty and students to
interact on an intellectually challenging project,
allows students to think about a topic from a
variety of levels of biological organization and

p. 139

gives students the opportunity to meet and
interact with a variety of distinguished
biologists.
i. Students are required to take and
complete the requirements of BIOL
097 but are not required to register for
the course for credit, BIOL 097 does
not count as one of the eight credits
required for a major in biology,
although it can be counted as one of the
32 credits required for graduation.
ii. Evaluation of a student’s performance
for this comprehensive examination
will be Pass/No Pass and will be based
on the questions prepared by each
individual and team for each lecture,
participation in discussions, hosting a
guest speaker and the final
presentation. For students enrolled in
BIOL 097 for credit, Pass/No Pass on
the comprehensive exam will be
translated into Credit/No Credit for
purposes of earning credit.
iii. Students who fail BIOL 097 fail the
comprehensive exam and thus may not
graduate. The department will evaluate
all such failures and decide on the
appropriate action. Students will be
notified of failure by the first day of
classes in the spring semester of their
senior year.
iv. If a student is given permission by the
College to be away from campus
during the fall semester of the senior
year, the Biology Department faculty
may give permission to the student to
write a senior paper and enroll in BIOL
095, a Senior Project, to satisfy the
College requirement of a
comprehensive examination.
Alternatively, the student may be given
permission by the Biology faculty to
enroll in Themes in Biology during the
junior year if the student has planned in
advance to be away during the fall
semester o f the senior year.

Course Minor
Students who wish to minor in biology must
complete six credits, at least four of which are
to be taken at Swarthmore College. The GPA
requirement to enter the minor is the same as
for biology course majors 2.00 in BIOL 001
and BIOL 002,2.00 in courses taken in the
Biology Department, and 2.00 in all courses
taken in the Division of Natural Sciences and
Engineering. Both BIOL 001 and BIOL 002 are
required (although one or both of these may be
replaced by credit from an advanced placement
examination after another biology course is
completed; note that the department strongly

Biology
encourages all students with AP credit to take at
least one of the introductory courses). There are
no requirements for courses outside the
department. There is no distribution
requirement within the department for the
minor. Only one course numbered 003-009 is
allowed. Only one credit in BIOL 093 or BIOL
094 is allowed. CHEM 038 (Biochemistry) may
be counted as one of the six biology credits

Honors Major
Acceptance criteria
a. The course requirements for an honors major
in biology are the same as those for a course
major in biology (see above).
b. Admission to the Honors Program in biology
is based on academic record. Applicants to the
Honors Program in biology must have a grade
point average (GPA) of 3.00 in all courses
taken in the Natural Sciences and Engineering
Division at Swarthmore College and must
obtain a grade of B or better in all lecture
courses and seminars used for the Honors
Program. Applicants must also have a GPA of
3.00 in all biology courses. Unpublished grades
in biology for the first semester of the first year
will be considered in these requirements;
passing grades of CR in other courses in the
Division of Natural Sciences and Engineering
are acceptable.
c. Students should list the anticipated fields of
study, including two 2-credit seminar courses,
in their Sophomore Plan.
d. Students who are accepted into the program
must select a research project and mentor by the
middle of the junior year. Final approval of the
student’s Honors Program will occur during the
fall semester of the senior year when the Final
Honors Program Form is signed by the chairs of
the participating departments.
Requirements for graduation
a. Credit requirements for honors: In
addition to fulfilling the requirements to be
accepted as a biology honors major, the student
majoring in biology must complete a minimum
of eight biology credits. Students may take a
course or seminar in biology as CR/NC but are
not encouraged to do so. Students must earn a
grade of B or better for all courses and seminars
used for honors preparations. Honors students
may not take Bio 097, Themes in Biology, for
credit but are welcome and encouraged to
attend the seminars.
b. Distribution requirements for honors:
Students graduating with an honors major in
biology must pass at least one course in each of
the following three groups: L Cellular and
Molecular Biology, II. Organismal Biology, and
III. Population Biology. The digit in the tens
place of the course number signifies the group

p. 140

of the course (i.e., BIOL 020 is a Group II
course and BIOL 114 is a Group I course),
i. The Biology Department faculty
strongly encourage honors students to
fulfill their group distribution
requirements with intermediate- or
seminar-level courses. Our experience
has been that students with coursework
at these levels have a more complete
and deeper understanding of biology.
In addition, students who alter their
plans and withdraw from the Honors
Program have much more flexibility in
scheduling if they have already planned
to fulfill the department distribution
requirement with intermediate- or
seminar-level courses. To mitigate the
scheduling constraints imposed by the
Honors Program, however, the
following rules also apply to honors
students:
1) BIOL 001 may be counted as a
Group I course, or BIOL 002 may
be counted as a Group HI course for
purposes of the distribution
requirement for honors majors.
2) An honors major who has taken both
BIOL 001 and BIOL 002 can use
them to satisfy any one of the
distribution requirements.
3) AP credit may not be used to satisfy
the distribution requirement.
c. Seminar requirement for honors: All
honors biology majors are required to complete
at least two 2-credit seminars (those with a
number greater than 100) for honors
preparations. A seminar in biology is defined as
an advanced offering that uses primary rather
than secondary source materials and encourages
active student participation in presentation and
discussion of materials. Note that all two-credit
seminars have a prerequisite course from the
intermediate level (numbered 010-039); the
particular prerequisites for each seminar should
be considered during selection of intermediate
level courses.
i. The two seminars used for honors
preparations must be taken from
different faculty members and must be
taken at Swarthmore College.
d. Research (Thesis) requirement for honors:
At least one, but not more than two, credits of
thesis research (BIOL 180) are required. Thesis
research will be graded by an External
Examiner. The thesis research will be a
substantial project carried out over 2 semesters,
2 summers, or 1 summer + 1 semester.
i. The primary mentor for the thesis need
not be a Swarthmore faculty member,
but a Swarthmore faculty member must
agree to be an on-campus mentor.

Biology
ii.

Students should plan on completing
their research by the end of the fall
semester of their senior year.
iii. The honors thesis has a page limit o f 20
pages, not counting references, figures,
figure legends or tables.
e. Senior Honors Study: Senior Honors Study
(BIOL 199) is required for all honors majors in
the spring semester of their senior year. This
integrative/interactive program prepares each
student to finalize and present his or her thesis
work formally, in both oral and written forms.
During the first few meetings of the semester,
faculty members are available for consultation
about data analysis. At mid-semester, students
present posters of their projects to the faculty
and other honors students for review.
Comments from faculty and students on these
posters will guide students in revising and
polishing their written theses. SHS BIOL 199 is
Credit/No Credit and the evaluation is done by
the biology faculty.
f. Review of work for honors: The Biology
Department will review the academic work of
all candidates for the external examination at
the end of the junior year and in November of
their senior year. Progress on thesis research is
assessed at the beginning of the fall semester of
the senior year. At these times, the department
may ask a candidate not to discontinue
participation in the Honors Program.
Withdrawal from the Honors Program must
occur by December 1 of the student’s senior
year. At that time, the student is responsible for
consulting with the department about satisfying
the comprehensive requirement for the major.
g. Honors examinations: Students will take
two written examinations, one based on each of
their seminar preparations. The biology written
examinations will be closed-book, 3-hour
exams. The oral exams are normally one-onone, but there are special circumstances under
which a student may be examined by a panel of
examiners. Oral examinations for seminar
preparations are normally 45 minutes in length.
The oral exams for thesis research are 60
minutes in length.

Honors Minor
Biology minors in the Honors Program do not
need to satisfy the distribution requirements of
the major or take chemistry or mathematics
unless required to do so for a specific
preparation. Honors minors do not participate in
Senior Honors Study. Applicants to the Honors
Program in biology must have a GPA of 3.00 in
all courses taken in the Divisions of Natural
Sciences and Engineering, a GPA of 3.00 in all
biology courses taken at Swarthmore College,
and a grade of B or better in all lecture courses
and seminars used for the Honors Program.

p. 141

The program in biology for an honors minor
requires at least four credits and usually
consists BIOL 001 and BIOL 002, an
intermediate level course (course number
between 10 and 39) and a two-credit seminar
(course number greater than 100).

Application Process Notes for
the Major or the Minor
In addition to the process described by the
Dean’s Office and the Registrar’s Office for
how to apply for a major, we also ask that you
attend the departmental information meeting for
sophomores. A copy of the Biology Student
Handbook, which contains detailed information
about courses and other aspects of the major,
minor, and regularized special majors, is
available online via a link from the
departmental homepage at
www.swarthmore.edu/biology.
Applicants from the sophomore or junior
classes who have completed all the
requirements with the appropriate grades are
accepted as a course major in biology.
Applicants from the sophomore class who are
in die process of completing these requirements
with the required GPA are accepted contingent
upon successful completion of the missing
courses. Others who will not complete these
requirements by the end of the current semester
are deferred until the requirements are met. All
students who have applied for the major in
biology and who have been accepted or
deferred are assigned an adviser in the Biology
Department.

Special Majors and Minors
Biochemistry
The Biology Department, in collaboration with
the Chemistry and Biochemistry Department,
offers a course major and an honors major in
biochemistry. This major gives students the
opportunity to gain a strong background in
chemistry with special emphasis on the
application of chemistry to biological problems.
Approval and advising for this special major are
obtained through the Chemistry and
Biochemistry Department and details about the
course and honors major can be found in the
Chemistry and Biochemistry section of this
catalog. The Biology Department encourages
biochemistry majors to take both BIOL 001 and
BIOL 002 as a number of intermediate level
courses in biology require both courses as a
prerequisite.
a. Honors biochemistry majors are expected to
participate in Senior Honors Study (BIOL 199)
only if the thesis research is done in the Biology
Department.

Biology
b. Honors biochemistry majors must conduct
thesis research with a Swarthmore faculty
member.
Neuroscience
The Psychology and Biology departments offer
a course major and an honors major that
combines work in the two departments in a way
that allows students flexibility in choosing the
focus of their Neuroscience major. Approval
and advising for this special major is done
through both departments and details about the
course and honors major can be found in the
psychology section of this catalog.
Bioeducation
The special major in Bioeducation consists of
six courses in biology. Students must complete
at least one course in each group (I, II, and III)
and one course in Evolution (BIOL 034). In
addition to the six biology courses, students
must complete CHEM 010 (or CHEM 003 plus
CHEM 004) and CHEM 022, one year of
mathematics (not MATH 001 or 003), and write
a thesis to be supervised by faculty in the
Biology and Educational Studies Departments.
The special major in Bioeducation will include
at least four education courses to be approved
by the Educational Studies Department.
Students should consult with the chair of the
Educational Studies Department about further
requirements for the Bioeducation special
major. Approval and advising for this special
major are through both the Biology and
Educational Studies Departments.
Environmental Studies
A minor in environmental studies consists of an
integrated program of five courses plus a
capstone seminar (ENVS 091), which a student
takes in addition to a regular major. The details
of the minor and courses offered may be found
at www.swarthmore.edu/envs.xml. The five
courses must include at least one course in
environmental science/technology; at least one
course in environmental social
science/humanities; and at least one more
course from either of these two groups for a
minimum of three courses from these two lists.
Up to two of the five required courses may be
chosen from the list designated adjunct and
interdisciplinary courses. The capstone seminar
is offered in the spring of the student’s senior
year. Advising for this program is by the chair
of the Environmental Studies Committee.
Other special majors
Individualized special majors may be
constructed after consultation with the chairs
and approval of the participating departments.
The special major is expected to specify a field
of learning that crosses departmental
boundaries and can be treated as a sub-field
within the normal departmental major.

p. 142

Individualized special majors consist of at least
10 credits, but usually not more than 12. A
more detailed explanation o f the individualized
special major is found in Chapter 7
“Educational Program.” Previously approved
special majors include Cognitive Science,
Neuroscience, Environmental Science,
Biostatistics and Biophysics.

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

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

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

Off-Campus Study
The Biology Department faculty
enthusiastically support study abroad for their
majors. Majors may study abroad and earn
credits that count toward the requirements for a
biology major or, alternatively, participate in
programs without earning biology credit, while
still completing the major in eight semesters.
By college regulation, we cannot guarantee a
specific amount of credit in advance toward the
Swarthmore degree for successful completion
o f academic work completed at other
institutions, with the exception of regular
semester coursework at Bryn Mawr, Haverford,
and the University of Pennsylvania completed
under the four-college arrangement.
Notwithstanding this restriction, our experience
has shown that, with proper advance planning,
study abroad is nearly always compatible with

Biology
completion of the degree in eight semesters
(including the semesters) spent abroad).
Planning is the key to success, and students
contemplating study abroad are urged to see the
Off-Campus Study Adviser early in the
planning process.
Prior to studying abroad, students should obtain
preapproval and credit estimation from the
faculty member with teaching and research
interests most closely related to the proposed
course. At this time, the faculty member will
describe what course characteristics are
important for obtaining Swarthmore College
credit, how credit will be calculated upon
completion of the program, and which
departmental distribution requirements, if any,
the courses are likely to fulfill.
Upon return, the student should present a
transcript, syllabus of the course (including the
number of hours in lecture and laboratory),
class notes, laboratory directions, examinations,
laboratory reports and any papers or other
written work (but not the textbooks) to the
Biology Department’s Academic Coordinator,
who will then determine which faculty member
will be asked to award credit for the course.
Courses without a laboratory will be awarded
no more than one-half credit.

Research and Service-Learning
Opportunities
Academ ic yea r opportunities

Research
Students may receive academic credit for
research carried out either on- or off-campus
(BIOL 094). Students interested in doing
research on campus should contact individual
faculty members directly. For off-campus
research credit in BIOL 094, the student must
submit a one-page proposal to the department
indicating 1) prior course work in the area of
research, 2) previous technical experience in a
laboratory, 3) the name and address of the
director of the laboratory and the name of the
person under whom the student will work
directly, and 4) a short description of the
proposed project and the methods to be used in
the investigation. This proposal must be
presented to the chair of the Biology
Department, no later than One week before
registration for the semester in which credit will
be received.
There are also opportunities for students to be
paid for research during the academic year.
Individual faculty members should be contacted
about the potential for positions in their
laboratory.
Academic Assistants
Each year approximately 10 students are
selected to assist in the BIOL 001 and BIOL

p. 143

002 laboratories. These students are selected for
their academic excellence, laboratory expertise,
and ability to communicate with students. Each
selected student assists in one laboratory per
week and attends a weekly staff meeting for the
course. BIOL 002 hires two or three additional
students to staff evening computer clinics.
Contact the laboratory coordinator for BIOL
001 or BIOL 002 for more information.
Approximately eight students are selected as
Science Associates (SAs) for excellence in
comprehension, communication and
compassion. SAs attend all BIOL 001 and
BIOL 002 lectures on Monday, Wednesday,
and Friday mornings, meet weekly with the SA
program coordinator and faculty lecturers
throughout the semester, and facilitate small
group problem-based learning in evening study
sessions. Contact Philip Kudish for more
information.
Dean’s tutors in biology are hired on a rolling
basis, to support student learning in BIOL 001
and BIOL 002. This is a flexible student
position in which tutors meet one-on-one with
students at mutually convenient times, typically
for one hour per week. Contact Philip Kudish
for more information.
Experienced students are hired as laboratory
assistants, van drivers and/or study guides in
several intermediate level courses, including
Genetics, Marine Biology, and Neurobiology.
Students are also hired to help with the care of
organisms associated with various courses and
research laboratories. The departmental
administrative assistant, animal facility
manager and greenhouse manager, as well as
individual faculty members, may be contacted
about these positions.
The department collaborates with the Chester
Children’s Chorus
(www.chesterchildrenschoms.org/) to support
Science for Kids, a summer and academic year
program focused on engaging children from the
nearby Chester-Upland school district with
experimental science. The academic year
program meets on Saturdays while classes are
in session and the College has funds from the
Howard Hughes Medical Institute to pay
Swarthmore students involved in the program.
Student Committee for faculty searches
Each year the Biology Department conducts
several searches for replacement faculty to
teach courses when regular members of the
department are on leave. In some years there is
a search for a permanent or tenure-track
position. Students are invited to serve on a
Student Search Committee to interview and
help select a candidate.

Biology
Summer opportunities

Research
Paid fellowships for summer research are
offered by the Biology Department as well as
other institutions. Funds are available for field
and laboratory research projects conducted onand off- campus. Information regarding the
awards, application deadlines and
downloadable applications are available on the
Biology Department website. An information
session is usually offered at the end of the fall
semester to describe opportunities in more
detail.
Community service
The Biology Department collaborates with the
Chester Children’s Chorus
(www.chesterchildrenschorus.org) to support
Science for Kids, a summer and academic year
program focused on engaging children from the
nearby Chester-Upland school district with
experimental science. The summer program
commitment is 5-8 hours per week for 5 or 6
weeks and can usually be integrated with a full­
time job or research position elsewhere on
campus. Contact Liz Vallen or Jocelyne
Noveral if you will be on campus for the
summer and are interested in participating.

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

Life After Swarthmore
Graduate school

Many of our majors have gone on to graduate
school in biology after completion of their
degree. While some students attend graduate
school immediately after graduation from
Swarthmore, others work for at least a year or
two before applying to graduate programs. This
time between finishing at Swarthmore and
graduate school can be used to gain more
experience in biology, or to try out a new field.
These experiences both strengthen your
graduate school applications and help you to
know what you are most interested in studying.
One- or two-year jobs are available at a variety
of research institutes, field stations, universities,
museums, government laboratories and
companies.
The Biology Student Handbook contains
specific suggestions for applying to graduate
programs and Biology Department faculty are

p. 144

happy to talk with students about programs and
projects. Note that graduate schools in biology
pay Ph.D. students a stipend for research and/or
teaching. In addition, a few prestigious
fellowships (e.g., National Science Foundation
Graduate Research Fellowship) are awarded to
the student (not to the program), giving the
recipient more flexibility and autonomy in their
graduate program.
Career options/opportunities

In addition to graduate school and professional
school (medical, law, veterinary, business) there
are many other job possibilities. The American
Institute o f Biological Sciences web page
(www.aibs.org/careers/), which describes jobs
open to people with a degree in biology, is a
helpful resource. A degree in biology can lead
to positions in the following areas:
Research: This could include laboratory work,
fieldwork, or some combination of the two.
Major employers include universities, research
institutes, non-government organizations and
companies (e.g., pharmaceutical, agricultural,
biotechnology, food science).
Healthcare: Many doctors, dentists, nurses,
veterinarians, laboratory technicians and other
health care providers have backgrounds in the
biological sciences. Other biologists utilize their
background in disease prevention and control.
Environmental management: Park rangers,
conservation biologists, zoo biologists, and land
management specialists use their background in
biology to develop and evaluate management
plans to conserve natural resources.
Education: In addition to serving as university
and college professors, some of our graduates
teach in elementary and secondary schools, at
museums and zoos, and at aquaria and nature
centers. Biology majors also author newspaper
and magazine articles, and may contribute to
textbooks as writers, editors or illustrators.
Other ideas: Our graduates have obtained jobs
in politics and policy, in areas such as economic
and biological impacts of land use practices,
science advising on biomedical procedures,
effects of climate change, and educating
members of Congress about scientific issues.
Other biology majors have found positions in
forensics, bioinformatics and computational
biology. Finally, some majors have had careers
in investment banking, consulting and law.

Courses
Biology course numbers reflect study at
different levels of organization—General
Studies (001-009), intermediate courses in
Cellular and Molecular Biology (010-019),
Organismal Biology (020-029), Population
Biology (030-039), Seminars in Cellular and
Molecular Biology (110-119), Seminars in

Biology
Organismal Biology (120-129), and Seminars
in Population Biology (130-139).
General Studies
BIOL 001. Cellular and Molecular
Biology
An introduction to the study of living systems
illustrated by examples drawn from cell
biology, biochemistry, genetics, microbiology,
neurobiology, and developmental biology.
One laboratory period per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Fall 2012. Staff.
BIOL 002. Organismal and Population
Biology
Introduction to the study o f organisms
emphasizing morphology, physiology,
behavior, ecology, and evolution of whole
organisms and populations.
One laboratory per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Spring 2013. Staff.
Group I: Cellular and Molecular Biology
(010-019)
BIOL 010. Genetics
This introduction to genetic analysis and
molecular genetics explores basic principles of
genetics, the chromosome theory of inheritance,
classical and molecular strategies for gene
mapping, strategies for identifying and isolating
genes, the genetics of bacteria and viruses,
replication, gene expression, and the regulation
of gene activity. Major concepts will be
illustrated using human and nonhuman
examples.
One laboratory period per week.
Prerequisite: BIOL 001 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Jenkins.
BIOL 014. Cell Biology
A study of the ultrastructure, molecular
interactions, and function of cell components,
focusing primarily on eukaryotic cells. Topics
include protein and membrane structure,
organelle function and maintenance, and the
role of the cytoskeleton.
One laboratory period per week.

p. 145

Prerequisites: BIOL 001 and BIOL 002, and
previous or concurrent enrollment in CHEM
022; or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Vallen.
BIOL 016. Microbiology
This study of the biology of microorganisms
will emphasize aspects unique to prokaryotes.
Topics include microbial cell structure,
metabolism, physiology, genetics, and ecology.
Laboratory exercises include techniques for
detecting, isolating, cultivating, quantifying,
and identifying bacteria. Students may not take
both BIOL 016 and BIOL 017 for credit.
One laboratory period per week.
Prerequisites: CHEM 022; BIOL 001 and BIOL
002 or by permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Next offered spring 2014. Vollmer.
BIOL 017. Microbial Pathogenesis and
the Immune Response
A study of bacterial and viral infectious agents
and of the humoral and cellular mechanisms by
which vertebrates respond to them. Laboratory
exercises include techniques for detecting,
isolating, cultivating, quantifying, and
identifying bacteria. Students may not take both
BIOL 016 and BIOL 017 for credit.
One laboratory period per week.
Prerequisites: CHEM 022; BIOL 001 and BIOL
002 or by permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013. Vollmer.
Group II; Organismal Biology (020-029)
BIOL 020. Animal Physiology
An examination of the principles and
mechanisms of animal physiology, ranging
from the subcellular to the integrated whole
animal in its environment. Possible topics
include metabolism, thermoregulation,
endocrine regulation, nutrient processing, and
muscle physiology.
Prerequisites: BIOL 001 and BIOL 002. CHEM
010 is recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Hiebert Burch.
BIOL 021. Comparative Vertebrate
Anatomy
A system by system examination of vertebrate
morphology with an appreciation for the
variation offered by the diversity of vertebrate

Biology
forms. While morphology or physical form is
the focus, each anatomical system is presented
within a context of function and evolution.
Laboratory exercises will involve dissection.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Downs.
BIOL 022. Neurobiology
A comprehensive study of the basic principles
of neuroscience, ranging from the electrical and
chemical signaling properties of neurons and
their underlying cellular and molecular
mechanisms to the functional organization of
selected neural systems.
One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 010.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Siwicki.
BIOL 024. Developmental Biology
In this course, we will explore the process by
which single cells (fertilized eggs) develop into
complex organisms. Students will conduct
detailed observations of live embryos and
engage in independent experimental analysis
during weekly laboratory sessions.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Davidson.
BIOL 025. Plant Biology
This course is an exploration of the diverse field
of plant biology. Topics will include growth
and development, reproduction, genetics and
genome biology, evolution and diversity,
physiology, responses to pathogens and
environmental stimuli, domestication,
agriculture, and applications of plant genetic
modification. Laboratories will introduce
organismal, cellular, molecular, and genetic
approaches to understanding plant biology.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Next offered spring 2014. Kaplinsky.

p. 146

Natural sciences and engineering practicum.
1 credit
Fall 2012. Merz.
Group III: Population Biology (030-039)
BIOL 030. Animal Behavior
Prerequisites: BIOL 001 and 002 or permission
of the instructor
Natural sciences and engineering practicum.
1 credit.
Next offered fall 2013. Baugh.
BIOL 031. History and Evolution of
Human Food
In this class we will explore the biology and
history of the food we eat. How, where and why
were food species domesticated, and what are
the morphological, and genetic changes that
occurred? We will also explore modem
methods for improving food species and the
environmental impact of agriculture. In the
laboratory, we will explore the taxonomy,
morphology, genetics and chemistry of food
plants, discuss scientific literature and perhaps
do some cooking and eating.
Prerequisites: BIOL 001 and 002 or permission
of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Rauscher.
BIOL 034. Evolution
The course focuses on how the genetic structure
of a population changes in response to
mutation, natural selection, and genetic drift.
Other topics, such as evolutionary rates,
speciation, phylogeography, and extinction,
provide a broader view of evolutionary
processes.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Formica.

BIOL 026. Invertebrate Biology
The evolution, morphology, ecology, and
physiology of invertebrate animals.
One laboratory period per week; some all-day
field trips.

BIOL 035. History of Life
An exploration of the evolutionary history
responsible for the incredible diversity of
organisms on earth today. An understanding of
this history will be developed through study of
geological processes, reconstruction of
evolutionary relationships, and a familiarity
with the fossil record. Readings and discussion
of primary literature will supplement the course
material.
One laboratory per week.
Prerequisites: BIOL 001 and BIOL 002.
1 credit.

Prerequisites: BIOL 001 and BIOL 002.

Not offered 2012-2013. Downs.

Biology
BIOL 036. Ecology
The goal of ecology is to explain the
distribution andabundance of organisms in
nature through an understanding of how they
interact with their abiotic and biotic
environments. Students will gain ecological
literacy and practice by studying processes that
operate within and between hierarchical levels
or organization such as individuals,
populations, communities, and ecosystems. All
this knowledge will be applied to understand
the current global changes occurring in nature
as a result of human activities.
Three to 6 hours of laboratory and/or fieldwork
in the Crum Woods per week, in addition to at
least one field trip per semester.
Prerequisites: BIOL 002 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Machado.
BIOL 037. Conservation Genetics
Conservation efforts to lessen human impacts
and manage natural systems require a deep
understanding of biology, from ecosystems to
individual species. In this class we will apply
population genetic theory, genetics, and
molecular genetics to learn how to better
understand and manage wild and captive
populations of organisms. The laboratory will
include discussions of scientific literature,
genetic analyses of natural populations using
molecular markers, and interactions with local
organizations involved in conservation efforts.
Prerequisites: BIOL 001 and 002 or permission
of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Rauscher.
BIOL 039. Marine Biology
Ecology of oceans and estuaries, including
discussions of physiological, structural, and
behavioral adaptations of marine organisms.
One laboratory per week; several all-day field
trips.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Next offered fall 2013. Merz.

Independent Studies
BIOL 093. Directed Reading
A program of literature study in a designated
area of biology not usually covered by regular
courses or seminars and overseen by a biology
faculty member.

p. 147

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

Senior Comprehensive
Examination
BIOL 095 and BIOL 097 are not part of the 8credit minimum in biology.
BIOL 095. Senior Project
With the permission of the department, a
student may write a senior paper in biology to
satisfy the requirement of a comprehensive
examination for graduation.
BIOL 097. Themes in Biology
Invited scientists present lectures and lead
discussions on a selected topic that can be
engaged from different subdisciplines within
biology. Serves as the senior comprehensive
and examination; it is required of all biology
majors in course.
Fall 2012. Staff.

Honors Study
BIOL 199 is not part of the 8-credit minimum
in biology.
BIOL 199. Senior Honors Study
An interactive, integrative program that allows
honors students to finalize their research thesis
spring semester.
Writing course.
1 credit.
Spring 2013. Staff.

Biology
Seminars
BIOL 110. Human Genetics
In this exploration of the human genome, the
topics to be discussed will include patterns of
human inheritance; classical and molecular
strategies for mapping and isolating genes; the
metabolic basis of inherited disease; the genetic
basis of cancer; developmental genetics;
complex-trait analysis; the genetic basis of
human behavior; and ethical, legal, and social
issues in human genetics.
Attendance at medical genetics rounds and
seminars at the University of Pennsylvania
School of Medicine is required.
Prerequisite: BIOL 010 or permission of the
instructor.
Lab required.
Natural sciences and engineering practicum.
2 credits.
Spring 2013. Jenkins.
BIOL 114. Symbiotic Interactions
This seminar will focus on the molecular basis
of plant-microbe, animal-microbe, and possibly
microbe-microbe symbioses. In addition to
studying specific systems, common themes and
pathways will be analyzed and discussed
(nutrient exchange, suppression of the immune
response, specificity of host-symbiont
recognition, etc.). Readings will be primarily
from the research literature. Laboratory projects
will use molecular techniques and likely focus
on the sea anemone Aiptasia and its symbiotic,
photosynthetic dinoflagellate, Symbiodinium.
One laboratory per week.
Prerequisites: CHEM 022, and any Group I or
Group II biology course.
Lab optional.
Natural sciences and engineering practicum.
1 or 2 credits.
Fall 2012. VaUen.
BIOL 115E. Plant Molecular Genetics
and Biotechnology
The course will investigate the technological
approaches that plant scientists are using to
address environmental, agricultural, and health
issues. Topics will include biofuels, nutritional
engineering, engineering disease and stress
resistance, bioremediation, and the production
of pharmaceuticals in plants. This course
consists of one discussion and one laboratory
per week. Laboratory projects will include
independent and ongoing research.
One laboratory per week.
Prerequisites:1BIOL 001, BIOL 002, and BIOL
025 or permission of instructor.

p. 148

Lab optional.
Natural sciences and engineering practicum.
1 or 2 credits.
Next offered fall 2013. Kaplinsky.
BIOL 116. Microbial Processes and
Biotechnology
A study of microbial mechanisms regulating
metabolism and gene expression in response to
natural and experimental stressors. Technical
and ethical applications o f these concepts in
biotechnology will be addressed.
Independent laboratory projects.
Prerequisites: BIOL 016 or BIOL 017 or
permission of the instructor.
Lab required.
Natural sciences and engineering practicum.
Writing course.
2 credits.
Fall 2012. Vollmer.
BIOL 119. Genomics and Systems
Biology
Fundamental questions in biology are being
answered using revolutionary new technologies
including genomics, proteomics, metabolomics,
systems biology, modeling, and large scale
protein and genetic interaction screens. These
approaches have fundamentally changed how
scientists investigate biological problems and
allow us to ask questions about cells, organisms
and evolution that were impossible to address
even five years ago. Readings will include
animal, plant, fungal, and bacterial literature.
Laboratory projects will incorporate genomic
and molecular approaches.
One laboratory per week.
Prerequisites: BIOL 001 and BIOL 002 or the
equivalent and one Group I or Group II biology
course.
Natural sciences and engineering practicum.
2 credits.
Not offered 2012-2013. Kaplinsky.
BIOL 123. Learning and Memory
Neural systems and cellular processes involved
in different types of learning and memory are
studied through reading and discussion of
research literature.
Independent laboratory projects.
Prerequisite: BIOL 022 or permission of the
instructor.
Lab optional.
Natural sciences and engineering practicum.
1 or 2 credits.
Fall 2012. Siwicki.

Biology
BIOL 124. Hormones and Behavior
This course will focus on endocrine regulation
of animal behaviors, including reproduction,
aggression, stress, sickness, parental care, and
seasonality, with an emphasis on critical
reading of primary literature.
Independent laboratory projects.
Prerequisites: BIOL 001 and 002 or the
equivalent and one of the following: BIOL 020,
022, or permission of the instructor.
Lab optional.
Natural sciences and engineering practicum.
1 or 2 credits.
Spring 2013. Hiebert Burch.
BIOL 125. Frontiers in Developmental
Biology
Through discussion of the primary literature
and independent experimental studies, students
will investigate current gaps in our
understanding of animal development. Potential
topics include: the interplay between embryonic
development and evolution; how gene
regulatory networks generate complex patterns
of cell identity; and the ability of cells to
interpret their environment using dynamic
internal structures.
Lab required.
Prerequisites: BIOL 001 and 002 or permission
of the instructor.
Natural sciences and engineering practicum.
2 credits.
Fall 2013. Davidson.
BIOL 126. Biomechanics
Basic principles of solid and fluid mechanics
will be explored as they apply to the
morphology, ecology, and evolution of plants
and animals.
Prerequisites: BIOL 001 and 002 or the
equivalent and one other Group II or Group III
biology course.
Lab required.
Natural sciences and engineering practicum.
2 credits.
Spring 2013. Merz.
BIOL 131. Animal Communication
This seminar will examine animal
communication from a cross-disciplinary
perspective with a focus on the physiological
basis and evolution of communication systems
and an emphasis on understanding the primary
literature. Overview of basic concepts in animal
behavior provided. Lab and field component
combines descriptive and experimental
approaches.
One required laboratory per week.

p. 149

Prerequisites: BIOL 001 and 002 or permission
of the instructor.
2 credits.
Spring 2013. Baugh.
BIOL 136. Molecular Ecology and
Evolution
Understanding molecular techniques and
analysis has become increasingly important to
researchers in the fields of ecology and
evolution. Through discussion of the primary
literature, and independent laboratory projects,
students will explore how molecular tools are
being implemented in studies of biogeography,
dispersal, mating systems, biological diversity,
and speciation. Depending on interest, topics
such as wildlife forensics, conservations
genetics, human migration, molecular clocks,
and bioinformatics will also be discussed.
One required laboratory each week with
continuing, independent laboratory projects.
Prerequisites: BIOL 010,011,018 or 111 or
permission of the instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2014. Formica.
BIOL 137. Biodiversity and Ecosystem
Functioning
Can the current decline in global biodiversity
alter the functioning and stability of
ecosystems? The answer to this question can be
reached by evaluating the ecological
consequences of changing patterns in
biodiversity, through either extinction or
addition of species. We will review the relative
or specific role of extrinsic factors (climate,
disturbance, soils, etc.), genetic, taxonomic, and
functional diversity in ecosystem functioning
using both experimental and natural evidence.
Prerequisite: Any biology course numbered
BIOL 026 or higher. Students with preparation
outside biology should seek permission of the
instructor.
Lab optional.
Natural sciences and engineering practicum.
1 or 2 credits.
Spring 2013. Machado.
BIOL 138. Paleontology
The extraordinary diversity of life is the product
of the ongoing processes of speciation and
extinction. An understanding of the fossil
record is essential to the formulation of robust
hypotheses about evolutionary history and the
relationships that tie together all forms of life.
This seminar will use independent research
projects and a synthesis of primary literature to
highlight the key role that paleontological data
play in a range of biological research pursuits.

Biology
Prerequisites: BIOL 001 and 001, and any one
Group II or Group m course; or permission of
the instructor.
Lab required.
Natural sciences and engineering practicum.
2 credits.
Spring 2013. Downs.

p. 150

Black Studies

p. 151

Coordinator:

KEITH REEVES (Political Science)
Anna Everetts (Administrative Assistant)

Committee:

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

2 Absent on leave, spring 2013.
3 Absent on leave, 2012-2013.

The purpose of the Black Studies Program is to
introduce students to the history, culture,
society, and political and economic conditions
of black people in Africa, the Americas, and
elsewhere in the world. To explore new
approaches—in perspectives, analyses, and
interdisciplinary techniques—appropriate to the
study of black experience.
Black studies has often stood in critical relation
to the traditional disciplines by exploring new
approaches—in perspectives, analyses, and
interdisciplinary techniques—appropriate to the
study of black experience. Its scholars have
used traditional and nontraditional
methodological tools to pursue knowledge that
assumes the peoples and cultures of Africa and
the African diaspora are central to
understanding the world accurately. The
courses in the Black Studies Program at
Swarthmore enhance the liberal arts tradition of
the College, acknowledging quantitative,
qualitative, comparative, progressive,
postmodernist, postcolonial, and Afrocentric
approaches.

The Academic Program
Course Minor
Students must successfully complete
Introduction to Black Studies (BLST 015),
usually by the end of the sophomore year.
Students must earn a grade-point average of 3.0
or above in black studies coursework in order to
be accepted into the program.

Honors Minor
All students participating in the Honors
Program are invited to define a minor in the
Black Studies Program. Honors minors in black
studies must complete a two-credit preparation
for their honors portfolio to be submitted to

external examiners. The following two options
apply:
1. A two-credit honors thesis written under
program supervision (counts as one course
toward program requirements), or
2. A two-credit honors seminar approved for
black studies credit.
Honors minors must meet all other
requirements of the interdisciplinary minor in
course.
Requirem ents and Preparation fo r Honors
M inors

The 2-credit honors thesis must include work
done for the interdisciplinary minor and should
entail some unifying or integrative principle of
coherence. In addition, an honors thesis must
also include substantial work (normally 50
percent or more), drawing on a discipline that is
outside of the student’s major. The Black
Studies Committee must approve the proposal
for the 2-credit honors thesis, normally during
the fall of the student’s senior year.
After consultation with the major department,
minors may draw on these preparations to
enhance or, where appropriate, to integrate their
completed or ongoing senior honors study for
the major. Work in the Black Studies Program
may be represented in the honors portfolio sent
to die external examiner by the inclusion of an
essay designed to enhance and/or integrate
work done in two or more courses, a revised
and enriched seminar paper or a term paper
from a Black Studies Program course, a video
or audio tape of a creative performance activity
in dance or music, or other approved creative
work.

Special Major
Students preferring more intensive work in
black studies are welcome to design a special

Black Studies
major by consulting with the program’s
coordinator, usually during the sophomore year.

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

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

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

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

p. 152

object-centered Afficana studies to subject- and
agentic-oriented black studies that occurred as a
result of civil rights and anti-colonialist
movements in the U.S., Africa, the Caribbean,
and Europe. The course examines the
challenges that were levied against traditional
academic disciplines with the rise of anti-racist
scholarship. It briefly examines the
conversation between American, Caribbean,
and African postcolonialists, and it allows
students to delve into some of black studies’
most current and exciting scholarship, with a
focus on the U.S.
1 credit.
Fall 2012. Johnson.
BLST 040G. Between the “Is” and the
“Ought” Black Social and Political
Thought
(Cross-listed as SOAN 040G)
Our study of black social and political thought
will include not only pivotal scholarly texts, but
also the social and political practice and cultural
production of abolitionists, maroons, PanAfricanists, club women, freedom fighters,
poets, and the vast array of “race men and
women” across the spectrum of crusades. We
will explore the range of intellectual and
cultural production and protest ideology/action
of Blacks through the politics and social
observation of the pre-emancipation period,
post-emancipation liberation struggles, and the
post-colonial and post-civil rights period.
1 credit.
Spring 2013. Johnson.
BLST 059. The Black Freedom Struggle:
From Civil Rights to Hip-Hop
(Cross-listed as HIST 059)
This course is devoted to the study of the black
efforts to achieve political, social and economic
equality within the United States through
protest. Students will investigate the links
between protest efforts in the era of World War
II, the nonviolent and radical phases of the
modem civil rights movement and the
development of a new culture of protest in the
last quarter of the 20th century. In addition to
studying historical texts, students will analyze
various forms of protest media such as Black
Radio Days, cartoons, paintings and plays of
1960s Black Arts Movement and the poems,
lyrics, and graphic art of early hip-hop.
1 credit.
Not offered 2012-2013. A. Dorsey.
BLST 091. Thesis
Writing course.
1 credit.
Each semester. Staff.

Black Studies
BLST 092. Seminar in Black Studies
1 credit.
Not offered 2012-2013.
BLST 093. Directed Reading
1 credit.
Each semester. Staff.
BLST 180. Honors Thesis
2 credits.
Each semester. Staff.
Art
ARTH 021. African-American Art and Identity
ARTH 023. African Art
Dance
DANC 009. Music and Dance of Africa
DANC 021. History of Dance: Africa and Asia
DANC 043. African Dance I
DANC 049. Performance Dance: Repertory,
Section 3: African
DANC 053. African Dance II
DANC 071. Afro-Caribbean Drumming Circle
DANC 078. Dance/Drum Ensemble
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 081. Economic Development
ECON 082. The Political Economy o f Africa
ECON 171. Labor and Social Economics
ECON 181. Economic Development
Educational Studies
EDUC 067. Identities and Education
EDUC 068. Urban Education
EDUC 167. Identities and Education

p. 153

FREN 056. Ces femmes qui écrivent/Reading
French Women
FREN 091. Poétique de la mémoire caraïbe
FREN 110. Histories d’Isles
FREN 111. Le Désir colonial: représentations
de la différence dans l’imaginaire français
FREN 114. Théâtre d ’écritures françaises
FREN 115. Paroles de femmes
History
HIST 007A. African American History, 1619—
1865
HIST 007B. African American History, 1865Present
HIST 008A. West Africa in the Era of the Slave
Trade, 1500-1850
HIST 008B. Mfecane, Mines, and Mandela:
South Africa From 1650 to the Present
HIST 008C. From Leopold to Kabila: Central
Africa’s Bad 20th Century
HIST 051. Black Reconstruction
HIST 053. Black Women in the Civil Rights
Movements
HIST 058. Africa in America: Gullah/Geechee
Life and Culture
HIST 059. The Black Freedom Struggle: Civil
Rights to Hip Hop
HIST 085. African Cities and Their History
HIST 086. The Image of Africa
HIST 087. Development and Modem Africa:
Historical Perspectives
HIST 089. Environmental History of Africa
HIST 137. Slavery: 1550-1865
HIST 138. Black Communities in the United
States
HIST 140. The Colonial Encounter in Africa

English Literature
ENGL 009S. First-Year Seminar: Black
Liberty, Black Literature
ENGL 061. Fictions of Black America
ENGL 062. Black Autobiography
ENGL 068. Black Culture in a “Post-Soul” Era
ENGL 119. Black Cultural Studies Seminar

Linguistics
LING 052. Historical and Comparative
Linguistics

Film and Media Studies
FMST 059. Re-Envisioning Diaspora

Music
MUSI 003. Jazz History
MUSI 003A. Jazz Today: USA, Europe and the
African Heritage
MUSI 005B. African Music in a
Transcontinental Context
MUSI 061. Jazz Improvisation
MUSI 071. Afro-Caribbean Drum Circle
MUSI 078. Dance/Drum Ensemble

French
FREN 043. Fictions d’enfance
FREN 045. Etudes francophone
FREN 045C. Haïti au féminin FREN 045D. Le
monde francophone: African Cinema
FREN 046. Poésies d’écritures françaises
FREN 053. Littérature et cinema: La pensée
géographique

Literatures
LITR 059F. Re-Envisioning Diaspora
LITR 075F. Haiti, the French Antilles, and
Guyane in Translation

Philosophy
PHIL 061. Philosophy of Race and Gender

Black Studies
Political Science
POLS 017. American Political Thought
POLS 033. Race, Ethnicity, and Public Policy
POLS 034. Race, Ethnicity, Representation, and
Redistricting in America
POLS 070B. Politics of Punishment
(instructor’s permission required)
POLS 106. The Urban Underclass and Public
Policy (instructor’s permission required)
Religion
RELG 010. African American Religions
RELG 024. From Vodun to Voodoo: African
Religions in the Old and New Worlds
RELG 025B. Black Women and Religion in the
United States
RELG 028B. First-Year Seminar: Religious
Radicals: The Religious Socialism of Martin
Luther King, Jr. and the Civil rights Movement
RELG 109. Afro-Atlantic Religions
Sociology and Anthropology
SOAN 003F. Culture and Religion in Africa
SOAN 003G. First-Year Seminar: Development
and Its Discontents
SOAN 003H. Introduction to Africa
SOAN 007B. Introduction to Race and
Ethnicity in the United States
SOAN 007C. Sociology Through African
American Women’s Writing
SOAN 020B. Urban Education
SOAN 023C. Anthropological Perspectives on
Conservation
SOAN 040G. Between the “Is” and the “Ought”
Black Social and Political Thought
SOAN 127. Race Theories

p. 154

Chemistry and Biochemistry

p. 155

ROBERT S. PAEEY, Professor
PAUL R. RABLEN, Professor
THOMAS A. STEPHENSON, Professor4
KATHLEEN P. HOWARD, Professor and Chair
STEPHEN T. MILLER, Associate Professor
ALISON E. HOLLIDAY, Assistant Professor
LILIYA A. YATSUNYK, Assistant Professor
JOSH J. NEWBY, Visiting Assistant Professor
VIRGINIA M. HECK, Senior Lecturer
MARIA G. NEWPORT, Lecturer
CAROLINE A. BURKHARD, Laboratory Instructor
DONNA T. HALLEY, Laboratory Instructor
LORI P. SONNTAG, Laboratory Instructor
4 Absent on administrative leave, 2012-2013.

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

The Academic Program
Course Sequence Recommendations
Students planning a major in chemistry or
biochemistry should complete Chemistry
010/01 OH and 022 during their first year at
Swarthmore. During the sophomore year
students can take 032 and 038, or 044 and 045,
if the physics and mathematics requirements for
physical chemistry have been completed. In
addition, students planning a major in
Biochemistry should complete Biology 001 in
their first two years at Swarthmore.
In the last two years, chemistry and
biochemistry majors have some flexibility
about the sequencing of the remaining
requirements for the major. However, students
should note that completion of Chemistry
010/01 OH, 022 and one semester of a 40-level
course constitute a minimum set of
prerequisites for enrollment in any Chemistry
and Biochemistry Department 100-level

seminar. In addition, individual seminars carry
additional prerequisites so students should plan
ahead accordingly.

Course Major
The course major in chemistry consists of eight
required core courses, as well as their
mathematics and physics prerequisites, plus a
100-level elective seminar. All majors must
complete the senior comprehensive
requirement, as described in a later section.
Requirem ents

CHEM 010/01 OH CHEM022
CHEM 032
CHEM 038
CHEM 043
CHEM 044
CHEM 045
CHEM 046
At least one 100-level seminar
Ancillary Requirements (prerequisites for
physical chemistry):
PHYS 003 and PHYS 004/004L (or 007,008)
MATH 034 (Several-Variable Calculus)
Acceptance Criteria

All applications are reviewed by the entire
department. We consider grades in all collegelevel courses in chemistry, biology,
mathematics, and physics. Decisions will not
normally be made until Chemistry 022 (Organic
Chemistry I) is completed and significant
progress has been made towards meeting the
physics and mathematics prerequisite
requirements for enrollment in physical
chemistry. An element in a student’s acceptance
as a major is our considered judgment of the
student’s potential for satisfactory performance
in advanced course work and fulfillment of the
comprehensive requirement.

Course Minor
Requirem ents

The course minor in chemistry has the
following requirements:

Chemistry and Biochemistry
1. The minor consists of five chemistry credits,
plus any prerequisites necessary. The chemistry
credits must include 010/01 OH, 022, and 044
and two additional credits, at least one of which
must be numbered 40 or higher. Chemistry 001
and research credits (094,096, 180) may not be
used to fulfill the requirements for the minor.
2. At least four of the five credits must be
earned at Swarthmore College.
3. The minor will not be entitled anything other
than “chemistry.” For example, there will be no
minor in “organic chemistry” or “physical
chemistry,” etc.
Acceptance Criteria

Applications are reviewed by the entire
department, and decisions are made on the basis
of the considered judgment of the faculty.

Honors Major
Requirements

The requirements are the same as for the course
major, with the following differences:
1. Honors chemistry majors must take at least
two seminars (instead of one). These seminars
(and their associated prerequisites) will serve as
two of the honors preparations in the major.
2. Honors chemistry majors must write a senior
research thesis. The thesis represents the third
honors preparation. Preparation for a Research
Thesis within an Honors Program consists of
enrollment in two credits of Chemistry 180
during the senior year. Except under
extraordinary circumstances, students
presenting a thesis for external examination will
also spend the summer between their junior and
senior years on campus initiating their research
project.
The H onors Exam s fo r M ajors and
Preparations

The fields offered by the Chemistry and
Biochemistry Department for examination by
external examiners as part of the Honors
Program are the topics of the 100-level
seminars. The department will offer at least
three of these preparations (seminars) during
each academic year.
All fields in chemistry (except the Research
Thesis) will be examined in three hour written
examinations prepared by External Examiners.
The Honors Research Thesis will be examined
orally by the External Examiner chosen in that
field. Honors oral exams for other preparations
will be conducted by individual Examiners as
well.
Acceptance Criteria

Applications are reviewed by the entire
department, and decisions are made on the basis
of the considered judgment of the faculty. To be
admrtted as a major in the Honors Program, a

p. 156

student must present a minimum of two graded
courses in chemistry taken at Swarthmore
College. In addition, the department looks for
indications that the student will participate
actively in seminars and can successfully work
in an independent manner. To be eligible, no
grade in the department may be below a B- and
the GPA in chemistry courses should be 3.0 or
higher. A student previously accepted into the
Honors Program but not maintaining this GPA
in chemistry courses might be, by department
decision, asked to withdraw from the Honors
Program.

Honors Minor
Requirem ents

The honors minor in chemistry parallels the
course minor, except that the program for an
honors minor must include a seminar. The
seminar serves as the basis of the honors
preparation.
The H onors Exam fo r M inors and
Preparations

All of the fields available to majors are
available for students wishing to minor in
chemistry, with the exception of the Research
Thesis. All minors must meet the same
prerequisite requirements for seminars
established by the Chemistry and Biochemistry
Department majors.
Acceptance Criteria

Applications are reviewed by the entire
department, and decisions are made on the basis
of the considered judgment o f the faculty. To be
admitted as a minor in the Honors Program in
chemistry, a student must present a minimum of
two graded courses in chemistry taken at
Swarthmore College. In addition, the
department looks for indications that the student
will participate actively in seminars and can
successfully work in an independent manner.
To be eligible, no grade in the department may
be below a B- and the GPA in chemistry
courses should be 3.0 or higher. A student
previously accepted into the Honors Program
but not maintaining this GPA in chemistry
courses might be, by department decision,
asked to withdraw from the Honors Program.

Special Major in Biochemistry
The biochemistry major combines work in both
the Chemistry and Biochemistry Department
and the Biology Department. The requirements
for a biochemistry major include all the
requirements for a chemistry major plus
additional course work in biology.
Requirem ents

CHEM 010/010H
CHEM 032

CHEM 022
CHEM 038

Chemistry and Biochemistry
CHEM 043
CHEM 044
CHEM 045
CHEM 046
At least one biochemically related 100-level
seminar in the Chemistry and Biochemistry
Dept. (CHEM 106,108 or 110)
Ancillary Requirements (prerequisites for
physical chemistry):
PHYS 003 and PHYS 004/004L (or 007,008)
MATH 034 (Several-Variable Calculus)
Biochemistry majors must also complete either
(1) a biochemically related sophomore-level
Biology course (with lab) and a biochemically
related advanced Biology seminar (with lab) or
(2) two biochemically related, sophomore-level
biology courses (with labs).
Biochemistry-related courses offered in the
Biology Department include: BIOL 010
(Genetics), BIOL 014 (Cell Biology), BIOL
016 (Microbiology), BIOL 017 (Microbial
Pathogenesis and the Immune Response), BIOL
020 (Animal Physiology), BIOL 022
(Neurobiology), BIOL 024 (Developmental
Biology) and BIOL 025 (Plant Biology). Please
note the biology prerequisites for these courses
and plan accordingly.
Biochemistry-related seminars offered in the
Biology Department include: BIOL 110
(Human Genetics), BIOL 111 (Developmental
Genetics), BIOL 114 (Symbiotic Interactions),
BIOL 115 (Plant Developmental Biology),
BIOL 116 (Microbial Processes and
Biotechnology), BIOL 123 (Learning and
Memory), and BIOL 124 (Hormones and
Behavior). Please note the biology prerequisites
for these courses and plan accordingly.
Com prehensive R equirem ent

The comprehensive requirement for
biochemistry majors is the same as for
chemistry majors.
Acceptance Criteria

Acceptance criteria are the same as for
chemistry majors.
Requirem ents fo r H onors M ajor in
Biochem istry

The honors biochemistry major has the same set
of requirements as the course biochemistry
major, plus the requirement of four honors
preparations in at least two departments must
also be met, as follows
1. Topics in Biochemistry (CHEM 108) or
Biophysical Chemistry (CHEM 110) or
Bioinorganic Chemistry (CHEM 106).
2. One biochemically oriented preparation from
the Biology Department.
3. A two-credit biochemically oriented
Research Thesis carried out under the
supervision of faculty from the Chemistry
and/or Biology Departments.

p. 157

4. One additional preparation chosen from the
Chemistry and Biochemistry Department or
from biochemically related preparations offered
by either the biology or psychology
departments.

Special Major in Chemical
Physics
The chemical physics major combines course
work in chemistry and physics at the
introductory and intermediate levels, along with
some advanced work in physical chemistry and
physics, for a total of between 10 and 12
credits. Laboratory work at the advanced level
in either chemistry or physics is required; math
courses in linear algebra and multivariable
calculus are prerequisites to this work.
Requirem ents

In preparation for a major in chemical physics,
students must complete by the end of the
sophomore year: (1) CHEM 010/010H and 022;
(2) PHYS 005,007,008 (PHYS 003,004 can
substitute, but the 005,007,008 sequence is
strongly recommended); (3) further work
appropriate to the major in either CHEM (044,
045,043, and/or 046) or PHYS (014 and 050);
(4) MATH 034. A chemical physics major will
ordinarily include both semesters of physical
chemistry (CHEM 044 and 045). A student may
satisfy the requirement for laboratory work at
the advanced level by completing a research
thesis (CHEM 096 or 180), but in the absence
of a research thesis, the major must include
CHEM 043 or 046 or PHYS 082 in order to
satisfy the requirement.
Example o f a special major in chemical
physics: CHEM 022,043,044,045,046,105;
PHYS 007,008,014,050, 111, 113.
Com prehensive Requirem ent

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

Acceptance criteria are the same as for
chemistry majors, except that the faculty of
both the chemistry and biochemistry and

Chemistry and Biochemistry
physics and astronomy departments are actively
involved in the decision.
Requirements fo r H onors M ajor in Chemical
Physics

The honors chemical physics major has the
same set of requirements as the course chemical
physics major, plus the requirement of four
Honors Preparations in at least two departments
must also be met, as follows:
1. One preparation (seminar) chosen from the
Chemistry and Biochemistry Department.
2. One preparation (seminar) chosen from the
Physics and Astronomy Department.
3. A two-credit Research Thesis carried out
under the supervision of faculty from the
Chemistry and/or Physics Departments.
4. One additional preparation chosen from the
Chemistry and Biochemistry Department or
from the Physics and Astronomy Department.

Thesis / Culminating Exercise
Comprehensive Requirem ent

The senior comprehensive requirement in the
Chemistry and Biochemistry Department
consists of two components.
The first component revolves around the
department’s Colloquium Series. During the
academic year, speakers from other institutions
visit our campus and present colloquia about
their research. Each speaker recommends a
small amount of published background
material, which students and faculty read in
preparation for the visit. These materials also
serve as the basis for a “preview session,”
during which a small group of students presents
background and context for the speaker’s
research. All senior majors are required to (1)
attend the preview sessions, (2) review the
suggested readings, (3) participate as a
presenter in at least one preview session during
the year, and (4) attend die colloquium
presentations themselves.
The department offers two routes for satisfying
the second component of the comprehensive
requirement:
a. Completion of a two-credit research thesis.
The thesis must be based on research carried
out during the senior year and, in most cases,
the preceding summer as well. Honors majors
must choose this option.
b. Senior majors who do not write a research
thesis must take a series of short exams
administered throughout the academic year.
These exams are based on the presentations
made by speakers in the department’s
Colloquium Series and the literature readings
that the speakers suggest. The following
regulations will govern the exams:

p. 158

1. The department will administer a minimum
of 8 exams during each academic year.
2. An exam will generally be administered
during the week following a speaker’s
presentation.
3. The exams will be designed such that
prepared students should be able to answer the
question(s) in 60 minutes or less.
4. Satisfactory performance on any 5 of the
exams constitutes completion of this component
of the comprehensive requirement.

Advanced
Placement/lnternational
Baccalaureate Credit
Students with a score of 5 on the Chemistry AP
exam (taken their junior year in high school or
later) or a score of 6 or 7 on the Higher
Chemistry IB exam are given the option of
placement into Honors General Chemistry
(Chemistry 10H). First year students can use the
Chemistry Placement Exam to place into
Chemistry 10H in the absence of an AP/IB
score.

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

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

Research
The Chemistry and Biochemistry Department
offers opportunities for students to engage in
collaborative research with faculty members.
Each fall semester, the department hosts a series
of short presentations by faculty members,
outlining the research projects available. This
meeting, normally held in November, serves as
the starting point for student participation in
research during the following summer and/or
academic year.

Chemistry and Biochemistry

p. 159

Academ ic Year Opportunities

Courses

The Department of Chemistry and
Biochemistry offers three ways for students to
engage in supervised research for academic
credit, during the academic year:
a. CHEM 094 (research project). Students may
enroll in this course for either a half credit or a
full credit. A half credit implies a time
commitment of 5-7 hours per week, while a full
credit implies a time commitment of 10-15
hours per week.
b. CHEM 096 (research thesis). A full year
(two credits) of CHEM 096 corresponds to a
research thesis for course majors.
c. CHEM 180 (honors research thesis). A full
year (two credits) of CHEM 180 corresponds to
a research thesis for honors majors.
All students who enroll for at least one full
credit of research during an academic year are
required to participate in the department’s
Colloquium Series and present a poster
sometime during the academic year.

CHEM 001. Chemistry in Context:
Applying Chemistry to Society
This course covers a series of real-world issues
with significant chemical content. Topics will
be drawn from areas such as environmental
chemistry, energy sources, materials, and
human health. The course seeks to develop in
students the ability to make informed decisions
about issues that intersect with technology.
Students may not receive credit for CHEM 001
if they have previously received credit for
CHEM 010 or CHEM 010H.
One laboratory period every second week.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Holliday.

Research Conducted in O ther Departm ents

Students writing a research thesis as part of
their plan to satisfy the comprehensive
requirement in a chemistry, biochemistry, or
chemical physics major (see above) sometimes
elect to carry out their research with a faculty
member in an allied department, such as
biology, physics and astronomy, or engineering.
In general, such students have two options for
how to register for courses corresponding to the
thesis:
Option 1: Use the appropriate chemistry
courses (two credits of CHEM 096 for a
course thesis, or two credits of CHEM 180
for an honors thesis).
Option 2: Use the course designations
appropriate to the department in which the
research is conducted. For research
conducted with a biology faculty member,
for instance, a student might enroll in one
credit of BIOL 180 and one credit of BIOL
199 over the course of the senior year. The
thesis must ultimately consist of at least two
full credits.

American Chemical Society
Certification
Certification by the American Chemical Society
(ACS) is useful for those who intend to pursue
a career in chemical industry. In addition to the
minimum chemistry major requirements,
certification requires a second seminar and a
research thesis through a full year of CHEM
096 or 180.

CHEM 010. General Chemistry
A study of the general concepts and basic
principles of chemistry, including atomic and
molecular structure, bonding theory, molecular
interactions, and the role of energy in chemical
reactions. Applications will be drawn from
current issues in fields such as environmental,
biological, polymer, and transition metal
chemistry. CHEM 010 is the normal point of
entry for the chemistry and biochemistry
curriculum.
One laboratory period weekly.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Newby.
CHEM 010H. General Chemistry Honors
Course
Topics will be drawn from the traditional
general chemistry curriculum but discussed in
greater detail and with a higher degree of
mathematical rigor. Special emphasis will be
placed on the correlation of molecular structure
and reactivity, with examples drawn from such
fields as biological, transition metal, organic,
polymer, and environmental chemistry. Some
familiarity with elementary calculus concepts
will be assumed.
Can only be taken as either a first or second
year student.
One laboratory period weekly.
Prerequisite: A score of 5 on the Advanced
Placement Chemistry Examination taken junior
year in high school or later, a score of at least 6
on the International Baccalaureate advanced
(higher level) chemistry examination or by
performance on the departmental placement
examination given the week prior to the start of
classes of a student’s first-year at Swarthmore.

Chemistry and Biochemistry
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Yatsunyk.
CHEM 022. Organic Chemistry I
An introduction to the chemistry of some of the
more important classes of organic compounds;
nomenclature, structure, physical and
spectroscopic properties; methods of
preparation; and reactions of aliphatic and
aromatic hydrocarbons, halides, and
monofunctional oxygen compounds, with an
emphasis on ionic reaction mechanisms.
One laboratory period weekly.
Prerequisite: CHEM 010 or CHEM 010H.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Rablen.
CHEM 032. Organic Chemistry II
A continuation of CHEM 022 with emphasis on
more advanced aspects of the chemistry of
monofunctional and polyfunctional organic
compounds, multistep methods of synthesis,
and an introduction to bio-organic chemistry.
One laboratory period weekly.
Prerequisite: CHEM 022.
Natural sciences and engineering practicum.
1 credit
Fall 2012. Paley.
CHEM 038. Biological Chemistry
An introduction to the chemistry of living
systems: protein conformation, principles of
biochemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics,
intermediary metabolism, and molecular
genetics.
One laboratory period weekly.
Prerequisite: CHEM 032.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Miller.
CHEM 043. Analytical Methods and
Instrumentation
An introduction to the techniques and
instrumentation used for the separation,
identification, and quantification of chemical
species. Special emphasis will be placed on the
means to select a technique and how to interpret
and evaluate the resulting data. Topics will
include sampling, statistical analysis,
spectroscopy, mass spectrometry, and
separation methods.
One laboratory period weekly.
Prerequisites: CHEM 022 plus two more
semesters of college-level laboratory work in
chemistry; at the discretion of the instructor, a

p. 160

semester of laboratory work in another
discipline may substitute for one of the required
semesters of chemistry laboratory.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Holliday.
CHEM 044. Physical Chemistry: Atoms,
Molecules and Spectroscopy
A quantitative approach to the description of
structure in chemical and biochemical systems.
Topics will include introductory quantum
mechanics, atomic/molecular structure, a range
of spectroscopic methods and statistical
mechanics. Systems of interest will range from
gas-phase single molecules to condensed-phase
macromolecular assemblies.
One laboratory period weekly.
Prerequisites: CHEM 010/010H/;MATH 25 (or
equivalent); and PHYS 003 and 004 (or 003,
004L, or 007,008). Prior enrollment in MATH
034 (or equivalent) is recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Howard.
CHEM 045. Physical Chemistry: Energy
and Change
A quantitative approach to the role that energy
and entropy play in chemical and biochemical
systems. Topics include states of matter, the
laws of thermodynamics, chemical equilibria,
electrochemistry, the thermodynamics of
solutions and phases and chemical
kinetics/dynamics. Examples will be drawn
from both real and ideal systems in chemistry
and biochemistry.
One laboratory period weekly.
Prerequisites: CHEM 010/010H/; PHYS 003,
004 (or 003,004L, or 007,008) and MATH 034
(or equivalent).
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Newby.
CHEM 046. Inorganic Chemistry
A study of the structure, bonding, and reactivity
of inorganic compounds with emphasis on the
transition metals. Included in the syllabus are
discussions of crystal and ligand field theories,
organometallic chemistry, and bioinorganic
chemistry. The laboratory component
emphasizes the synthesis, spectroscopy, and
magnetic properties of transition metal
complexes including organometallic substances
and ones of biochemical interest.
One laboratory period weekly.
Prerequisite: Four semesters of college
chemistry with laboratory.

Chemistry and Biochemistry
Natural sciences and engineering practicum.
1 credit
Spring 2013. Yatsunyk.

Seminars
Students should note that completion of CHEM
010/01 OH/ 022, and one semester of a 40-level
course constitute a minimum set of
prerequisites for enrollment in any Chemistry
and Biochemistry Department seminar. In
unusual circumstances, the department will
consider whether completion of work of
comparable sophistication in another
department can substitute for the requirement
that a 40-level chemistry course be completed
prior to enrollment in a seminar. Individual
seminars carry additional prerequisites, as listed
here.
CHEM 102. Topics in Organic Chemistry
This course will address selected advanced
topics of current interest in the field of synthetic
organic chemistry. Material will largely be
drawn from the current research literature and
will likely include such topics as the
applications of stoichiometric and catalytic
organometallic chemistry, the control of relative
and absolute stereochemistry, the use of
“organocatalysts,” and carbohydrates. The total
synthesis of architecturally challenging natural
products will serve to highlight the application
of these technologies.
Additional prerequisite: CHEM 032, CHEM
044,045 or 046.
1 credit.
Spring 2013. Paley.
CHEM 103. Topics in Environmental
Chemistry
This course will focus on the use of
fundamental chemical principles to understand
the source, distribution, impact, and possible
remediation of anthropogenic pollutants in the
environment. Discussions will center on
environmental issues raised in both popular
media and current scientific literature. Topics
may include air pollution, greenhouse gases,
ozone depletion, acid rain, and water and soil
pollutants, such as heavy metals and pesticides.
Additional prerequisite: CHEM 043.
1 credit.
Spring 2013, Holliday.
CHEM 105. Quantum Chemistry and
Spectroscopy
Advanced consideration of topics in quantum
mechanics including the harmonic oscillator,
angular momentum, perturbation theory, and
electron spin. These concepts, along with
molecular symmetry and group theory, will be

p. 161

applied to the study of atomic and molecular
spectroscopy.
Additional prerequisite: CHEM 044, MATH 34
(or equivalent). Some familiarity with linear
algebra will be useful.
1 credit.
Not offered 2012-2013.
CHEM 106. Topics in Bioinorganic
Chemistry
This seminar will start with a brief review of
the basic principles of inorganic and biological
chemistry as well as an overview of relevant
biophysical techniques. Materials will be drawn
largely from the primary literature. Students
will be challenged to read and evaluate
scientific papers critically. The main topics of
this course will have to do with the function and
coordination of metals in biological systems:
important cofactors and metal clusters that carry
out catalysis and electron transfer reactions,
metal homeostasis, metals in medicine, and the
importance of inorganic model compounds to
understand the function of biological systems.
Additional prerequisites: CHEM 038 and
CHEM 046.
1 credit.
Not offered 2012-2013.
CHEM 108. Topics in Biochemistry
Physical methods used to study high-resolution
biomacromolecular structure will be discussed,
using examples from the primary literature.
Techniques used to measure the forces
stabilizing intramolecular and intermolecular
interactions and their application to proteins
will be included.
Recent developments in the rational design of
ligands for biological receptors, based on
results from the physical methods described
previously, will be used to highlight the
importance of diverse approaches to the study
of biomolecular recognition.
Additional prerequisites: CHEM 038, CHEM
044 or 045.
1 credit.
Fall 2012. Miller.
CHEM 110. Topics in Biophysical
Chemistry
An introduction to the interdisciplinary field of
biophysical chemistry in which biological
systems are explored using the quantitative
perspective of the physical scientist.
Prerequisite: CHEM 038, CHEM 044 or 045
1 credit.
Not offered 2012-2013.

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

p. 162

Classics

p. 163

ROSARIA V. MUNSON, Professor
WILLIAM N. TURPIN, Professor and Chair
GRACE M. LEDBETTER, Associate Professor
SETH BERNARD, Visiting Assistant Professor
JEREMY LEFKOWITZ, Assistant Professor3
DEBORAH SLOMAN, Administrative Assistant
3 Absent on leave, 2012-2013.

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

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

Course Major
Greek: 8.5 credits required, including 0.5-credit
senior course study (see below). Two credits
must come from an honors seminar in Greek.
Latin: 8.5 credits required, including 0.5-credit
senior course study (see below). Two credits
must come from an honors seminar in Latin.
Classical Studies: 8.5 credits in Classics,
Greek, or Latin, including 0.5-credit senior
course study (see below). Two credits must
come from an honors seminar in Classical
Studies. Other disciplines on campus offer
courses focused on aspects of classical antiquity
(e.g. Art History, Philosophy, Political
Science), and usually these will count toward
completion of the major; students are advised to
consult the chair for an accurate list o f such
courses.

Ancient History: A major in ancient history
consists of four ancient history courses (CLAS
031,032,042,044,056, or 066), four credits in
Greek or Latin, two of which must be from an
honors seminar, and 0.5-credit senior course
study. A second seminar in Latin or Greek can
be substituted for two ancient history courses.

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

Culminating Exercise/Senior
Course Study
The culminating experience for course majors
in Greek, Latin, Ancient History, and Classical
Studies, is a 0.5-credit senior course study. This
independent study will be taken in the senior
year to prepare for a graded oral exam taken in
the spring with the Classics faculty. The oral
exam will be based on a 2-credit seminar the
student has completed. The student will submit
her final exam and a paper from the seminar,
which may be revised. The oral exam focuses
on the seminar as a whole as well as on the
paper and written exam submitted.

Honors Program in Classics
Greek and Latin: For a major in Greek or
Latin, preparation for honors exams will
normally consist of three seminars; students
may take a fourth seminar in the major, but not
for external examination. A student minoring in
Greek or Latin will take one external
examination based on one seminar. Minors are,
however, strongly encouraged to take more than
one seminar, in order to be adequately prepared
for the examination.
Classical Studies: Honors majors will complete
8 credits in Classics, Greek, or Latin, including
three 2-credit seminars, of which at least one

Classics
must be a Classical Studies seminar. A course +
attachment may be substituted with permission
of the department. Minors will complete 5
credits in Classics, Greek, or Latin, including
one 2-credit Classical Studies seminar.
Ancient History: For a major in Ancient
History, one preparation will be a seminar in
either Latin or Greek. The other two
preparations can be another seminar in the same
language and a course-plus-attachment, or two
courses-plus-attachments. Students minoring in
ancient history will take three courses in ancient
history and add an attachment to one of them.
That course-plus-attachment will be the
preparation for the external exam. No ancient
language is required for this minor.
All honors majors and minors will select one
paper from each seminar to be sent to the
external examiner for that seminar. The student
is free to submit the paper with minor or major
revisions or no revisions at all. The department
suggests a word limit o f2,000-3,000 words as
an appropriate guideline (4,000 words is the
senior honors limit set by the College). Majors
will, therefore, submit three such papers, and
minors will submit one. Senior Honors Study is
not required for students whose Honors
preparation is a course with an attachment. The
portfolio sent to external examiners will contain
the seminar papers, together with syllabi and
related materials, if any, from the instructors. A
combination of (three-hour) written and (onehour) oral exams will be the mode of external
assessment for seminars. For course-plusattachment, examiners will receive the course
syllabus and the written product of the
attachment. The exam will be just an oral
assessment.

Advanced
Placement/lnternational
Baccalaureate Credit
The department will grant one credit for one or
more grades of 5 on the Latin AP, or the IB
equivalent.

p. 164

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

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

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

GREK 001-002. Intensive First-Year
Greek
Students learn the basics of the language and
are introduced to the culture and thought of the
Greeks. The course provides a selection of
readings from the most important Greek
authors, including Herodotus, Thucydides,
Sophocles, Euripides, and Plato. The course
meets four times a week and carries 1.5 credits
each semester. Students who start in the GREK
001-002 sequence must pass GREK 002 to
receive credit for GREK 001.

Classics
Humanities. 1.5 credits.
Year-long course.
Fall 2012. Turpin, Munson. Spring 2013.
Bernard, Ledbetter.
GREK 011. Plato and Socratic Irony
This course will focus on one or more of the
Socratic dialogues of Plato, such as the
Euthyphro, Republic I, or selections from the
Phaedo or the Symposium. Emphasis will be
placed on the development of skill in reading
and composing Greek but also on analysis of
the characteristics and techniques of the
Platonic dialogue form and Plato’s philosophy.
We will split our time between critical reading
of sections of the dialogues; grammar, syntax,
and vocabulary review; and discussion of topics
touched on in the texts. GREK 011 is normally
taken after GREK 002.
Humanities. 1 credit.
Fall 2012. Turpin.
GREK 012. Homer’s Iliad
This course examines the literary, historical,
and linguistic significance o f Homer’s Iliad.
Selections from the poem are read in Greek and
the entire poem is read in translation.
Humanities. 1 credit.
Spring 2013. Munson.
GREK 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
Humanities. 1 credit.

Latin
LATN 001-002. Intensive First-Year Latin
Students learn the basics of the language, with
readings drawn from Plautus, Cicero, Sallus,
Martial, the emperor Augustus, and Catullus.
The course meets four times a week and carries
1.5 credits each semester.
Students must pass LATN 002 to receive credit
for LATN 001.
Humanities. 1.5 credits each semester.
Year-long course.
Fall 2012. Munson, Turpin. Spring 2013.
Ledbetter, Bernard.
LATN 013. Tradition and Transformation
in the Roman Empire
Selected readings by the poet Ovid. Topics will
include the range of poetic genres in which
Ovid wrote, the characteristics o f his writing
that remain stable across these different genres,
and Ovid’s relationship to the history and
culture of the time in which he lived.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Not offered 2012-2013.

p. 165

LATN 014. Medieval Latin
Readings are chosen from the principal types of
medieval Latin literature, including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances.
Prerequisite: LATN Oil or its equivalent.
Humanities. 1 credit.
Not offered 2012-2013.
LATN 015. Pleasure and Virtue in Rome
Selected readings in the Latin poetry of love
and death. Authors may include Propertius,
Tibullus, Sulpicia, and Ovid as well as some of
the later elegists.
Prerequisite: LATN Oil or its equivalent.
Humanities. 1 credit.
Not offered 2012-2013.
LATN 017. Latin Poetry and the
Modernists
This course explores Latin poems influential in
the creation of the modernist verse of, in
particular, Ezra Pound and T.S. Eliot. The Latin
texts are read in the original, for their own sake
and in their own context. But we also explore
the readings given them by the modernists, in
an attempt to assess the uses and importance of
their common literary tradition.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Not offered 2012-2013.
LATN 019. Roman Imperial Literature
This course will consider selected poetry or
prose from the Roman imperial period. Authors
may include Vergil, Ovid, Seneca, Juvenal,
Tacitus, or others. The course is appropriate for
students who have done at least one college
Latin course at the intermediate level and for
some students who have done college-level
Latin in high school. Students with no previous
Latin courses at the college level should consult
the department chair before enrolling.
Humanities. 1 credit.
Not offered 2012-2013.
LATN 021. Republican and Augustan
Latin Literature
We will read selections from Latin prose
authors, particularly those associated with the
civil war and the rise of the Augustan
principate. Typical authors include Cicero,
Caesar, Sallust, Livy, and Augustus himself.
The course will view its texts in the context of
both political and literary history.
Humanities. 1 credit.
Spring 2013. Bernard.
LATN 023. The Roman Novel
This course focuses on Petronius’ Satyricon
and/or Apuleius’ Golden Ass. Besides reading

Classics
extensively from the works themselves, we will
consider what the genre “novel” means in Latin,
what these works have to tell us about Roman
society and language, and various other topics
arising from the novels and from contemporary
scholarship about them.
Humanities. 1 credit.
Not offered 2012-2013.
LATN 024. Latin Poetry and the Roman
Revolution
The transformation of the Roman Republic into
the monarchy of Augustus and the emperors
was accompanied by a similar transformation in
Roman poetry. In place of the staunch
independence of Lucretius and the outrageous
irreverence of Catullus, the new poets
Propertius, Horace, and Vergil wrote poetry that
responded directly or indirectly to the new
political world. This course will explore one or
more of these poets in depth, both within their
political context and within the broader literary
tradition. Students will read modem scholarly
criticism, and develop their own critical
approaches to writing about Latin poetry. They
will also review basic Latin morphology and
syntax, and build a stronger Latin vocabulary.
The course is suitable for those with 3-4 years
of High School Latin, or 1-2 years of Latin in
college.
Writing course.
Humanities. 1 credit.
Fall 2012. Turpin.
LATN 025. Latin Poetry and the English
Renaissance
Ben Jonson said that Shakespeare had “small
Latin and less Greek,” but all products of the
Elizabethan grammar schools were steeped in
Latin literature. This course will explore some
of their seminal Latin texts, including Ovid’s
Amores; Horace’s Odes, and Vergil’s Eclogues.
We will also read some of the English poems
most directly influenced by these Latin works,
by poets such as Donne, Spenser, Marvell,
Lovelace, Herrick, Rochester, and Milton.
Writing course.
Humanities. 1 credit.
Not offered 2012-2013.
LATN 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
Humanities. 1 credit.

Ancient History
All of the courses in ancient history are
distributions in social sciences. They also count
as prerequisites for advanced courses in the
History Department and as part of a major in
history.

p. 166

CLAS 016. First-Year Seminar: Augustus
and Rome
The great-nephew and adopted son of Julius
Caesar rose to sole power in Rome after a series
of civil wars culminating in the defeat of
Antony and Cleopatra. He, along with his wife
Livia, transformed Rome by creating a
monarchical system that hid the real power
behind the traditional institutions of the Roman
republic. The process was supported and
explained by a unique program of literary,
artistic, and architectural revival. Ancient
authors to be read (in English) may include
Augustus himself, Livy, Vergil, Horace,
Propertius and Ovid; we will also study the
artistic and architectural projects that helped to
communicate the ideologies of the new regime.
Writing course.
Social sciences. 1 credit.
Fall 2012. Bernard.
CLAS 031. The Greeks and the Persian
Empire
This course studies the political and social
history of Greece from the Trojan War to the
Persian Wars. We will examine the connections
between Greeks and non-Greeks and their
perceptions of mutual differences and
similarities. Readings include Homer, Hesiod,
the lyric poets (including Sappho), and
Herodotus and Near Eastern documents.
Writing course.
Social sciences. 1 credit.
Fall 2012. Bernard.
CLAS 032. The Roman Republic
This course studies Rome from its origins to the
civil wars and the establishment of the
principate of Augustus (753-27 B.C.E.). Topics
include the legends of Rome’s foundation and
of its republican constitution; the conquest of
the Mediterranean world, with special attention
to the causes and pretexts for imperialism; the
political system of the Late Republic, and its
collapse into civil war.
Writing course.
Social sciences. 1 credit.
Not offered 2012-2013.
CLAS 042. Democratic Athens
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects of classical
Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that
affected all of these and shaped the Greek world
in the fifth and early fourth centuries B.C.E.
Writing course.
Social sciences. 1 credit.
Not offered 2012-2013.

Classics
CLAS 044. The Early Roman Empire
A detailed study of the political, economic,
social, and cultural history of the Roman world
from the fall of the Republic through the
Antonine Age (50 B.C.E.-C.E. 192). Ancient
authors read include Petronius; Apuleius;
Suetonius; and, above all, Tacitus.
Writing course.
Social sciences. 1 credit
Not offered 2012-2013.
CLAS 045. Cities of the Ancient
Mediterranean.
Athens, Rome, Jerusalem, Alexandria,
Constantinople, Venice: the cities ringing the
Mediterranean Sea hold a dominant place in the
historical perception and cultural imagination of
the region. This course considers the role of
these cities within their historical context, from
around 2000 BCE to 1000 CE, considering such
questions as: What characteristics distinguish
the Mediterranean city? What led to the rise and
decline of particular cities? What was urban life
and death like? How did urban centers function
within the greater networks of economic,
cultural, and political interaction? We will
consider both the most important literary and
documentary sources, as well as the
archaeological evidence offered by art,
architecture and material culture more
generally.
Social sciences. 1 credit.
Spring 2013. Bernard.
CLAS 056. Pagans and Christians in the
Roman Empire
This course considers the rise of Christianity
and its encounters with the religious and
political institutions of the Roman Empire. It
examines Christianity in the second and third
centuries of the Common Era and its
relationship with Judaism, Hellenistic
philosophies, state cults, and mystery religions
and concentrates on the various pagan
responses to Christianity from conversion to
persecution. Ancient texts may include
Apuleius, Lucian, Marcus Aurelius, Porphyry,
Justin, Origen, Lactantius, Tertullian, and the
Acts o f the Christian Martyrs.
No prerequisite exists, though CLAS 044 (Early
Roman Empire) and RELG 004 (New
Testament and Early Christianity) provide
useful background.
Writing course.
Social sciences. 1 credit.
Not offered 2012-2013.
CLAS 066. Rome and Late Antiquity
This course will consider the history o f the
Roman Empire from its near collapse in the
third century C.E. through the “conversion” of

p. 167

Constantine and the foundation of
Constantinople to the sack of Rome by Alaric
the Visigoth in 410 C.E. Topics will include the
social, political, and military aspects of this
struggle for survival as well as the religious and
cultural conflicts between pagans and the
Christian church and within the Church itself.
Principal authors will include Eusebius,
Athanasius, Julian the Apostate, Ammianus
Marcellinus, Ambrose, and Augustine.
Writing course.
Social sciences. 1 credit.
Not offered 2012-2013.
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
Social sciences. 1 credit.

Literature in Translation
CLAS 011. First-Year Seminar:
Philadelphia: Athens of America
This first-year seminar investigates the presence
of the classical past in the city of Philadelphia.
In the formative years after American
independence, a golden age of artistic and
cultural achievement in Philadelphia earned the
city its reputation as the “Athens of America.”
Our focus in this course will be on the early
national period (1790-1840), during which
classical antiquity surfaces repeatedly as a
benchmark and incitement in the social and
intellectual development of Philadelphia. The
uses o f the classical past are not limited to
unthinking or servile dependence on outdated
models; rather, the Philadelphian and, more
broadly, American engagement with the
civilizations of Greece and Rome has more
often been a complex, fraught, and often radical
enterprise. We will explore the contestation of
the classical past as reflected in the domains of
Philadelphia-based architecture, theater,
education, city planning, political debates, and
the visual and decorative arts.
Writing course.
Humanities. 1 credit.
Not offered 2012-2013.
CLAS 013. First-Year Seminar:
Mythology
This course examines selected myths in such
major works of Greek and Latin literature as
Homer’s Iliad and Odyssey, the tragedies of
Aeschylus, Sophocles, and Euripides, Virgil’s
Aeneid, and Ovid’s Metamorphoses. Specific
texts and images are treated both as individual
stories and in relation to other texts and images
that tell the same mythological tale. Primary
texts are supplemented by modem theoretical
readings in gender, psychology, and literary
theory.

Classics
Writing course.
Humanities. 1 credit.
Not offered 2012-2013.
CLAS 014. First-Year Seminar: Mystery
Religions and the Greek Philosophers
What do ancient mystery religions teach us
about spiritual transformation and contact with
the divine? What were the secret rites of these
religions? How do their mythological themes
have universal value? Why are the language
and themes of mystery traditions so central to
the philosophical thought of Parmenides,
Empedocles, and Plato? This seminar will study
texts associated with Orphism, Pythagoreanism,
the Eleusinian and Dionysian mystery cults, Isis
and Osiris, and Presocratic and Platonic
philosophy. Readings may include The Homeric
Hymn to Demeter, Euripides’ Bacchae;
fragments of Parmenides and Empedocles; the
Derveni Papyrus; Plato’s Phaedo, Symposium,
and Phaedrus; and Apuleius’ Golden Ass.
Topics discussed will include cosmology,
mystical knowledge/ascent; philosophical
method; allegorical interpretation; immortality
of the soul; archetypal figures of
mother/daughter and rebirth.
Writing course.
Humanities. 1 credit.
Not offered 2012-2013.
CLAS 015. First-Year Seminar: Dante
With Virgil, Beatrice, and Dante-poet as guides,
we shall follow the Pilgrim on a journey of
despair, hope, and redemption. We shall read
the Divine Comedy in its entirety, teasing out
the poem’s different levels of meaning and
reconstructing Dante’s world view in the
context of Medieval culture: his thought on life,
death, love, art, politics, history and God.
Writing course.
Humanities. 1 credit.
Not offered 2012-2013.
CLAS 019. First-Year Seminar: The Birth
of Comedy
Investigate the origins of comedy in antiquity
through a selection of plays by the four
surviving comedians (Aristophanes, Menander,
Plautus, Terence) along with a survey o f comic
theory, both ancient and modem. The history of
the genre, its evolution, conditions of
performance, and its cultural context will also
be addressed, though the main focus will be on
the nature of comedy and comic effects and on
the specific workings of plays read in class
together.
Writing course.
Humanities. 1 credit.
Not offered 2012-2013.

p. 168

CLAS 020. Plato and His Modem
Readers
(Cross-listed as PHIL 020)
Modem thinkers have ascribed to Plato some of
the fundamental good and ills of modem
thought. It has been claimed, for example, that
Socrates and Plato distorted the entire course of
Western philosophy, that Plato was the greatest
political idealist, that Plato was the first
totalitarian, that Plato was a feminist, and that
Plato betrayed his teacher, Socrates. In this
course, we will view Plato through the lens of
various modem and postmodern interpretations
(e.g., Nietzsche, Heidegger, Foucault, Irigaray,
Rorty, Murdoch, Nussbaum, Vlastos) alongside
a close analysis of ethical, metaphysical, and
epistemological issues as they arise in the
dialogues themselves.
Writing course.
Humanities. 1 credit.
Spring 2013. Ledbetter.
CLAS 025. Greek Myth and Opera
Greek myths have provided the subject matter
for some of the most important and pivotal
works in the history of opera and ballet. Just as
Greek myth informs these arts, so too, opera
and ballet transform these myths and the way
they are viewed by modem audiences. New and
daring productions of classical operas continue
to transform both Greek mythology and its
operatic incarnations. George Balanchine’s
Neoclassicism modernized ballet radically in
the 20th century by drawing largely on Greek
myth and classical aesthetic structures. In this
course, we will study the relevant primary
classical sources for operas and ballets such as
Handel’s Aeneas, Gluck’s Orfeo ed Euridice,
Berlioz’s Les Troyens, Strauss’s Electro,
Stravinsky’s Oedipus Rex, Balanchine’s Apollo,
Agon, and Orpheus. At the same time, we will
study the operas and ballets themselves in their
cultural context, and in the course of their
performance history, paying special attention to
recent productions.
Humanities. 1 credit.
Not offered 2012-2013.
CLAS 036. Classical Mythology
Greek myths are central to the study of the
ancient world and have had an enormous
influence on subsequent literature and other
arts. This course examines selected myths in the
works of major authors of Greek literature,
including Homer, Aeschylus, Sophocles, and
Euripides. The course will also cover several
modem theoretical approaches to the study of
myth.
Writing course.
Humanities. 1 credit.
Fall 2012. Munson.

Classics
CLAS 040. Visions of Rome
This course provides an overview of cinematic
responses to the idea of Rome, ancient and
modem, city and empire, place and idea, from
the silent era to the present day. We will spend
some time comparing films set in Rome to
ancient and modem representations of the
eternal city in literary and other visual media.
But our primary focus will be on the ways in
which cinematic visions of Rome reflect
evolving cultural, political, and social
conditions on both sides of the Atlantic.
Specific topics to be explored include the
popularity of classical themes in early silent
films; Rome on screen during the rise and fall
of fascism; neorealism and the shifting
landscape of the city; the politics of Hollywood
epics; and the dialectic between conceptions of
antiquity and modernity as reflected in cinema.
Screenings of films by major Italian and
Anglophone filmmakers, including Pastrone,
DeMille, Rossellini, Visconti, Wyler, Pasolini,
Fellini, Virzi, and other major directors.
Readings of texts by Petronius, Juvenal, Byron,
Hawthorne, Dickens, Freud, Youicenar,
Rohmer, Calvino, and Barthes.
Writing course.
Humanities. 1 credit.
Not offered 2012-2013.
CLAS 060. Dante’s Divine Comedy
We shall study the entire work and journey with
the Pilgrim through the three realms of the
world beyond. Special attention will be devoted
to Dante’s re-reading of previous texts, from the
Latin classics to the burgeoning vernacular
literatures of his own time. We shall also
attempt to reconstruct Dante’s world view in
the context of Medieval culture: his thoughts on
life, death, love, art, politics, history, his
personal story, and God.
Humanities. 1 credit.
Not offered 2012-2013.
CLAS 091. Capstone Seminar: Hero
Time Travel
(Cross-listed LING 091/INTP 091)
Virgil’s AENEID, Dante’s DIVINA
COMMEDIA, and several of Eugenio
Montale’s poems deal with a hero’s journey.
We examine how the journey varies in these
poems as each author looks back on the earlier
one, reinterpreting and creating anew. We have
three foci: Narratology, semiotics, and
reception theory. Matters of esthetics,
linguistics, and politics of the time and place
will come up repeatedly. All poetry will be in
the original (Latin, Old Italian, and Italian) with
English translations, so there are no language
prerequisites. There will be theory readings as
well as poetry each week.

p. 169

Humanities. 1 credit.
Spring 2013. Munson, Napoli.
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
Humanities. 1 credit.

Seminars
LATN 102. The Roman Emperors
This seminar explores Latin authors of the first
and second centuries, with particular attention
to their responses to the social and political
structures of the period. Expressed attitudes
toward the emperors range from adulation to
spite, but the seminar concentrates on authors
who fall somewhere in between, writing
skeptically or subversively. Both prose writers
(e.g., Tacitus, Suetonius, and Pliny) and poets
(e.g., Lucan, Seneca, and Juvenal) may be
included.
Humanities. 2 credits.
Not offered 2012-2013.
LATN 103. Latin Epic
This seminar usually focuses on Vergil’s
Aeneid, although it may include other major
Latin epics.
Humanities. 2 credits.
Fall 2012. Munson.
LATN 104. Ovid’s Metamorphoses
This seminar is devoted to the Metamorphoses,
which is read against the background of Ovid’s
Roman and Greek literary predecessors.
Writing course.
Humanities. 2 credits.
Not offered 2012-2013.
LATN 105. The Fall of the Roman
Republic
This seminar examines Latin texts from the
traumatic period of the Late Republic (70-40
B.C.E.). It focuses on the social and political
crisis of the period as well as its connections
with the artistic and philosophical achievements
of the first great period of Latin literature.
Authors may include Lucretius, Catullus,
Caesar, Cicero, and Sallust.
Humanities. 2 credits.
Not offered 2012-2013.
LATN 106. Tacitus
The seminar will read extensive excerpts from
the Annals of Tacitus, usually including at least
one complete book. Additional readings from
the Histories and the Agricola may also be
included. The principal questions addressed will
include: Tacitus’ accuracy and objectivity as a
historian, the importance of rhetorical

Classics
techniques on Tacitus’ language and narrative,
and the question of his attitude to particular
emperors (Augustus, Tiberius, Claudius, Nero,
Vespasian, and Domitian). Above all we will
consider the question of Tacitus’ ideas about
the imperial system of government: to what
extent did he think Romans should resist
monarchy or tyranny, and to what extent should
they adjust their morality to accommodate it?
Humanities. 2 credits,
Not offered 2012-2013.
LATN 107. Horace
The seminar emphasizes the Odes and Epodes
and their place in. the tradition o f Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, including the Ars
Poetica, and to their importance for the history
of satire and literary criticism. An effort is
made to grasp the totality of Horace’s
achievement in the context of the Augustan
Age.
Writing course.
Humanities. 2 credits.
Spring 2013. Turpin.
LATN 108. Roman Comedy
This seminar is devoted to Plautus and Terence,
whose adaptations of Greek plays are among
the oldest surviving works of Latin literature.
The primary focus will be on close study of the
language and structure of the plays, but students
will also become familiar with a range of
critical and theoretical approaches to comedy.
Specific topics to be explored include the
production and performance of ancient drama;
the Roman appropriation of Greek literary
genres; representations of slaves, prostitutes,
and other marginal figures on the comic stage;
and the influence of Roman Comedy on postclassical European drama.
Humanities. 2 credits.
Not offered 2012-2013.
GREK 111. Greek Philosophy and
Religion
It has been said that, with the rise of Greek
philosophy, change and revolution were finally
seen to irrupt into the static structures of Greek
religion. What exactly is the relationship
between Greek philosophy and religion? Do the
philosophers attempt to destroy traditional
religion, or should we view them instead as
transforming it? This seminar will study how
thought about the divine develops in the
Presocratics, Socrates, Plato, and Aristotle and
how the philosophers’ views more generally
might be considered “religious.” Topics will
include theology, cosmology, eschatology,
morality, and the good life; the tradition o f the
holy man; and philosophical schools as
religious communities.

p. 170

Humanities. 2 credits.
Fall 2012. Ledbetter.
GREK 112. Greek Epic
This seminar studies either the entirety of
Homer’s Odyssey in Greek or most of the Iliad.
Humanities. 2 credits.
Spring 2013. Munson.
GREK 113. Greek Historians
This seminar is devoted to a study o f Herodotus
and Thucydides, both as examples of Greek
historiography and as sources for Greek history.
Writing course.
Humanities. 2 credits.
Not offered 2012-2013.
GREK 114. Greek Drama
This seminar usually focuses on one play by
each of the major tragedians—Aeschylus,
Sophocles, and Euripides. Other plays are read
in translation. The works are placed in their
cultural setting and are discussed as both drama
and poetry.
Humanities. 2 credits.
Not offered 2012-2013.
GREK 115. Greek Lyric Poetry
This seminar will focus on the development of
archaic Greek elegy (Archilochus, Tyrtaeus,
Solon, Xenophanes, Semonides, Theognis)
monodic lyric (Sappho, Alcaeus, Anacreaon,
and Simonides) and choral lyric (Pindar and
Bacchylides), paying particular attention to
lyric’s dialogue with die epic tradition, the socalled rise of the individual, political and
performative contexts, and modem interpretive
approaches.
Humanities. 2 credits.
Not offered 2012-2013.

Cognitive Science
Coordinator:

ALAN BAKER (Philosophy)

Committee:

Frank Durgin (Psychology)
Daniel Grodner (Psychology)
K. David Harrison (Linguistics)
Lisa Meeden (Computer Science)

The minor in cognitive science has been
developed to guide the programs of those who
are interested in the interdisciplinary study of
the mind, brain, and language, with emphases
on formal structure, biological information
processing, and computation. The Cognitive
Science Program is designed to emphasize
guided breadth across various disciplines that
contribute to cognitive science as well as depth
within a chosen discipline.
A student may have many reasons for deciding
to minor in cognitive science. Perhaps the
simplest is to indicate and explore a particular
interest in cognitive science. Whatever your
major, a minor in cognitive science indicates a
kind of specialized interest and developing
expertise. It is our hope that this interest will be
integrated with your major area of study, and
we hope to help you formulate a plan of studies
that sensibly achieves the requirements of the
minor.

The Academic Program
We conceive of cognitive science as a loose
federation of six specific disciplines. The
disciplines included are neuroscience, computer
science (including computer engineering),
linguistics, mathematics and statistics,
philosophy, and cognitive psychology. To
demonstrate breadth, students minoring in
cognitive science are required to complete at
least 5 credits across three of these six
disciplines (see details and the list of courses).
Students who wish to use 2 credits in
mathematics and statistics as one of their
disciplines for a cognitive science minor must
choose 2 credits from a single sub-area of
mathematics and indicate its relevance to at
least one of the two other disciplines chosen for
the minor. Minors must also show a particular
strength or depth in one of the six disciplines.

Course Minor
Six or 7 credits are required for the minor. One
of these is a required introductory course, and
the remaining 5 or 6 are to be distributed across
three different disciplines as described
subsequently.
In addition to fulfilling these breadth
requirements, students must indicate one
cognitive science field in which they have
substantial depth of preparation. Such depth can
be documented by completion o f at least four

p. 171

courses from within a cognitive science
discipline (even if some of those courses are not
directly related to cognitive science).
Alternative curricular and extracurricular ways
of fulfilling the depth requirement may be
discussed with the coordinator.

Honors Minor
To complete an honors minor in cognitive
science, students must complete all
requirements listed above. The honors
preparation for the minor will normally be a 2credit unit approved by the relevant department
from courses listed for the minor. The minor
preparation must be within a discipline that is
not the student’s honors major. Students are
encouraged to develop an appropriate
preparation in consultation with the coordinator.

Special Major
A special major is possible. Please consult with
the program coordinator to develop a special
major plan. All minors and special majors must
normally take COGS 001: Introduction to
Cognitive Science.

Thesis / Culminating Exercise
Minors who wish to get formal research
experience may choose to complete a 1-credit
thesis in cognitive science during their senior
year. Non-honors theses in cognitive science
will normally be examined by Cognitive
Science Committee members from within at
least two different departments.

Courses
COGS 001. Introduction to Cognitive
Science
An introduction to the science of the mind from
the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and
artificial intelligence. The course introduces
students to the scientific investigation of such
questions as the following: What does it mean
to think or to have consciousness? Can a
computer have a mind? What does it mean to
have a concept? What is language? What kinds
of explanations are necessary to explain
cognition?
1 credit.
Spring 2013. Grodner.

Cognitive Science
COGS 090. Senior Thesis
The one-credit thesis project can be supervised
by any of a number of faculty members
associated with the departments in the program
but should be approved in advance by the
program coordinator. A thesis may be used to
establish depth in an area and is normally a
required component of a special major in
cognitive science.
1 credit
Each semester. Staff.
The remaining 5 required credits are to be
distributed evenly among three different
disciplines of cognitive science. That is, 2
credits of listed courses from each of three of
the six disciplines must be completed, with the
exception that in one—and only one—of the
three disciplines, a single “focus” course* may
be used to meet the breadth requirement. The
list of courses currently approved as cognitive
science courses is rather selective because it is
intended to focus students on the most essential
cores of cognitive science within each
discipline. For disciplines where there are
courses designated as focus courses, at least one
focus course must be taken to include that
discipline in the minor. Many more courses,
taught on campus, are closely relevant to
cognitive science; this list is subject to periodic
re-evaluation.
Computer Science/Computer
Engineering
CPSC 063. Artificial Intelligence (focus course)
CPSC 065. Natural Language Processing
CPSC 081. Adaptive Robotics (focus course)
ENGR 028. Mobile Robotics
Linguistics
LING 040/108. Semantics (focus course)
LING 043/106. Morphology and the Lexicon
LING 045/105. Phonology (focus course)
LING 050/109. Syntax (focus course)
LING 06X. Structure of a non-Indo-European
Language
Mathematics and Statistics
The sub-areas of mathematics and their eligible
seminars and courses are the following:
Algebra: MATH 057/077,058,067, and 102.
Analysis: MATH 034,044,053/073,054,063,
101, and 103.
Discrete Mathematics: MATH 029,046,
059/079, and 069.
Geometry: MATH 055/75 and 106.
Statistics: STAT 011,031, and 061; MATH
105andSTAT 111.
Topology: MATH 104.

p. 172

Neuroscience
BIOL 022. Neurobiology (focus course)
BIOL 123. Learning and Memory
PSYC 030. Physiological Psychology
PSYC 031. Cognitive Neuroscience (focus
course)
PSYC 091. Advanced Topics in Behavioral
Neuroscience
PSYC 130. Physiological Seminar
Philosophy
PHIL 012/031. Logic/Advanced Logic (focus
course)
PHIL 024/113. Theory of Knowledge
PHIL 026/116. Language and Meaning
PHIL 086/118. Philosophy o f Mind (focus
course)
Psychology
PSYC 032. Perception (focus course)
PSYC 033. Cognitive Psychology (focus
course)
PSYC 034/134. Psychology of
Language/Psycholinguistics (focus course)
PSYC 039. Developmental Psychology
PSYC 042. Human Intelligence
PSYC 133. Perception, Cognition, and the
Embodied Mind
THEA 105. Theater Seminar: The Act of
Spectatorship
* Focus courses are concerned with issues most
central to cognitive science and are normally
taught with this objective in mind.

Comparative Literature

p. 173

Coordinator:

Alexandra Gueydan (Modem Languages and Literatures, French)

Committee:

Alan Berkowitz (Modem Languages and Literatures, Chinese)1
Jean-Vincent Blanchard (Modem Languages and Literatures, French)123*
Elizabeth Bolton (English Literature)
Rachel Buurma (English Literature)
Sibelan Forrester (Modem Languages and Literatures, Russian)
William O. Gardner (Modem Languages and Literatures, Japanese)
Maria Luisa Guardiola (Modem Languages and Literatures, Spanish)
Haili Kong (Modem Languages and Literatures, Chinese)
Allen Kuharski (Theater)2
Rosaria V. Munson (Classics)
Philip M. Weinstein (English Literature) 6
Hansjakob Werlen (Modem Languages and Literatures, German)

1Absent on leave, fall 2012.
2 Absent on leave, spring 2013.
3Absent on leave, 2012-2013.
Spring 2013.

6

The Comparative Literature Committee, made
up of the coordinator and faculty representing
the departments of classics, English literature,
modem languages and literatures, and theater,
administers the comparative literature major.
The basic requirement for the major is work in
two literatures in the original language.
The major in comparative literature is designed
for those students who have a love for literature
and a strong desire to write and are interested in
literary critical research. This major assumes a
fair degree of discipline, independence, and
self-motivation on the part of the student,
especially in the development and writing of the
thesis.

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

Course Major
Ten credits in two or more literatures in the
original languages, including a substantial
concentration of work—normally four or five
courses—in each of the literatures. The thesis
(described later) does not count toward these 10
credits.
Students working entirely in languages other
than English may propose one course in
translation as a part of their program, as long as
it is deeply relevant to their plan of study.
Students working in English and any language

other than Arabic, Chinese, and Japanese must
do all of their work in the original languages.
Because of the special demands of Arabic,
Chinese, and Japanese language and literature,
students working in any of those three
languages may propose a program based on
attachments (in Arabic, Chinese, and Japanese)
to literature courses taught in translation.
A 1- or 2-credit thesis of 35 to 40 pages for one
credit, 50-60 pages for two credits, covering
work in at least two languages, planned in the
spring of the junior year and submitted in the
spring of the senior year, no later than April 30.
Before the end of the junior year, the student
will submit to the committee an outline for the
thesis and propose faculty advisers from
appropriate departments. In some cases, the
committee may ask that the thesis be written in
whole or in part in the language of a literature
studied other than English.
An oral comprehensive examination, 1 to 1.5
hours in length, at the end of the senior year,
based on the thesis and courses and seminars
that the major comprises.

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

Comparative Literature
Successful completion of an advanced course in
literature in each of the literatures of the
student’s program of study is a prerequisite for
admission into the Honors Program. A
minimum grade of a B is required.

Honors Minor
A 2-credit thesis of 50 to 60 pages, integrating
preparations that have been done in two
literatures in the original language.

p. 174

FREN 057. Prose Francophone: Littérature et
société
FREN 071. French Cultural and Critical Theory
FREN 110. Histoires d’iles
2-credit thesis.

Sample: Comparative Literature
Honors Major
Focus: Modernism
Courses

Thesis / Culminating Exercise
All majors will meet with members of the
Comparative Literature Committee before the
end of the junior year to review and assess the
student’s program. At this time, both course and
honors majors will submit thesis proposals and
propose faculty advisers.
The courses and seminars that compose the
comparative literature major’s formal field of
study will naturally differ with each major. To
give some sense of the range of possibilities
available, a series of sample programs is
offered.

Application Process Notes for
the Major or the Minor
Students applying for the major will submit to
the comparative literature coordinator a
proposal of integrated study that sets forth the
courses and/or seminars to be taken and the
principle of coherence on which the program of
study is based. The student will also submit a 6to 10-page writing sample from a previously
completed course. The committee will review
the proposal and the essay and advise the
student.
Note: In lieu of a traditional course, the
Comparative Literature Committee will
consider proposals for one or more research
papers written as course attachments as well as
proposals to substitute an extended research
paper for course credit.

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

ENGL 009S. First-Year Seminar: Black
Liberty, Black Literature
ENGL 054. Core Course: Faulkner, Morrison,
and the Representation of Race
ENGL 061. Core Course: Fictions of Black
America
ENGL 062. Black Autobiography
FREN 012. Introduction aux études littéraires et
culturelles françaises et francophones
FREN 045. Le monde francophone

ENGL 045. Core Course: Modem British
Poetry
ENGL 053. Core Course: Modem American
Poetry
GMST 020. Introduction to German Studies:
Topics in German Literature and Culture
GMST 091. Special Topics in German Studies
Sem inars

ENGL 115. Modem Comparative Literature
ENGL 116. American Literature
GMST 109. Rise of the Modem German Novel
2-credit thesis.

Sample: Comparative Literature
Honors Minor
Background Courses

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

Computer Science

P; 175

LISA MEEDEN, Professor3
TIA NEWHALL, Associate Professor
RICHARD WICENTOWSKI, Associate Professor and Chair
ANDREW DANNER, Assistant Professor
AMEET SONI, Assistant Professor
JASON WATERMAN, Visiting Assistant Professor
ADAM AVIV, Visiting Assistant Professor
FRANCES RUIZ, Academic Support Coordinator
JEFFREY KNERR, System Administrator
BRIDGET M. ROTHERA, Administrative Assistant
3 Absent on leave, 2012-2013.

Computer science is the study of algorithms and
their implementation. This includes the study of
computer systems; methods to specify
algorithms (for people and computer systems);
and the formulation of theories and models to
aid in the understanding and analysis of the
properties of algorithms, computing systems,
and their interrelationship.
The computer science curriculum is designed to
provide students with a flexible set of
computing choices that can be tailored to satisfy
various interests and depths of study. All
courses emphasize the fundamental concepts of
computer science, treating today’s languages
and systems as current examples of the
underlying concepts. The computer science
laboratory provides up-to-date software and
hardware facilities.

CPSC 033: Computer Organization assumes
that the student has completed CPSC 021 or its
equivalent. It is the best entry point for students
intending to be Computer Science majors or
minors who already have extensive computing
experience.
CPSC 035: Data Structures and Algorithms
assumes that the student has completed CPSC
021 or its equivalent. It is an appropriate entry
point for students with extensive computing
experience.
Students who think they may qualify for CPSC
033 or CPSC 035 and have not taken CPSC 021
should see the instructor or department chair.
Students or advisers who want more advice on
placement in computer science courses should
feel free to contact any computer science
faculty member by phone or in person.

The Academic Program

Interdisciplinary recommendations
The department recommends that students with
an interest in computer science should consider
using MATH 027 (Linear Algebra) and/or
MATH 029 (Discrete Math) to satisfy the math
requirement for the major and minor. Statistics
courses at the level of STAT 031 (Data
Analysis and Visualization) or above can also
be used to satisfy the math requirement.
The Computer Science department offers three
courses approved as cognitive science courses:
CPSC 063 (Artificial Intelligence), CPSC 065
(Natural Language Processing) and CPSC 081
(Adaptive Robotics). Students with an interest
in Cognitive Science are encouraged to consider
COGS 001 (Introduction to Cognitive Science).
In addition to courses offered by computer
science faculty, the department recommends
that students with an interest in computer
engineering consider courses offered by the
Engineering department, including three
courses that are cross-listed by the Computer
Science department: CPSC 052 (Computer
Architecture), CPSC 072 (Computer Vision)
and CPSC 082 (Mobile Robotics).

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

Computer Science
Course Major
The following are the requirements for a major
in computer science:
1. Nine courses in computer science:
a. CPSC 021. (If exempted from CPSC 021
without AP credit, substitute one of CPSC 041,
CPSC 045, or CPSC 075 in its place.)
b. CPSC 035 and CPSC 097.
c. One of CPSC 033 or CPSC 052.
d. One of CPSC 037 or CPSC 075.
e. One of CPSC 041 or CPSC 046
f. Three of the following (must be different
than the choices in parts, c, d and e): CPSC 040,
CPSC 041, CPSC 043, CPSC 044, CPSC 045,
CPSC 046, CPSC 052, CPSC 063, CPSC 065,
CPSC 067, CPSC 068, CPSC 072, CPSC 075,
CPSC 081, CPSC 082, CPSC 087, CPSC 091,
CPSC 093.
2. Two mathematics courses at the level of
Linear Algebra or above (Discrete Math and
Linear Algebra are recommended).

Course Minor
The minor in computer science provides
students with a well-rounded background in
computer science sufficient to develop
significant, creative applications and to keep up
with the rapid changes in the field.
The following are the requirements for a minor
in computer science:
1. Six courses in computer science.
a. CPSC 021. (If exempted from CPSC 021
without AP credit, substitute one of CPSC 041,
CPSC 045, or CPSC 075 in its place.)
b. CPSC 035.
c. One of CPSC 033 or CPSC 052.
d. One of CPSC 037 or CPSC 075.
e. One of CPSC 041 or CPSC 046.
f. One of the following (must be different
than the choices in part c, d, and e): CPSC 040,
CPSC 041, CPSC 043, CPSC 044, CPSC 045,
CPSC 046, CPSC 052, CPSC 063, CPSC 065,
CPSC 067, CPSC 068, CPSC 072, CPSC 075,
CPSC 081, CPSC 082, CPSC 087, CPSC 091,
CPSC 093.
2. One mathematics course at the level of
Linear Algebra or above (Discrete Math
recommended).

Honors Major
An honors major in computer science will
consist of completion of the course major, two
2-credit preparations, one 2-credit research
report or thesis.
The following will be submitted to external
examiners for evaluation:

p. 176

Two 2-credit preparations to be selected
from the combinations of courses listed
under Approved Preparations. Each of these
2- credit preparations will be examined by a
3- hour written examination and an oral
examination.
The two 2-credit preparations must include four
distinct courses. In certain circumstances, the
Computer Science Department may be willing
to consider other groupings of courses,
seminars, or courses with attachments. If the
required courses and preparations would not
satisfy a course major, additional computer
science courses must be taken to meet course
major requirements. In all cases, the Computer
Science Department must approve the student’s
plan of study.
One research report or thesis to be read by an
external examiner and examined in an oral
examination.
At a minimum, this will involve a review of
scholarly papers from the primary literature of
computer science and the writing of a scholarly,
scientific paper. The paper will report on a
research experience involving the student and
faculty (here or elsewhere). It is expected that
most of the research or scholarly groundwork
will be completed before the fall semester of the
senior year, either by 1 credit of work in the
spring semester of the junior year or full-time
summer work. Students will register for at least
1 credit of thesis work to complete the work
and write the paper in the fall o f the senior year.
It is recommended that the paper be completed
by the end of the fall semester.
Acceptance Criteria
To be eligible for an honors major in computer
science, students must complete the following:
1. Have a B+ average in all computer science
courses completed by the end of junior year.
These must include CPSC 021 and CPSC 035,
and at least two of CPSC 033, CPSC 037,
CPSC 041, CPSC 046 or CPSC 075.
2. Have demonstrated proficiency in
mathematical argument and reasoning by the
end of the junior year. Ordinarily, this
proficiency will be assumed if the student has
done one of the following:
a. Completed Discrete Mathematics and
Linear Algebra with a grade of B+ or better
b. Completed Linear Algebra Honors with a
grade of B or better
c. Completed Introduction to Real Analysis
or Introduction to Modem Algebra with a grade
ofB- or better
3. Completed by the end of the senior year a set
of courses that would qualify for an ordinary
computer science major as well as CPSC 180
(Thesis).

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

p. 177

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

Approved Preparations for the Honors Major and Minor
The following are the approved preparations. These may not all be available to all students because
of the faculty’s schedules.
Course Combinations
Preparation
CPSC 041. Algorithms
Algorithms and Theory
CPSC 046. Theory of Computation
CPSC 063. Artificial Intelligence
Intelligent Systems
CPSC 081. Adaptive Robotics
CPSC 045. Operating Systems
Parallel and Distributed Systems
CPSC 087. Parallel and Distributed Computing
CPSC 063. Artificial Intelligence
Natural Language Models
CPSC 065. Natural Language Processing
CPSC 081. Adaptive Robotics
Robotics
CPSC 082. Mobile Robotics
CPSC 065. Natural Language Processing
Language Processing
CPSC 067. Information Retrieval
CPSC 037. Structure and Interpretation of
Programming Languages and
Computer Programs
Compilers
CPSC 075. Compiler Design and Construction
Parallel Systems and Algorithms CPSC 041. Algorithms
CPSC 087. Parallel and Distributed Computing

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

Application Process and
Acceptance Criteria for
Majors/Minors
In addition to the process described by the
Dean’s Office and the Registrar’s Office for
how to apply for a major, we also ask that
students complete a departmental form

outlining how they intend to fulfill the
requirements for their intended major, minor,
honors major or honors minor. Successful
completion of at least two computer science
courses including CPSC 035 is ordinarily
required to be admitted as a computer science
major or minor. If after applying a student is
deferred, he or she will be re-evaluated upon
completion of additional computer science
courses.

Advanced Placement
Students who receive a 4 or 5 on the computer
science Advanced Placement exam will be
awarded one credit upon successful completion
of one computer science course taken at

Computer Science
Swarthmore. Students should consult with any
computer science faculty member about
placement. Students who are placed out of
CPSC 021 with AP credit need to take only 8
additional courses in computer science to
complete the major, and 5 additional courses in
computer science to complete the minor.

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

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

Courses
CPSC 021. Introduction to Computer
Science
This course presents fundamental id .as in
computer science while building skills in
software development. Students implement
algorithms as programs in a high-level
programming language. Introducing objectoriented programming and data structures
allows students to construct correct,
understandable, and efficient algorithms. CPSC
033 and CPSC 035 present a deeper coverage of
these topics. CPSC 021 is appropriate for all
students who want to be able to write programs.

p. 178

It is the usual first course for computer science
majors and minors. Students with Advanced
Placement credit or extensive programming
experience may be able to place out of this
course. Students who think that they may fall
into this latter category should consult with any
computer science faculty member.
Lab work required, programming intensive. No
prerequisites.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 033. Computer Organization
This course takes a bottom-up approach to
answering the question o f how a computer
works. Topics include theoretical models of
computation, bits, bytes and data
representations, operations on data, digital logic
structures, computer memory, assembly and
machine code, hardware components, the stack,
the operating system, compilers, and the C
programming language. We examine the
hardware and software components required to
go from a program expressed in a high-level
programming language to the computer actually
running the program.
Prerequisites: CPSC 021 or equivalent.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Newhall.
CPSC 035. Data Structures and
Algorithms
This course completes the broad introduction to
computer science begun in CPSC 021. It
provides a general background for further study
in the field. Topics to be covered include
object-oriented programming in C++, advanced
data structures (trees, priority queues, hash
tables, graphs, etc.) and algorithms, and
software design and verification. Students will
be expected to complete several programming
projects illustrating the concepts presented.
Prerequisite: CPSC 021 or equivalent. Discrete
Mathematics is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff
CPSC 037. Structure and Interpretation
of Computer Programs
This course is a serious introduction to the
study of computer programs and, through
programs, some central ideas in computer
science. By studying programs that make
repeated and deep use of abstraction, students
will learn how to generate precise specifications

Computer Science
from vaguely formulated and perhaps partially
understood descriptions. Topics to be covered
include programming idioms and paradigms,
recursion, information retrieval, binding and
scope, interpreters, and compilers.
Prerequisite: CPSC 035.
Lab work required.
1 credit.
Fall 2013.
CPSC 040. Computer Graphics
(Cross-listed as ENGR 026)
Computer graphics focuses on the creation and
manipulation of digital imagery. We cover the
modeling, rendering, and animating of
geometric object in two (2D) and three (3D)
dimensions. Topics include drawing algorithms
for 2D geometric primitives (points, lines,
polygons), geometric matrix transformations,
projective geometry, geometric object
representations, hidden surface removal,
hierarchical modeling, shading, lighting,
shadows, ray-tracing, procedural (nongeometric) modeling, texture mapping, and
animation. Labs will explore various tools for
rendering graphics, including pixel buffers,
OpenGL, shading languages, and general
purpose GPU computing.
Prerequisites: CPSC 035 and Linear Algebra
required or permission of the instructor. (Linear
Algebra may be taken concurrently.)
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Danner.
CPSC 041. Algorithms
The study of algorithms is useful in many
diverse areas. As algorithms are studied,
considerable attention is devoted to analyzing
formally their time and space requirements and
proving their correctness. Topics covered
include abstract data types, trees (including
balanced trees), graphs, searching, sorting, NP
complete optimization problems, and the impact
of several models of parallel computation on
the design of algorithms and data structures.
Prerequisites: CPSC 035 required. Mathematics
background at the level of Linear Algebra or
higher is required (may be taken concurrently).
Lab work required.
1 credit.
Fall 2012. Danner.
CPSC 043. Computer Networks
This course covers the design, implementation
and applications of computer networks,
primarily focused on the protocols that enable
the Internet and network applications.
Additionally, this course will cover network

p. 179

security, such as viruses, worms, and botnets.
Topics will include: data communication
theory; packet-switched routing; the Internet
and its protocols; socket and network
application programming; overlays and P2P
networks; and network security.
Prerequisite: CPSC 035 required. One of CPSC
033 or CPSC 052 is recommended.
Lab work required.
1 credit.
Fall 2012. Aviv.
CPSC 044. Database Systems
This course provides an introduction to
relational database management systems.
Topics covered include data models (ER and
relational model); data storage and access
methods (files, indices); query languages (SQL,
relational algebra, relational calculus, QBE);
query evaluation; query optimization;
transaction management; concurrency control;
crash recovery; and some advanced topics
(distributed databases, object-relational
databases). A project that involves
implementing and testing components of a
relational database management system is a
large component of the course.
Prerequisite: CPSC 035 required. One of CPSC
033 or CPSC 052 is recommended.
Lab work required.
1 credit.
Next offered 2013-2014.
CPSC 045. Operating Systems
(Cross-listed as ENGR 022)
This course is an introduction to the theory,
design, and implementation of operating
systems. An operating system is the software
layer between user programs and the computer
hardware. It provides abstractions of the
underlying hardware that are easier to program,
and it manages the machine’s resources. The
following topics will be covered: processes
(including synchronization, communication,
and scheduling); memory (main memory
allocation strategies, virtual memory, and page
replacement policies); file systems (including
naming and implementation issues); VO
(including devices, drivers, disks, and disk
scheduling); and security.
Prerequisite: CPSC 035 required. One of CPSC
033 or CPSC 052 is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Fall 2013. Newhall.

Computer Science
CPSC 046. Theory of Computation
(Cross-listed as MATH 046)
This study of various models of computation
leads to a characterization of the kinds of
problems that can and cannot be solved by a
computer. Solvable problems will be classified
with respect to their degree of difficulty. Topics
to be covered include formal languages and
finite state devices; Turing machines; and other
models of computation, computability, and
complexity.
Prerequisite: CPSC 035 required. Mathematics
background at the level of Linear Algebra or
higher is required (may be taken concurrently).
Lab work required.
1 credit
Not offered 2012-2013.
CPSC 052. Principles of Computer
Architecture
(See ENGR 025)
Prerequisites: One of ENGR 015, CPSC 033, or
CPSC 035.
Natural sciences and engineering practicum.
1 credit
Spring 2013. Moreshet.
CPSC 063. Artificial Intelligence
Artificial intelligence (AI) can be defined as the
branch of computer science that is concerned
with the automation of intelligent behavior.
Intelligent behavior encompasses a wide range
of abilities; as a result, AI has become a very
broad field that includes game playing,
automated reasoning, expert systems, natural
language processing, modeling human
performance (cognitive science), planning, and
robotics. This course will focus on a subset of
these topics and specifically on machine
learning, which is concerned with the problem
of how to create programs that automatically
improve with experience. Machine learning
approaches studied will include neural
networks, decision trees, genetic algorithms,
and reinforcement techniques.
Prerequisites: CPSC 035 required.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Fall 2013.
CPSC 065. Natural Language
Processing
(Cross-listed as LING 020)
This course is an introduction to the
fundamental concepts in natural language
processing, the study of human language from a
computational perspective. The focus will be on
creating statistical algorithms used in the
analysis and production of language. Topics to

p. 180

be covered include parsing, morphological
analysis, text classification, speech recognition,
and machine translation. No prior linguistics
experience is necessary.
Prerequisite: CPSC 035 required.
Lab work required.
1 credit.
Fall 2012. Wicentowski.
CPSC 067. Information Retrieval
This course will explore methods for searching
and retrieving information from digital text
sources. We will design and evaluate
algorithms for automating document retrieval,
document clustering, mail filtering, relevance
feedback, data mining on the Web, Web robots,
search engines, information extraction, question
answering, and document summarization.
Prerequisite: CPSC 035 required.
Lab work required.
1 credit.
Next offered when staffing permits.
CPSC 068. Bioinformatics
This course is an introduction to the fields of
bioinformatics and computational biology, with
a central focus on algorithms and thenapplication to a diverse set of computational
problems in molecular biology. Computational
themes will include dynamic programming,
greedy algorithms, supervised learning and
classification, data clustering, trees, graphical
models, data management, and structured data
representation. Applications will include
genetic sequence analysis, pairwise-sequence
alignment, phylogenetic trees, motif finding,
gene-expression analysis, and protein-structure
prediction. No prior biology experience is
necessary.
Prerequisite: CPSC 035 required.
Lab work required.
1 credit.
Spring 2013. Soni.
CPSC 071. Software Engineering: iOS
Development
This course is an introduction to software
engineering, with a focus on iOS development.
iOS is the name of the operating system that
runs on many of Apple’s products including the
iPhone, iPod Touch, and iPad. In this course,
students will learn how to write iOS apps in
Objective C using Apple’s Xcode IDE
(integrated development environment). Topics
will also include readings on user interface
design, project implementation and unit testing.
Students do not need to own an iOS device to
take the course.
Prerequisite: CPSC 035 required.
Lab work required.

Computer Science
1 credit.
Spring 2013. Wicentowski.
CPSC 072. Computer Vision
(See ENGR 027)
Prerequisites: ENGR 015 or CPSC 035
required. Linear Algebra is strongly
recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Zucker.
CPSC 075. Principles of Compiler
Design and Construction
(Cross-listed as ENGR 023)
This course introduces the design and
construction of language translators for
imperative, procedure-oriented programming
languages. Topics covered include formal
grammars, lexical analysis and finite automata,
syntax analysis and pushdown automata, LL
and LR parsing, semantic analysis and table
handling, error detection and recovery, code
generation and optimization, and compiler
writing tools.
Prerequisite: CPSC 035 required. One of CPSC
033 or CPSC 052 is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Newhall.
CPSC 081. Adaptive Robotics
This seminar addresses the problem of
controlling robots that will operate in dynamic,
unpredictable environments. In laboratory
sessions, students will work in groups to
program robots to perform a variety of tasks
such as navigation to a goal, obstacle
avoidance, and vision-based tracking. In
discussion sessions, students will examine the
major paradigms of robot control through
readings from the primary literature with an
emphasis on adaptive approaches.
Prerequisite: CPSC 035 required. CPSC 063 is
recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Spring 2014. Meeden.
CPSC 082. Mobile Robotics
(See ENGR 028)
Prerequisites: ENGR 015 or CPSC 035
required. Linear Algebra is strongly
recommended.
Natural sciences and engineering practicum.
1 credit
Fall 2012. Zucker.

p. 181

CPSC 087. Parallel and Distributed
Computing
This course covers a broad range of topics
related to parallel and distributed computing,
including parallel and distributed architectures
and systems, parallel and distributed
programming paradigms, parallel algorithms,
and scientific and other applications of parallel
and distributed computing. In lecture/discussion
sections, students examine both classic results
as well as recent research in the field. The lab
portion of the course includes programming
projects using different programming
paradigms, and students will have the
opportunity to examine one course topic in
depth through an open-ended project of their
own choosing. Course topics may include:
multi-core, SMP, MPP, client-server, clusters,
clouds, grids, peer-to-peer systems, GPU
computing, scheduling, scalability, resource
discovery and allocation, fault tolerance,
security, parallel 1/0, sockets, threads, message
passing, MPI, RPC, distributed shared memory,
data parallel languages, MapReduce, parallel
debugging, and parallel and distributed
applications
Prerequisites: CPSC 035 required. CPSC 045 is
recommended.
Lab work required.
1 credit.
Spring 2014. Newhall.
CPSC 091. Special Topics in Computer
Science
Subject matter for CPSC 091 is generally
dependent on group need or individual interest.
The course is normally restricted to upper-level
students and offered only when interest and
staff availability make it practicable to do so.
Lab work required.
1 credit.
Staff.
CPSC 093. Directed Reading and/or
Research Project
A qualified student may undertake a program of
extra reading and/or a project in an area of
computer science with the permission of a staff
member who is willing to supervise.
CPSC 097. Senior Conference
This course provides honors and course majors
an opportunity to delve more deeply into a
particular topic in computer science,
synthesizing material from previous courses.
Topics have included data management systems
(2010,2011), computer perception (2008,
2009), computational geometry and geographic
information systems (2006,2007), computer
security (2005), natural language processing
(2004); advanced algorithms (2003);
networking (2001,2002); distributed computing

Computer Science
(2000); evolutionary computation (1998 and
1999); complexity, encryption, and
compression (1996); and parallel processing
(1995). CPSC 097 is the usual method used to
satisfy the comprehensive requirement for a
computer science major and the senior honors
study requirement for a computer science
honors major.
Lab work required.
Writing course.
1 credit
Fall 2012. Waterman.
CPSC 180. Thesis
CPSC 199. Senior Honors Study

p. 182

Economies

p. 183

JOHN P. CASKEY, Professor
STEPHEN S. GOLUB, Professor
ROBINSON G. HOLLISTER, Professor1
PHILIP N. JEFFERSON, Professor
MARK KUPERBERG, Professor1
ELLEN B. MAGENHEIM, Professor and Chair
STEPHEN A. O’CONNELL, Professor
AMANDA BAYER, Associate Professor
ERIN TODD BRONCHETTI, Assistant Professor
DAVID HUFFMAN, Assistant Professor*3
TAO WANG, Assistant Professor3
VERA BRUSENTSEV, Visiting Assistant Professor
GARRET CHRISTENSEN, Visiting Assistant Professor and Mellon Post-doctoral Fellow
THEODORE CRONE, Visiting Professor (part time)
JOSEPH HARGADON, Visiting Professor (part time)
NANCY CARROLL, Administrative Assistant
1Absent on leave, fall 2012.
3 Absent on leave, 2012-2013.

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

Course Major
Requirements
ECON 001 or its equivalent is a prerequisite for
all other work in the department. In addition, all
majors in economics must satisfy a theory
requirement by taking ECON 011 (Intermediate
Microeconomics) and ECON 021 (Intermediate
Macroeconomics). They must also satisfy a
statistics requirement. The statistics
requirement is typically satisfied by taking
ECON 031. It can alternatively be satisfied,
however, by taking ECON 035 (which requires
either ECON 031 or STAT 061 as prerequisite),
by taking STAT 111 (which requires STAT
061), or by taking STAT 061 in combination
with either STAT 011 or STAT 031. STAT 011
and STAT 031 alone are not sufficient.
In order to read the literature in economics
critically, a knowledge of elementary calculus
is extremely useful. Beginning with the 20122013 academic year, students will need to take
MATH 015 (or receive MATH 015 credit or
placement out of MATH 015 from the
Mathematics Department) prior to taking

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

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

Honors Major
Typically, a student who wants to major in the
Honors Program first applies for the program
through the Sophomore Plan. In the Sophomore
Plan, the student should indicate the intention to
apply for the Honors Program and should list all
preparations that the student plans to take as
part of that program. The student would usually
take at least one preparation in the junior year.
Approval of a student’s Honors Program must
be granted by the department. Changes of major
and/or honors status can be made at any time by
picking up forms and instructions in the
Registrar’s Office.
The Honors Exam for Majors and
Preparations
Honors majors in economics must complete 3
preparations. All preparations in economics
consist of 2 credits. Most preparations involve
taking a 2 credit seminar, but some preparations
may combine a course and a 1 credit seminar. A
complete list of preparations, with their
prerequisites, appears below.

p. 184

Culminating Exercise
External examiners will determine a student’s
Honors performance in an individual
preparation based on a 3 hour written exam, an
oral exam, and if applicable, a seminar paper.
(Honors majors do not take the comprehensive
exam given to course majors.)
Acceptance Criteria
Applicants for an honors major should have
satisfied all of the requirements for an
economics course major and, in addition,
should have a straight B or better grade average
in economics courses. This condition includes
the grade equivalents) for any course(s) taken
credit/no credit.

Honors Minor
Requirements
Honors minors in economics must complete 1
preparation. Other than satisfying the
prerequisites for that preparation, there are no
other course requirements.
Culminating Exercise
External examiners will determine a student’s
honors performance in an individual
preparation based on a 3 hour written exam, an
oral exam, and if applicable, a seminar paper.
(Honors minors do not take the comprehensive
exam given to course majors.)
Acceptance Criteria
Applicants for a honors minor should have
satisfied all of the requirements for an
economics course major and, in addition,
should have a straight B or better grade average
in economics courses. This condition includes
the grade equivalents) for any course(s) taken
credit/no credit.

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

Economics
decides to change seminars, the department’s
administrative assistant should be informed as
soon as possible, since entry into
oversubscribed seminars is first-come, firstserved, with seniors in the Honors Program
having absolute priority.

Honors Preparations
ECON 101 Advanced Microeconomics (2
credits)
Prerequisites: ECON 011 and multivariable
calculus (MATH 033,034, or 035).
Enrollment is restricted to juniors and
seniors.
ECON 102 Advanced Macroeconomics (2
credits)
Prerequisites: ECON 011 and ECON 021,
and multivariable calculus: MATH 033,034,
or 035 (or MATH 025 or 026 with
permission of the instructor).
Recommended: MATH 043 or 044.
ECON 122 Financial Economics (2 credits)
Prerequisites: ECON 011, ECON 031 or
ECON 035, and MATH 025 or higher
calculus.
ECON 135 Advanced Econometrics (1 credit)
and ECON 035 Econometrics (1 credit)
Prerequisites: ECON 035 and linear algebra
(Math 027,028, or 028S).
ECON 141 Public Economics (2 credits)
Prerequisite: ECON Oil.
Recommended: ECON 021 and ECON 031
(or its equivalent).
ECON 151 International Economics (2 credits)
Prerequisites: ECON 011 and ECON 021.
ECON 165 Behavioral Economics (2 credits)
Prerequisites: ECON 011, ECON 031, and
MATH 015 (or a score of 5 in AP Calculus).
Recommended: multivariable calculus
(MATH 033,034, or 035).
ECON 171 Labor and Social Economics (2
credits)
Recommended: ECON Oil.
ECON 181 Economic Development (2 credits)
Prerequisites: ECON 011, ECON 021, and
either ECON 031, STAT 011, or STAT 031.

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

p. 185

Advanced
Placement/lnternational
Baccalaureate Credit
Economics before Swarthmore: The
Economics Department offers a one-semester
Introduction to Economics course (ECON 001)
that is the prerequisite for all further study in
economics.
The department does not give credit for work
done in economics in secondary schools and it
does not give credit for Advanced Placement
exams. All students planning to study
economics are required to begin with ECON
001 unless granted a waiver by the department.
To receive a waiver, students must have a score
of 5 on both the Microeconomics and
Macroeconomics AP exams (or a 6 or 7 on the
Economics Higher Level Exam of the
International Baccalaureate, or an A on the
British A Levels). This waiver does not count
as a course credit. Students who receive the
waiver cannot enroll in ECON Oil or 021
before taking at least one other economics
course.
Work done at a college or university while
attending secondary school is eligible for credit
subject to the chairperson’s normal discretion in
giving credit for such work, but only if the work
is credited on an official college or university
transcript. With respect to satisfying the
prerequisite requirements for other economics
courses: either semester of a two-semester
introductory course alone counts as the
equivalent of ECON 001 but if only one of two
introductory semesters is taken, the material
covered in the other half must be accessed by
auditing (subject to the instructor’s approval)
the relevant parts of ECON 001 or by taking the
appropriate intermediate theory course (ECON
011 or ECON 021).

Transfer Credit
Transferring economics credits: Students
must consult the department chair before taking
a non-Swarthmore course for credit. In turn,
when formally requesting a credit transfer,
students should always bring evidence—
syllabus, papers, and examinations—
concerning the content o f the course. Problems
transferring credit typically arise in connection
with courses offered in programs abroad that
are labeled as economics though they are in fact
courses in law, history, or political science; the
department does not accept such credits as
being within the domain of economics. It is
usually sufficient for partial credit transfer if the
course is taught by a qualified economist and is
largely analytical in content, as are nearly all
courses in economics departments in American
colleges and universities.

Economies
Transferring credit for introductory economics:
Subject to the department’s approval, students
may transfer credit for introductory economics
taken at other colleges or universities, whether
taken in the context of a one or a two semester
introductory course.
Transferring credits for business courses:
Students can only apply one course in
Accounting toward their 8 course requirement
in economics. Business courses taken at the
University of Pennsylvania or other universities
beyond this cannot be counted toward the eight
courses required for an economics major. They
can be included as part of the 32 courses
required for graduation. Students, however, can
receive credit for no more than two such
courses. The only exception to this rule is for
students who take the equivalent of ECON 033
(Financial Accounting) at another school; the
course is not counted against the two allowed
business credits, and can be counted as part of
the 8 credits needed for the economics major.
No credit is given for night school classes at
Wharton.

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

Additional Matters
Recommended course sequence: Take ECON
001 in the first year. Take ECON 011,021, and
031 in the sophomore and junior years and
certainly before the beginning of the senior
year. For students contemplating graduate study
in economics, take one or more of: ECON 101,
ECON 102, and ECON 135, as well as the
Mathematics and Statistics courses discussed at
the beginning of this document.
Ranking for entry into seminars: Entry into
oversubscribed seminars is first-come, firstsaved for students in the Honors Program,
with priority given to seniors, then to juniors.
Any places remaining are allocated on the basis
of first-come, first-served for students in the
Course Program.
Double major in Economics and
Engineering: Double majors may count
Operations Research (cross-listed as ECON 032
and ENGR 057) for both majors. It will appear
as ENGR 057 on the student’s transcript if it is
taken to satisfy engineering or both
requirements.
Semester or year away: The Economics
Department will facilitate study abroad or

p. 186

elsewhere in the United States.
Correspondingly, it has designed a major that
can, without difficulty, be completed in no
more than four semesters. Moreover, the
department is quite liberal in approving transfer
credits for courses offered by economics
departments elsewhere. Students should,
however, be aware of the following
considerations: to graduate with an economics
major from Swarthmore, a student must have
taken at least two economics courses at
Swarthmore and must pass the department’s
comprehensive exam.

Courses
ECON 001. Introduction to Economics
Covers the fundamentals of microeconomics
and macroeconomics: supply and demand,
market structures, income distribution, fiscal
and monetary policy in relation to
unemployment and inflation, economic growth,
and international economic relations. Focuses
on the functioning of markets as well as on the
rationale for and the design of public policy.
Prerequisite for all further work in economics.
1 credit
Each semester. Staff.
ECON 002. First-Year Seminar: Greed
In 1776, Adam Smith wrote in The Wealth o f
Nations, “It is not from the benevolence of the
butcher, the brewer, or the baker, that we expect
our dinner, but from their regard to their own
interest.... The individual intends only his own
gain, and he is in this, as in many other cases,
led by an invisible hand to promote an end
which was no part of his intention. Nor is it
always worse for society that it was no part of
it. By pursuing his own interest he frequently
promotes that of the society more effectually
than when he really intends to promote it.” This
seminar investigates the degree to which selfinterest should be the organizing principle of
economic and social organization.
This course counts as 1 of the 8 economics
credits needed to fulfill an economics major,
but it does not take the place of ECON 001. It,
therefore, cannot be used to fulfill the ECON
001 prerequisite for further work in the
Economics Department.
Writing course.
1 credit.
Not offered 2012-2013.
ECON 002A. First-Year Seminar:
Emerging Market Economies: The
BRICS 1900-2020
Will Brazil, Russia, India, and China be the
most dominant economies in the world by
2050? Why is South Africa (S) in the group?
We study the economic trajectories of these

Economics
countries from roughly 1900, emphasizing the
roles of domestic reforms and global markets in
spurring human capital accumulation, industrial
development, and economic growth. We ask
how international organizations like the
International Monetary Fund (IMF) and World
Trade Organization (WTO) are accommodating
the emergence of these countries, and what
influence the BR1CS are likely to exert on the
global governance of trade, aid, finance, and the
environment.
This course counts as 1 of the 8 economics
credits needed to fulfill an economics major,
but it does not take the place of ECON 001. It,
therefore, cannot be used to fulfill the ECON
001 prerequisite for further work in the
Economics Department.
1 credit.
Fall 2012. O’Connell.
ECON 005. Savage Inaccuracies: The
Facts and Economics of Education in
America
(Cross-listed as EDUC 069)
This course investigates the relationship
between issues of resource allocation and
educational attainment. It examines the facts
about student achievement, educational
expenditure in the United States, and the
relationship between them. It studies such
questions as: Does reducing class size improve
student achievement? Does paying teachers
more improve teacher quality and student
outcomes? The course also investigates the
relationship between educational attainment and
wages in the labor market. Finally, it analyzes
the effects of various market-oriented education
reforms such as vouchers and charter schools.
Prerequisites: ECON 001 and any statistics
course (or the consent of the instructor). EDUC
014 is strongly recommended.
Eligible for PPOL credit.
1 credit.
Not offered 2012—2013.
ECON 011. Intermediate
Microeconomics
Provides a thorough grounding in intermediatelevel microeconomics. The standard topics are
covered: behavior of consumers and firms,
structure and performance of markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solving
both to facilitate learning microeconomic
theory and its applications.
Prerequisites: ECON 001 and MATH 015.
1 credit.
Fall 2012. Magenheim.

p. 187

ECON 012. Game Theory and Strategic
Behavior
How should one bargain for a used car or
mediate a contentious dispute? This course is an
introduction to the study of strategic behavior
and the field of game theory. We analyze
situations of interactive decision making in
which the participants attempt to predict and to
influence the actions of others. We use
examples from economics, business, biology,
politics, sports, and everyday life.
Prerequisite: ECON 001.
Eligible for PEAC credit.
1 credit
Fall 2012. Bayer.
ECON 021. Intermediate
Macroeconomics
The goal of this course is to give the student a
thorough understanding of the actual behavior
o f the macroeconomy and the likely effects of
government stabilization policy. Models are
developed of the determination of output,
interest rates, prices, inflation, and other
aggregate variables such as fiscal and trade
surpluses and deficits. Students analyze
conflicting views of business cycles,
stabilization policy, and
inflation/unemployment trade-offs.
Prerequisites: ECON 001 and MATH 015.
Freshmen need the consent of the professor.
1 credit.
Spring 2013. Kuperberg.
ECON 022. Financial Economics
This course analyzes the ways that firms
finance their operations. It discusses the
organization and regulation of financial markets
and institutions. It examines theories explaining
asset prices and returns, and it discusses the
function and pricing o f options and futures
contracts.
Prerequisite: ECON 001 and ECON 031, STAT
031, or STAT 061.
1 credit
Fall 2012. Caskey.
ECON 027. Antitrust Legislation and
Regulation
This course provides an introduction to the
interaction between economic theory and the
political process from both a domestic and an
international perspective. Topics include the
provision of public goods, taxes and subsidies,
competition in the marketplace, and the effects
of market power and rent-seeking behavior on
the political system. Emphasis throughout will
be on the application of economic theory to
current events.

Economics
Prerequisite: ECON 001.
1 credit.
Not offered 2012-2013.
ECON 028. Economics of Latin America
Recent developments in the global economy
present an exciting opportunity for assessing the
challenges facing the economies of the western
hemisphere. The objective of the course is to
encourage students to think critically about the
role of institutions, the effects of government
intervention in the economy, and how public
policy affects a specific economy in particular
and the global economy in general. A number
of issues pertaining to Latin America are
explored and evaluated: economic growth and
development, financial crises, labor market
institutions, and trade policy.
Prerequisite: ECON 001.
Eligible for LASC credit.
1 credit.
Spring 2013. Brusentsev.
ECON 031. Introduction to Econometrics
This course provides an introduction to the
theory and practice of applied quantitative
analysis in economics. Following a brief
discussion of probability, statistics, and
hypothesis testing, this course emphasizes using
regression analysis to understand economic
relationships and to test their statistical
significance. Computer exercises provide
practical experience in using these quantitative
methods.
Prerequisite: ECON 001.
1 credit.
Fall 2012. Bronchetti. Spring 2013.
Christensen.
ECON 032. Operations Research
(See ENGR 057)
1 credit.
Fall 2012. McGarity.
ECON 033. Financial Accounting
This course is designed to provide students with
an intermediate level study of corporate
accounting theory and practice as it falls within
the framework of United States generally
accepted accounting principles (GAAP). A
major focus of the course is how accounting
provides information to various user groups so
that they can make more informed decisions. In
particular, students will learn the steps in the
accounting cycle leading up to the preparation
and analysis of corporate financial statements.
Students are also exposed to some of the
fundamental differences between federal tax
rules and external financial reporting
requirements and are made aware of the
organizations that influence and contribute to

p. 188

the body of knowledge in financial accounting.
Finally, ethical issues that may be confronted
by the accountant are also discussed throughout
the course. (This course cannot be used to
satisfy the College’s distribution requirements.)
Prerequisite: ECON 001.
1 credit.
Spring 2013. Hargadon.
ECON 035. Econometrics
Quantitative methods used in estimating
economic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems in
business, economics, and public policy.
Prerequisite: ECON 001 and ECON 031 or
STAT061.
1 credit.
Fall 2012. Jefferson.
ECON 041. Public Economics
This course focuses on government
expenditure, tax, and debt policy. A major part
o f the course is devoted to an analysis of
current policy issues in their institutional and
theoretical contexts. The course will be of most
interest to students having a concern for
economic policy and its interaction with
politics.
Prerequisite: ECON 001.
Recommended: ECON Oil.
Eligible for PPOL credit.
1 credit.
Spring 2013. Bronchetti.
ECON 042. Law and Economics
The purpose of this course is to explore the
premises behind the use of utilitarian constructs
in the analysis of public policy issues. In
particular, the appropriateness of the growing
use of economic methodology will be examined
through an intensive study of issues in property,
tort, contract, and criminal law.
Prerequisite: ECON 001.
Recommended: ECON Oil.
Eligible for PPOL credit.
1 credit.
Not offered 2012-2013.
ECON 044. Urban Economics
The topics covered in this course include the
economic decline of central cities,
transportation policies, local taxation, theories
of urban growth patterns, local economic
development initiatives, and the economics of
land use and housing.
Prerequisite: ECON 001 and ECON 031, STAT
031, or STAT 061.

Economics
1 credit.
Spring 2013. Caskey.
ECON 051. The International Economy
This course surveys the theory of trade
(microeconomics) and of the balance of
payments and exchange rates
(macroeconomics). The theories are used to
analyze topics such as trade patterns, trade
barriers, flows of labor and capital, exchangerate fluctuations, the international monetary
system, and macroeconomic interdependence.
Prerequisites: ECON Oil and ECON 021.
Eligible for PPOL credit.
1 credit.
Spring 2013. Golub.
ECON 054. Global Capitalism Since 1920
This course will study global capitalism over
the last century, focusing on the interplay
between events, economic theories and policies.
The issues to be examined include: financial
market booms and busts; business cycles;
inequality; the social welfare state;
technological change and economic growth;
and international trade and financial
arrangements. The time period covers: the
Roaring Twenties; the Cheat Depression, the
post war Golden Age (1945—1973); the
stagflation of the 1970s; the Thatcher-ReaganGreenspan-Bush era of market liberalization
(1980-2007); and the financial crisis and Great
Recession of 2007-2010. Economic theories
include: the classical laissez-faire view;
Schumpeter’s theory of “creative destruction”;
Keynes and the “neo-classical synthesis”
advocating a mixed economy; Minsky’s theory
of financial instability; Friedman, the efficientmarkets hypothesis, and the “new classical”
critiques of government interventions; and
emerging ideas in response to the present crisis.
The course will chronicle and compare
economic policy and performance of the United
States, Europe, Japan, and the developing world
(Asia, Latin America, Africa).
Prerequisite: ECON 001.
1 credit.
Fall 2012. Golub.
ECON 063. Public Policies in Practice:
Establishing What Works and for Whom
Participants in this course will examine research
on specific policy interventions designed to
change outcomes for individuals, corporations,
and communities. Particular focus will be on
attempts to establish whether such policy
interventions can cause changes in outcomes for
individuals, corporations, or communities. In
recent decades, random
assignment/experimental designs have
increasingly been applied to estimate the impact
of changes in policies on employment, welfare,

p. 189

housing, education, policing, public health, and
community development. Social policy
experiments and alternative methods to
examine cause and effect will be covered, with
emphasis on actual examples from the
previously mentioned fields. Specific issues in
design, implementation of such studies, the
analysis of results, and translation to the policy
context will be reviewed. Students will meet
with selected analysts who carry out these types
of studies. Students will do some analysis of
data generated from quantitative studies of what
works and for whom.
Prerequisite: ECON 001.
1 credit.
Not offered 2012-2013.
ECON 067. Experimental Economics
This course will cover some of the main
research topics in economics that have been
studied with laboratory and field experiments,
such as behavior in competitive markets,
provision of public goods, biases in individual
decision-making, neural underpinnings of
economic choice, and preferences regarding
risk, time, and fairness. Students will be
introduced to techniques for conducting
economic experiments, and will design their
own experiment as part of course assignments.
Prerequisite: ECON 001 and ECON 031, or
STAT 011, or a score of 4 or 5 in AP Statistics.
Recommended: ECON 011.
1 credit.
Not offered 2012-2013.
ECON 073. Race, Ethnicity, and Gender
in Economics
This course focuses on the role of difference in
economic systems. In this course, we learn how
to apply the theoretical and empirical tools of
economics to analyze the economic status of
women and of various racial and ethnic groups
in the United States, and we explore the various
sources of, and solutions to, persistent
economic inequality. We also examine the roles
of race, ethnicity, and gender in the
development of economic theory and policy.
Prerequisite: ECON 001.
Eligible for BLST, GSST, or PPOL credit.
1 credit.
Fall 2012. Bayer.
ECON 075. Health Economics
This course applies the tools of microeconomic
analysis to the health care industry. We will
analyze the determinants of demand for and
supply of health care, including the relationship
between demographic variables, health status,
and health care consumption. The structure and
behavior of the major components of the supply
side will be studied, including physicians,

Economics
hospitals, and insurance companies. The variety
of ways in which the government intervenes in
the health care sector—regulation, antitrust,
social insurance, and direct provision—will be
considered. Finally, we will study some more
specialized topics, including the intersection of
bioethics and economics, mental health
economics, and international health system
comparisons. Students will write a series of
short papers, examining medical, economic, and
policy considerations related to a health
problem or issue.
Writing course.
Prerequisite: ECON 001.
1 credit.
Not offered 2012-2013.
ECON 076. Environmental Economics
Introduction to basic concepts and methods
used in evaluating environmental benefits and
costs and in assessing mechanisms for
allocating environmental resources among
present and future uses, with due attention to
seemingly noneconomic concerns. Specific
topics include pollution and environmental
degradation; use of exhaustible and renewable
resources; management of air, water, and
energy resources; sustainable economic growth;
and international resource management.
Prerequisite: ECON 001.
Eligible for ENVS or PPOL credit.
1 credit.
Not offered 2012-2013.
ECON 081. Economic Development
A survey covering the principal theories of
economic development and the dominant issues
of public policy in low-income countries.
Topics include the determinants of economic
growth and income distribution, the role of the
agricultural sector, the acquisition of
technological capability, the design of poverty­
targeting programs, the choice of exchange rate
regime, and the impacts of international trade
and capital flows (including foreign aid).
Prerequisite: ECON 001.
Eligible for ASIA, BLST, PEAC, or PPOL
credit.
1 credit
Spring 2013. Christensen.
ECON 082. Political Economy of Africa
A survey of the post-independence
development experience of Sub-Saharan Africa.
We study policy choices in their political and
institutional context, using case-study evidence
and the analytical tools of positive political
economy. Topics include development from a
natural resource base, conflict and nation
building, risk management by firms and
households, poverty-reduction policies,

p. 190

globalization and trade, and the effectiveness of
foreign aid.
Prerequisite: ECON 001.
Eligible for BLST, PEAC, or PPOL credit.
1 credit.
Spring 2013. O’Connell.
ECON 099. Directed Reading
With consent of a supervising instructor,
individual, or group study in fields of interest
not covered by regular course offerings.
Fall or spring semester. Staff.

Seminars
ECON 101. Advanced Microeconomics
Subjects covered include consumer and
producer theory, optimization and duality,
general equilibrium, risk and uncertainty,
asymmetric information, and game theory.
Prerequisites: ECON 011 and multivariable
calculus (MATH 033,034, or 035). Enrollment
is restricted to juniors and seniors.
2 credits.
Spring 2013. Bayer.
ECON 102. Advanced Macroeconomics
Subjects covered include microfoundations of
macroeconomics, growth theory, rational
expectations, and New Classical and New
Keynesian macroeconomics. Extensive problem
solving, with an emphasis on the qualitative
analysis of dynamic systems.
Prerequisites: ECON 011, ECON 021, and
multivariable calculus (MATH 033,034 or 035,
or MATH 025 or 026 with permission of the
instructor).
Recommended: MATH 043 or 044.
2 credits.
Fall 2012. O’Connell.
ECON 122. Financial Economics
This seminar analyzes the ways that firms
finance their operations. It discusses the
organization and regulation of financial markets
and institutions. It examines theories explaining
asset prices and returns, and it discusses the
function and pricing of options and futures
contracts.
Prerequisites: ECON 011, ECON 031 or ECON
035, and MATH 025 or higher calculus.
2 credits.
Fall 2012. Caskey.
ECON 135. Advanced Econometrics
Quantitative methods used in estimating
economic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems in
business, economics, and public policy.

Economics

p. 191

Students will also evaluate studies applying
econometric methods to major economic issues.
An individual empirical research project is
required.
Prerequisites: ECON 035 and linear algebra
(MATH 027,028 or 028S).
1 credit.
Spring 2013. Jefferson.

preferences for fairness for explaining the
functioning of labor markets.
Prerequisites: ECON 011, ECON 031, and
MATH 015 (or a score of 5 in AP Calculus).
Recommended: Multivariable calculus (MATH
033,034, or 035).
2 credits.
Not offered 2012-2013.

ECON 141. Public Economics
This seminar focuses on the analysis of
government expenditure, tax, and debt policy.
A major part of the seminar is devoted to an
analysis of current policy issues in their
institutional and theoretical contexts. The
seminar will be of most interest to students
having a concern for economic policy and its
interaction with politics.
Prerequisite: ECON Oil.
Recommended: ECON 021 and ECON 031 (or
its equivalent).
Eligible for PPOL credit.
2 credits.
Spring 2013. Bronchetti.

ECON 171. Labor and Social Economics
Students discuss such topics as the organization
of work within firms, labor market operations,
unions and labor relations, unemployment and
macroconditions, economic analysis education,
health care, housing, and discrimination,
determinants of income inequality, and
government policies with respect to health,
education, and welfare.
Prerequisite: ECON 001.
Recommended: ECON 011.
Eligible for BLST or PPOL credit.
2 credits.
Spring 2013. Hollister.

ECON 151. International Economics
Both microeconomics and macroeconomics are
applied to an in-depth analysis of the world
economy. Topics include trade patterns, trade
barriers, international flows of labor and capital,
exchange-rate fluctuations, the international
monetary system, financial crises,
macroeconomic interdependence, the roles of
organizations such as the World Trade
Organization and International Monetary Fund,
and case studies of selected industrialized,
developing, and transition countries.
Prerequisites: ECON 011 and ECON 021.
Eligible for PPOL credit.
2 credits.
Spring 2013. Golub.
ECON 165. Behavioral Economics
Economic theory is based on assumptions
regarding the form of individuals’ preferences,
ability to optimize, weighting of probabilities in
risky choice, and belief formation. This course
is an introduction to behavioral economics, a
field focused on making these behavioral
assumptions more realistic. Strategies for
improving realism include drawing on the
relevant literature in psychology, conducting
new experiments, or using existing field data.
The course will cover, at an advanced level,
topics in economics where research in
behavioral economics has led to revision or
questioning of aspects of standard economic
theory, and to a better description of actual
economic behavior. For example, we will
discuss the role of self-control problems in
savings behavior, and the relevance of

ECON 181. Economic Development
The economics of long-run development in
Africa, Asia, and Latin America. We cover the
leading theories of growth, structural changes
income distribution, and poverty, with
particular attention to development strategies
and experience since World War II. Topics
include land tenure and agricultural
development, rural-urban migration,
industrialization, human resource development,
poverty targeting, trade and technology policy,
aid and capital flows, macroeconomic
management, and the role of the state. Students
write several short papers examining the
literature and a longer paper analyzing a
particular country’s experience.
Prerequisites: ECON 011, ECON 021, and
either ECON 031, STAT 011, or STAT 031.
Eligible for ASIA, BLST, or PPOL credit.
2 credits.
Fall 2012. O’Connell.
ECON 198. Thesis
With consent of a supervising instructor, honors
majors may undertake a senior thesis for double
credit.
Each semester. Staff.

Educational Studies

p. 192

K. ANN RENNINGER, Professor and Chair
LISA SMULYAN, Professor
DIANE DOWNER ANDERSON, Associate Professor
CHERYL JONES-WALKER, Assistant Professor
MARGARET INMAN LINN, Visiting Assistant Professor (part time)
ELAINE ALLARD, Visiting Instructor
KAE KALWAIC, Administrative Assistant
CATHERINE DUNN, Placement and Clearance Coordinator

The Academic Program
The Educational Studies Department at
Swarthmore engages students in the
investigation of educational theory, policy,
research and practice from a variety of
disciplinary perspectives. We prepare students
to work in educational research or policy, to
enter the teaching profession and/or to do
graduate study in educational studies or a
related field. The department encourages
undergraduates to think critically and creatively
about the processes of teaching and learning
and about the place of education in society. The
department is also committed to preparing
students to address education related needs in
an era of rapidly increasing racial, ethnic and
linguistic diversity and technological change to
develop students’ abilities to participate fully in
civic, cultural and economic arenas. Both
introductory and upper level courses in the
department draw on theory and research in
anthropology, economics, history, political
science, psychology and sociology. Students
interested in educational studies at Swarthmore
may complete the requirements for teacher
certification and/or design a special major in
educational studies and another discipline in
either the Course or Honors Program.

Special Major
Students may undertake special majors in the
Course or the Honors Program after receiving
approval from the Educational Studies
Department and the department of another
discipline. There are no majors in educational
studies. In the Department o f Educational
Studies Handbook, additional information can
be found regarding the following special majors
with educational studies: biology, chemistry,
English literature, French, German, history,
linguistics, mathematics/statistics, music,
physics, political science, psychology, Russian,
sociology/anthropology, and Spanish. Special
Majors with other disciplines may also be
pursued upon approval from both departments.
The special major usually requires ten to twelve
credits, at least 5 of which must be in
educational studies. Each partnering department
also provides several requirements to complete
the degree. In the case of all special majors
involving educational studies, both departments

collaborate in advising the student, and a thesis
or a comprehensive examination integrating
work in the two fields is required. EDUC 016:
Practice Teaching and EDUC 017: Curriculum
and Methods Seminar will not usually be
counted as part of a special major. The
prerequisite for acceptance to file special major
program is EDUC 014: Introduction to
Education.

Minors
The Educational Studies Department supports
two kinds of minors:
Teaching and field-based minor. Students
complete educational studies credits that focus
on educational practice and the integration of
theory and practice in school placements. This
minor will normally be pursued by students
completing required credits for teacher
certification who are not pursuing a special
major with educational studies (see information
on required courses work for elementary and
secondary certification below).
Educational studies minor, ¿/»dents take at
least five credits in discipline-based educational
studies courses. For this minor, students
identify a focus and describe how two or more
of the courses or seminars they propose for the
minor are related to this focus. Possible foci
include but are not limited to Educational
Policy, Educational Psychology, School and
Society, Urban Education, Environmental
Education, Literacy, Gender and Education, and
Special Education. Note: EDUC 016 and 017
do not count toward an educational studies
minor.
Students pursuing a minor complete the
requirements of the major department for the
senior comprehensive exercise.

Interdisciplinary Programs
Specific courses in educational studies can be
used to meet requirements in black studies,
environmental studies, public policy, and
gender and sexuality studies. Please see the
course listings for each program, or consult
with the program coordinator.

Educational Studies
Honors Program
Educational studies offers an Honors Program
as part of a special major and as a minor.
Special Majors in Honors
Educational studies offers a special major
honors option in conjunction with English,
linguistics, political science, psychology and
sociology and anthropology (and other
departments with the approval of both
educational studies and the second department).
Special major Honors Programs will involve
one and a half to three two-credit preparations
in educational studies. The following options
are possible: two and a half preparations in
educational studies and one and a half in the
other discipline, or one and a half preparations
in educational studies and two and a half in the
other discipline. (All special majors do a double
credit thesis that integrates the two disciplines;
the thesis receives one credit from each
department.) Students applying to do honors
work, as part of a special major must have taken
Introduction to Education and at least two other
educational studies courses and have an average
grade of B+ in their educational studies courses
before they will be accepted to the program.
Special major honors preparations in
educational studies will consist o f the
following:
• Thesis. In every case the special major
Honors Program will involve a two-credit
thesis. This thesis will normally serve as the
integrative piece of the special major, in which
case the thesis will be supervised and read by
faculty members in educational studies and the
other department.
• Two-credit educational studies seminar. In
order to enroll in seminars, students need to
take Introduction to Education and at least one
of a specified list of educational studies courses
as prerequisites. Each seminar has its own list
of prerequisites.
• One-credit educational studies course, plus
one-credit attachment or one-credit seminar.
These preparations are designed by the student
and a supervising faculty member.
Honors Minors
Students completing a minor in educational
studies will complete a total of five credits in
Educational Studies, including Introduction to
Education, two other educational studies
courses and one of the following options. They
will also be expected to have a B+ average in
their educational studies courses at the
Conclusion of their course work.
Honors minor preparations offer the following
two options:
• A two-credit seminar. In the case of the
minor, students will be expected to do three
courses in educational studies as prerequisites

p. 193

for taking a seminar, including Introduction to
Education and any elective course(s) required
for each seminar.
Or
• A one-credit educational studies course and
a one-credit attachment or one-credit seminar.
Students choosing this option will have taken
Introduction to Education and at least two other
courses in educational studies in addition to the
course and attachment.
A ll honors students (majors and minors) in
educational studies write a short intellectual
autobiography that is submitted to the honors
examiner. No credit is attached to this paper,
which is completed in the spring o f the senior
year.
External Exams
The External Exams will take one of two forms:
• Two-credit thesis and oral exam. The thesis
will be sent to the examiner in April and
students will participate in an hour-long oral
exam in May. All examiners in the student’s
special major program will be invited to
participate in die oral exam, if they desire.
Or
• Analytic essay. In April, after receiving a
copy of the syllabus for the two-credit
preparations, examiners prepare an essay exam
based on the syllabus. As part of this process,
they may send the students a problem set, a case
and/or additional readings relevant to the work
they have undertaken in their preparation. In
their written exam, students respond to the
problem set or case materials in one or more of
the essays.
All educational studies honors exams will be
written in the Educational Materials Center.
Students may have notes on the case or problem
set with them while they are writing and may
write for up to five hours. A 30-45 minute oral
exam will follow in May. More information on
Honors options and requirements may be found
in the Department o f Educational Studies
Handbook.

Application Process Notes for
the Major or the Minor
Those interested in pursuing a major, minor,
and/or teacher certification through the
department should arrange a meeting with the
chair of the department and/or talk with a
faculty member whom they have had in class
and arrange a meeting to discuss their plans.
Students should review the Department o f
Educational Studies Handbook, which offers
specific details about program options.
Following these steps, students complete and
submit a Sophomore Plan to the department.

Educational Studies
Advanced
Placement/lnternational
Baccalaureate Credit
The department accepts AP and IB credits to
meet some state requirements for teacher
certification. Please refer to the certification
section of the Department o f Educational
Studies Handbook.

Transfer Credit
Transfer credit is accepted once a student has
completed the Introduction to Education course
in the department, provided that a syllabus and
course work is presented to the department for
review. It is possible that only partial credit will
be awarded for work submitted as transfer
credit and that some additional work may be
requested. Such a request would be discussed
with the student.

Off-Campus Study
Students requesting credit in educational studies
for course or fieldwork done abroad (or at
another institution in the United States) must
take at least the Introduction to Education
course (ED 014) at Swarthmore. This course
may be taken before or after study abroad.
The department sponsors two study abroad
programs. One is at the Cloud Forest School in
Costa Rica (www.swarthmore.edu/x9200.xml),
through which students can do a school-based
internship, an intercultural credit of Spanish
language instruction, and an independent study.
The other program is through the University of
Capetown, South Africa
(www.swarthmore.edu/x20601.xml), and it
focuses on environmental issues and
educational issues (e.g., literacy, equity,
intersections between schools, communities,
and the environment) in South Africa.

Field-based Learning
Opportunities
Bridging research and practice is a goal for
courses and seminars in the department. Almost
all courses and seminars have a distinctive
fieldwork component, in which students are
directly involved with practice. Students can
request fieldwork placements in urban,
suburban or rural communities and choose from
public, charter or private school settings.
Students are encouraged to use the field
placements as an opportunity to explore a range
of school types and populations.
The Community Outreach Practicum course
(EDUC 070) is offered every two years and is
specifically designed to provide students with
support for working in educational and
community-based settings.

p. 194

Teacher Certification
Swarthmore offers a competency-based teacher
preparation program that is transferable to 48
other states for students who seek secondary
certification. Individual student programs are
designed with guidance from representatives
from the discipline in which the student is being
certified and members of the educational
studies faculty. All students seeking
certification must meet Swarthmore College’s
distribution requirements in the humanities,
natural sciences and social sciences and the
requirements for a major or special major.
State requirements
Students must have completed 48 credit hours
(or 12 Swarthmore College credits) to be
admitted to the teacher certif cation program. In
order to be certified, students must attain an
overall grade point average of 3.0 or meet the
2.8 GPA qualifying score on the appropriate
PRAXIS content exam.
In addition, students will present evidence of
having completed six credit hours in college
level math and three credit hours in college
level English literature. One Swarthmore
College course is equivalent to four credit
hours. In the case of the math requirement,
courses outside of mathematics/statistics that
fulfill the natural science division distribution
requirements can be substituted. AP credit for
scores of four or five in English literature,
calculus AB or AB/BC or statistics will be
accepted as equivalent to one Swarthmore
College course. Scores of six or seven on the
Higher Level IB exams are also considered
equivalent to one course. Math scores of 560 or
better on the SAT level 1 or SAT II math level
1C or IIC exam will be accepted as the
equivalent of three credit hours. A CLEP test
can also be used to meet the math or English
requirements. Certification requires three
additional credit hours in English composition,
covered by the College’s general distribution
requirement of three Writing courses.
During practice teaching, students complete the
PRAXIS and PAPA certification exams
Secondary certification, including
foreign language certification
Swarthmore College offers competency-based
teacher certification programs, approved by the
State of Pennsylvania and portable to 48 other
states, in biology, chemistry, citizenship (for
history, economics and political science
majors), English, French, German,
mathematics, physics, Russian, Spanish, social
science (for psychology and sociology and
anthropology majors), and social studies (for
economics, history, political science,
psychology, and sociology and anthropology
majors). Secondary teaching certification

Educational Studies
applies to grades 7-12. Certification in one of
the foreign language areas qualifies graduates to
teach that language to grades K-12.
In order to be certified, students must complete
a major, a special major, or its equivalent in the
department associated with the certification. It
is important for students to review the subject
specific requirements for their desired area of
certification, which often shape decisions made
regarding major or special major coursework.
Information on subject specific requirements
can be found in the Educational Studies
Handbook. Certification also requires a total of
seven and a half course credits in educational
studies, including:
• Introduction to Education, EDUC 014
• Educational Psychology, EDUC/PSYC 021
• Adolescence, EDUC/PSYC 023
• Adolescents and Special Education (.5
credit), EDUC 023a
• Special Education, EDUC 026
• Language Minority Education, EDUC 053
• Practice Teaching, EDUC 016 (2 credits)
• Curriculum and Methods, EDUC 017 (2
credits)
Introduction to Education, EDUC 014, should
be taken by the end of sophomore year, if at all
possible. Practice Teaching, EDUC 016, and
the Curriculum and Methods Seminar, EDUC
017, are regularly taken during the first or
second semester of the senior year, or in a ninth
semester after graduation. Since student
teaching is a lull semester’s course load,
students should not plan on taking additional
courses while student teaching.
Students preparing for certification must attain
a grade point average of B or above in their
course work; in order to do Practice Teaching,
they must have at least a B- in Introduction to
Education and the approval of all educational
studies faculty who have taught them. Formal
admittance to the certification program follows
registration in Practice Teaching and the
Curriculum and Methods Seminar.
As part of the certification program, students
practice teach for 14 weeks and receive weekly
supervision through the College. Placement for
practice teaching is available in a range of
public (urban and suburban) and private
schools, including several Friends schools in
the Philadelphia area.
Elementary certification
Certification in elementary education (Pre-K
through 8th grade) is not offered by
Swarthmore College. However, if students
complete required courses at Swarthmore and
14 weeks of practice teaching in an elementary
school, they can receive certification through
Eastern College, with which Swarthmore has a

p. 195

collaborative arrangement. Required
educational studies courses for elementary
certification include:
• Introduction to Education, EDUC 014
• Educational Psychology, EDUC/PSYC 021
• Developmental Psychology, PSYC 039 or
Psychology and Practice, EDUC 121
• Teaching Young Diverse Learners, EDUC
042
• Language Minority Education, EDUC 053
• Special Education, EDUC/PSYC 026
• Practice Teaching, EDUC 016 (2 credits)
• Curriculum and Methods, EDUC 017 (2
credits)
• In addition, students take two additional
elementary methods courses in Language Arts
and Reading at Eastern College Summer School
(from mid May-late June) for a total cost of
$3,290 (rate, spring 2012).
Students pursuing elementary certification are
also expected to demonstrate competence in
math, science, social studies, and language arts
in their other course work and are urged to
consult with the chair of the Educational
Studies Department at Swarthmore College
regarding course selections.
Ninth semester program
Students who have completed all the
requirements for certification in their discipline
and in educational studies, except for Practice
Teaching and the Curriculum and Methods
Seminar, may apply to return following
graduation to complete the teacher certification
program during a ninth semester. During this
semester, they take Practice Teaching and the
Curriculum and Methods Seminar and pay for
one course of tuition and student fees. They are
not eligible for campus housing. Further
information on the ninth semester option is
available in the Educational Studies Department
office.

Courses
EDUC 001C. The Writing Process:
Pedagogy and Practice
(See ENGL 001C)
Fall 2012. Gladstein.
EDUC 014. Introduction to Education
This course provides a survey of issues in
education within an interdisciplinary
framework. In addition to considering the
theories of individuals such as Dewey, Skinner,
and Bruner, the course explores some major
economic, historical, psychological, and
sociological questions in American education
and discusses alternative policies and programs.
Topics are examined through readings,
software, writing, discussion, and hands-on

Educational Studies
activity. Fieldwork is required. This course
provides an opportunity for students to explore
their interests in educational policy, student
learning, and teaching. This course, or the firstyear seminar EDUC 014F, is required for
students pursuing teacher certification.
Writing course.
1 credit.
Each semester. Staff.
EDUC 014F. First-Year Seminar:
Introduction to Education
This seminar will draw on materials from the
disciplines of psychology, sociology,
philosophy, history,-and political science to
address questions about American education.
Topics are examined through readings,
software, writing, discussion, and hands-on
activity. Fieldwork is required. This course
fulfills the prerequisite for further coursework
in educational studies and provides an
opportunity for students to explore their
interests in educational policy, student learning,
and teaching. This seminar, or the EDUC 014
course, is required for students pursuing teacher
certification.
Writing course.
1 credit
Each semester. Staff
EDUC 016. Practice Teaching
This course involves supervised full-time
teaching in either secondary or elementary
schools for students pursuing teacher
certification. Students pursuing certification
must take EDUC 017 concurrently. (Single­
credit practice teaching may be arranged for
individuals not seeking certification.)
2 credits.
Fall 2012. Smulyan.
EDUC 017. Curriculum and Methods
Seminar
This seminar is taken concurrently with EDUC
016. Readings and discussion focus on the
applications of educational research and theory
to classroom practice. Course content covers:
lesson planning; classroom management;
inquiry-oriented teaching strategies;
questioning and discussion methods; literacy;
the integration of technology and media;
classroom-based and standardized assessments;
instruction of special needs populations; topics
in multicultural, nonracist, and nonsexist
education; and legislation regarding the rights
of students and teachers. As part of the seminar,
students take a series of special methods
workshops in their content area. Required for
students pursuing teacher certification.
2 credits.
Fall 2012. Smulyan.

p. 196

EDUC 021. Educational Psychology
(Cross-listed as PSYC 021)
This course focuses on issues in learning and
development that have particular relevance to
understanding student thinking. Research and
theoretical work on student learning and
development provide the core readings for the
course. In addition, students participate in a
laboratory section that involves consideration of
learning and motivation in an alternative public
school classroom and provides an introduction
to research methods. Required for students
pursuing teacher certification.
1 credit.
Fall 2012. Renninger.
EDUC 023. Adolescence
(Cross-listed as PSYC 023)
In this course, students examine adolescent
development from psychological, sociological,
and life-span perspectives, reading both
traditional theory and challenges to that theory
that consider issues of race, class, gender,
ethnicity, and sexual orientation. During the
first part of the term, students explore various
aspects of individual development (e.g.,
cognitive, affective, physiological, etc.). The
second part focuses on the adolescent’s
experience in a range of social contexts (e.g.,
family, peer group, school, etc.). Required for
students pursuing teacher certification.
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Spring 2013. Smulyan.
EDUC 023A. Adolescents and Special
Education
In this half credit attachment to EDUC23,
Adolescence, students will focus on meeting the
needs of diverse adolescent learners. In
particular, students will examine the unique
psycho-social interactions between adolescents
receiving special education services, their
parents and the educators who work with them.
Students will also explore strategies for
addressing specific cognitive and academic
needs of these adolescents in literacy, content
area learning, and transitions out of school.
Fieldwork is optional. Required for students
pursuing secondary teacher certification.
Prerequisite: EDUC 026/PSYCH 026 (can be
taken concurrently) or permission of the
instructor. EDUC 023 can be taken
concurrently with EDUC 023A.
Available as credit/no credit only.
0.5 credit.
Fall 2012. Linn.

Educational Studies
EDUC 026. Special Education: Issues
and Practice
(Cross-listed as PSYC 026)
This course is designed to provide students with
a critical overview of special education,
including its history, the classification and
description of exceptionalities, and its legal
regulation. Major issues related to
identification, assessment, educational and
therapeutic interventions, psychosocial aspects,
and inclusion are examined. Course includes a
field placement. Required for students pursuing
teacher certification.
1 credit.
Fall 2012. Linn.
EDUC 041. Educational Policy
This course explores issues in the design,
implementation, and evaluation of educational
policy at the federal, state, and local levels in
light of the ongoing historical and cultural
debates over educational policy. It 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, immigrant
and bilingual education, and special education
from the perspectives of several social science
disciplines and political perspectives.
1 credit.
Not offered 2012-2013.
EDUC 042. Teaching Diverse Young
Learners
This course explores the ways children learn in
classrooms and construct meaning in their
personal, community, and academic lives. The
course is framed by theories of learning as
transmissionist, constructivist, and
participatory. Students will draw on
ethnographies, research, their own learning
histories, classroom observations, and
positioning as novice learners to create optimal
learning environments for diverse learners
including but not limited to English-language
learners, socioeconomically disadvantaged
populations, culturally non-mainstream
students, students with learning differences and
disabilities, and students with socioemotional
classifications. Fieldwork is required. Required
for elementary certification.
Writing course.
1 credit.
Fall 2012. Linn.
EDUC 045. Literacies and Social
Identities
This course explores the intersections of
literacy practices and identities of gender, race,
class, religion, ethnicity, and sexual orientation
within communities of practice. It includes but

p. 197

is not limited to school settings. Students will
work with diverse theory and analytical tools
that draw on educational, anthropological,
historical, sociological, linguistic, fictional,
visual, popular readings and “scenes of
literacy” from everyday practice. Fieldwork
includes a Learning for Life partnership,
tutoring, or community service in a literacy
program.
Writing course.
1 credits.
Fall 2013.
EDUC 053. Language Minority Education
(Cross-listed as LING 053)
This course examines the multifaceted issues
facing English learners in U.S. schools. Course
topics include theories of second language
acquisition and bilingualism, the history of
bilingual education in the United States,
educational language policies and the impact of
the English-only movement, and practical
approaches to teaching linguistic minority
students. Course readings draw from relevant
literature in sociolinguistics, language policy,
language acquisition, educational anthropology,
and language pedagogy. Through fieldwork and
small group projects, students have the
opportunity to explore issues particular to a
language minority population of their choice.
Required for students pursuing teacher
certification.
1 credit.
Spring 2013. Allard.
EDUC 054. Oral and Written Language
(See LING 054)
Prerequisite: LING 001,040, 045, or 050.
1 credit.
Not offered 2012-2013. Napoli.
EDUC 064. Comparative Education
This course examines key issues and themes in
education as they play out in schools and
nations around the world. We will explore the
roles of local, national, and international actors
and organizations in the construction of
educational goals and practice, using case
studies and country studies to look for the
interplay between local context and globalized
movements in education. Topics will include
immigration and schooling, equity, literacy,
curriculum goals and constructs, teachers and
teaching, and education in areas of conflict
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Fall 2012. Smulyan.

Educational Studies
EDUC 068. Urban Education
(Cross-listed as SOAN 020B)
This course examines issues o f practice and
policy, including financing, integration,
compensatory education, curricular innovation,
parent involvement, bilingual education, highstakes testing, comprehensive school reform,
governance, and multiculturalism. The special
challenges faced by urban schools in meeting
the needs of individuals and groups in a
pluralistic society will be examined using the
approaches of education, psychology,
sociology, anthropology, political science, and
economics. Current issues will also be viewed
in historical perspective.
1 credit.
Spring 2013. Jones-Walker.
EDUC 069. Savage Inaccuracies: The
Facts and Economics of Education in
America
(See ECON 005)
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Not offered 2012-2013.
EDUC 070. Outreach Practicum
This course is offered in conjunction with the
Lang Center for Civic and Social
Responsibility. It is designed to support
students involved in educational and
community-based outreach in urban settings.
Students’ volunteer experiences will provide
text and case material for course work.
Historical grounding in the construction of
cities in general, and Chester, PA, in particular,
will be provided. Criteria for effective practices
will be identified for the range of volunteer
roles in community service projects.
0.5 or 1 credit.
Spring 2014. Jones-Walker.
EDUC 071. Introduction to Performing
Arts Education: Music
(See DANC 091 and MUSI 091)
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Spring 2014. Whitman.
EDUC 072. Foreign Language Teaching
and Pedagogy
(See Modem Languages and Literatures)
0.5 credit
Each semester. Staff.
EDUC 073. Creative Writing Outreach
Course
(See ENGL 070L)

p. 198

1 credit.
Spring 2013. Brown.
EDUC 091A. Special Topics
With permission of the instructor, qualified
students may choose to pursue a topic of special
interest in education through a field project
involving classroom or school practice.
Available as a credit/no credit course only.
0.5 or 1 credit.
Each semester. Staff.
EDUC 091B. Special Topics
With permission of the instructor, students may
choose to pursue a topic of special interest by
designing an independent reading or project that
usually requires a comprehensive literature
review, laboratory work, and/or field-based
research.
0.5 or 1 credit.
Each semester. Staff.
EDUC 091C. Special Topics (Music
Education)
(See MUSI 091C)
Available as a credit/no credit course only.
0.5 credit.
Not offered 2012-2013. Whitman.
EDUC 096-097. Thesis
1 or 2 credits, normally in conjunction with a
special major.
Each semester. Staff.
EDUC 098. Psychology and Educational
Studies Thesis
1 or 2 credits, normally in conjunction with a
special major.
Each semester. Renninger.

Seminars
Honors seminars are open to all students.
Priority is given to honors majors and minors.
EDUC 121. Psychology and Practice
This seminar focuses on general developmental
principles revealed in and applicable to contexts
of practice as well as practical applications of
research and theory in developmental
psychology. Seminar foci include: (1) use of the
literatures in developmental, educational, and
social psychology and learning and cognitive
science to identify key indicators for assessing
changed understanding and motivation; (2)
preparation of literature reviews on a topic of
each student’s choice; and (3) collaborative
work on an evaluation research project
addressing a “live” issue or problem identified
by a local teacher, school, or community
organization.
Prerequisites: EDUC 021.

Educational Studies
Writing course.
2 credits (or 1 credit with permission of the
instructor).
Not offered 2012-2013.
EDUC 131. Social and Cultural
Perspectives on Education
In this seminar, students examine schools as
institutions that both reflect and challenge
existing social and cultural patterns of thought,
behavior, and knowledge production. Seminar
participants study and use qualitative methods
of research and examine topics including the
aims of schooling, parent/school/community
interaction, schooling and identity development,
and classroom and school restructuring.
Prerequisites: EDUC 014 and an additional
course in the 060s.
Writing course.
2 credits.
Spring 2013.
EDUC 151. Literacy Research
This seminar explores theories and methods in
the design and implementation of qualitative
studies of literacy, evaluation of literacy
programs and pedagogy, and study of literacy
policies. Students review relevant literature and
participate in a field-based collaborative
research project or program evaluation.
Prerequisites: EDUC 014 and an additional
course in the 040-060s. Either EDUC 042 or
045 is highly recommended.
Writing course.
2 credits.
Not offered 2012-2013.
EDUC 162. Sociology of Education
(Cross-listed as SOAN 162)
This seminar explores connections between
schooling and society. The seminar will look at
educational policy and practice, applying
sociological perspectives to a broad array of
educational and social problems. The seminar
will examine schools as socializing institutions,
the ways in which schooling influences social
stratification, social mobility, and adult
socioeconomic success. Topics will include
unequal access to education, what makes
schools effective, dropping out and persisting in
school at various levels, ability grouping and
tracking, and school restructuring. Fieldwork is
required.
Theory course for SOAN majors.
Prerequisite: EDUC 014 and an additional
course in the 060s, or permission of the
instructor.
2 credits.
Not offered 2012-2013.

p. 199

EDUC 167. Identities and Education:
This course explores intersections between
identities of race, class, gender, sexual
orientation and public education in the United
States. Readings will draw on the fields of
anthropology, legal studies, and cultural studies.
Two central fiameworks, Cultural Production
and Critical Race Theory, will guide
consideration of how social structures inform
the realities of schooling and how racial, classbased, gendered and sexual identities are
formed within the context of schools.
Prerequisites: EDUC 014 and EDUC 068.
2 credits.
Fall 2012. Jones-Walker.
EDUC 180. Honors Thesis
A 2-credit thesis is required for students
completing special honors majors including
educational studies. The thesis may be counted
for 2 credits in educational studies or for 1
credit in educational studies and 1 credit in the
other discipline in the student’s Honors
Program.
2 credits.
Each semester. Staff.

Engineering

p. 200

ERIK CHEEVER, Professor
ERICH CARR EVERBACH, Professor1
NELSON A. MACKEN, Professor
ARTHUR E. McGARITY, Professor
LYNNE ANN MOLTER, Professor and Chair
FARUQ M.A. SIDDIQUI, Professor12
TALI MORESHET, Assistant Professor
MATTHEW A. ZUCKER, Assistant Professor
MICHAEL PIOVOSO, Visiting Professor
ALLAN MOSER,Visiting Associate Professor
ANN RUETHER, Academic Support Coordinator
EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist
GRANT SMITH, Mechanician
CASSY BURNETT, Administrative Coordinator
1Absent on leave, fall 2012.
2Absent on leave, spring 2013.

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

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

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

Course Major
Engineering majors must complete
requirements from two categories: (1) 12
engineering credits and (2) 8 credits in math
and science, normally 4 in math and 4 in
science. No courses taken at Swarthmore and
intended to satisfy these departmental
requirements, except those taken fall semester
in the first year, may be taken credit/no credit.
The requirements are detailed below, with math
and science discussed separately.
Math requirement
To fulfill the math requirement for the
engineering major, students must receive from
the Mathematics and Statistics Department
either placement or credit for: Elementary
Single Variable Calculus (MATH 015); Further
Topics in Single Variable Calculus or
Advanced Topics in Single Variable Calculus
(MATH 025 [025S] or 026); Several-Variable
Calculus (MATH 033,034, or 035); and
Differential Equations (MATH 043 or 044). It
is recommended that all students take Linear

Engineering
Algebra (MATH 027 or 028), particularly those
with placement or credit for one or more math
courses. Students are normally required to
complete 4 credits in mathematics. The
exception to this requirement is a student with
fewer than 4 credits who has received credit for
Linear Algebra (MATH 027 or 028), SeveralVariable Calculus (MATH 033,034, or 035)
and Differential Equations (MATH 043 or 044).
Such a student may take a fifth science course
in lieu of the fourth math credit.
Science requirement
To fulfill the science requirement for the
engineering major, students must receive credit
for four science courses, and each one must be a
natural sciences and engineering practicum.
These courses should complement the student’s
overall program of study and must include (a) 1
credit in biochemistry, biology, or chemistry;
and (b) placement or credit for 1 year of
calculus-based physics (PHYS 003/PHYS 004,
PHYS 007/PHYS 008, or the equivalent). To
count toward the engineering major, the
unspecified science credit(s) can come from
astronomy, biology, (bio) chemistry, or physics,
and must be acceptable for credit toward a
minimal major in the offering department. A
student may include PHYS 005 or ASTR 005 as
part of the science requirement only if that
course is taken in the first year. ASTR 016 may
be used to fulfill this requirement. It is
recommended that students with an interest in
computer engineering consider courses offered
by the Computer Science Department.
Engineering requirement
Students majoring in engineering are required
to take seven engineering core courses;
Mechanics (ENGR 006), Electric Circuit
Analysis (ENGR 011), Linear Physical Systems
Analysis (ENGR 012), Experimentation for
Engineering Design (ENGR 014),
Fundamentals of Digital Systems (ENGR 015),
Thermofluid Mechanics (ENGR 041) and
Engineering Design (ENGR 090). Mechanics is
usually taken in the spring of the first year.
Electric Circuit Analysis is usually taken in the
fall of the sophomore year. Linear Physical
Systems Analysis and Experimentation for
Engineering Design are usually taken in the
spring of the sophomore year. Fundamentals of
Digital Systems can be taken in the fall of the
sophomore, junior or senior year. Thermofluid
Mechanics can be taken in the fall o f the junior
or senior year. Engineering Design (ENGR
090) is the culminating experience for
engineering majors and must be taken by all
majors in spring of senior year. Submission and
oral presentation of the final project report in
Engineering Design constitutes the
comprehensive examination for engineering
majors.

p. 201

Elective Program for course majors
Each student devises a program of advanced
work in the department in consultation with his
or her adviser. These programs normally
include five electives. The choice of electives is
submitted for departmental approval as part of
the formal application for a major in
engineering during the spring semester of the
sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional
area of engineering specialization (e.g.,
computer, electrical, mechanical, or civil). The
department therefore requires each plan of
advanced work to have a coherent, welljustified program that meets the student’s stated
educational objectives.
At most one Swarthmore course taught by a
faculty member outside the Engineering
Department can count as one of the 12
engineering credits required for the major.
Normally a maximum of 2.5 transfer credits
that are preapproved by the Engineering
Department will be accepted as partial
fulfillment of the 12 engineering credits
required for the major. Exceptions to this rule
include students who transfer to Swarthmore
and others with special circumstances; the
amount of credit accepted in their cases will be
determined on a case-by-case basis by the
department chair.
Students should be aware that most lecture
courses at other institutions carry only 0.75
Swarthmore credits, unless they include a full
lab sequence. Students who wish to receive
credit for courses taken at other institutions,
including those taken abroad, as partial
fulfillment of the requirements for the major
should consult their academic advisers and the
chair of the Engineering Department as early as
possible to ensure that all requirements are met.
The courses available for traditional elective
programs include the following;
• Electrical engineering group. Electronic
Circuit Applications, Physical Electronics,
Electromagnetism, Communication Systems,
Digital Signal Processing, VLSI Design, and
Control Theory and Design. Students having an
interest in digital systems might replace one or
more of these courses with Principles of
Computer Architecture and Computer Graphics.
• Computer engineering group. Principles of
Computer Architecture, VLSI Design,
Computer Graphics, Computer Vision,
Introduction to Computer Networks, Mobile
Robotics, Operating Systems, and Principles of
Compiler Design and Construction. Students
with an interest in computer hardware may
include Electronic Circuit Applications,
Physical Electronics, Digital Signal Processing,
and Control Theory and Design.

Engineering
• Mechanical engineering group. Mechanics
of Solids, Fluid Mechanics, Heat Transfer,
Thermal Energy Conversion, Solar Energy
Systems, or Control Theory and Design.
• Civil and environmental engineering group.
Basic preparation includes Mechanics of Solids,
Structural Analysis, Soil and Rock Mechanics,
and Water Quality and Pollution Control.
Additional courses include Operations Research
and Environmental Systems for those interested
in the environment or urban planning; or
Structural Design for those interested in
architecture and construction. Other
recommended courses include Solar Energy
Systems, and Fluid Mechanics.

Course Minor
Academic advising
Students interested in pursuing a minor must
find a faculty member within the Engineering
Department to advise them. If possible, this
faculty member should have interests that
overlap the area of the minor. Students who
encounter difficulties in identifying an adviser
should seek the assistance of the chair of the
Engineering Department. Students who plan to
minor in engineering should regularly consult
their engineering advisers. The sophomore
papers of engineering minors should indicate
the plan to minor and the courses chosen to
fulfill the minor.
Requirements
A minimum of 5 credits in engineering is
required, of which at least 2 but not more than 3
must be core courses (ENGR 006,011,012,
014,015, or 041, but not ENGR 090). The
remainder will be selected from elective course
offerings within the department. Only those
electives that count toward an engineering
major can be counted toward a minor.
At most one Swarthmore course taught by a
faculty member outside the Engineering
Department can count as one of the 5
engineering credits required for the minor.
Supporting work in mathematics, physics,
chemistry, and computer science is necessary
only when designated as a prerequisite to an
individual engineering course.
No directed readings may be used as one of the
5 credits for the minor.
A maximum of 1 transfer credit that is
preapproved by the Engineering Department
will be accepted as partial fulfillment of the
minor requirements. Transfer credits will not
count for one of the two courses used to fulfill
the core course requirement of the minor.
Students should be aware that most lecture
courses at other institutions carry only 0.75
Swarthmore credits, unless they include a full
lab sequence. Students who wish to receive

p. 202

credit for courses taken at other institutions,
including those taken abroad, as partial
fulfillment of the requirements for the minor
should consult their academic advisers and the
chair of the Engineering Department as early as
possible to ensure that all requirements are met.
No culminating experience will be required.
Only students pursuing the major in engineering
may enroll in ENGR 090.
Areas of study
Although packaged selections of courses will be
suggested as options for those interested in an
engineering minor, students may tailor their
programs to meet individual needs and interests
in consultation with their advisers.

Honors Major
Students with a B+ average among courses in
the Division of Natural Sciences and
Engineering may apply for an honors major in
engineering. This B+ average must be
maintained through the end of the junior year to
remain in the Honors Program. A listing of
preparations supported by existing engineering
courses is appended. Credits from approved
attachments or special topics courses may
substitute for not more than 1 credit within any
preparation.
Honors majors must complete the same
requirements as course majors in engineering.
The honors major in engineering is a fourexamination program that includes three
preparations in engineering (the major) and one
minor preparation. Each area comprises 2
credits of work. The preparations may include
ENGR 090 and/or one other core course.
The minor preparation must comprise at least 2
credits of work approved by any department or
program outside engineering.
Each major candidate must accumulate 12
credits in engineering, including ENGR 090,
and the same number of science and math
credits as required of course majors.
If one o f the major preparations includes ENGR
090, it must be paired with an appropriately
related upper-level engineering elective or a 1credit honors thesis to be completed in the fall
semester of senior year. Honors thesis credit
may not substitute for any of the 12 engineering
credits required for the bachelor of science.
Candidates who choose an honors thesis will
complete at least 13 credits in engineering and
33 across the College. The two additional major
preparations must each comprise two related,
upper-level engineering electives. A précis of
not more than 12 pages (including tables and
figures) of each candidate’s ENGR 090 project
must be submitted by the end of the 10th week
of the spring semester for mailing to the
relevant honors examiner. The final ENGR 090

Engineering
report will not be mailed to any examiner but
may be brought to the oral examinations.
Senior honors study by engineering majors is
not required.

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

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

Courses Readily Available to
Students Not Majoring or
Minorlng in Engineering
Problems in Technology (003), Art and
Engineering of Structures (007), and How Do
Computers Work? (008) are designed for
students contemplating only an introduction to

p. 203

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

Off-Campus Study
Poland Study Abroad Program
A program of study is available, normally in the
spring of the junior year, at the Technical
University of Krakow, Poland, for students
interested in an engineering study abroad
experience in a non-English-speaking country.
Students take courses taught in English
consisting of two engineering electives and a
survey course Environmental Science and
Policy in Central and Eastern Europe, plus an
intensive orientation course on Polish language
and culture provided by the Jagiellonian
University. Coordinator: Professor McGarity.

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

Engineering
Writing course.
1 credit.
Not offered 2012-2013.

004: Environmental Courses for
Nonmajors
Courses numbered ENGR 004A-004Z serve all
students interested in environmental science,
technology, and policy. Indicated courses may
be used to satisfy the writing course and natural
sciences and engineering practicum
requirements. Some may also meet
requirementsfo r minors in environmental
studies or public policy and special majors in
environmental science or environmentalpolicy
and technology. Similar courses are available
through the College’s off-campus study
programs in Poland and Cape Town, South
Africa. These courses may not be used to satisfy
requirementsfo r the major or minor in
engineering.
ENGR 004A. Environmental Protection
This course covers fundamentals of analysis for
environmental problems in the areas of water
pollution, air pollution, solid and hazardous
wastes, water and energy supply, and resource
depletion, with an emphasis on technological
solutions. Topics include scientific concepts
necessary to understand local and global
pollution problems, pollution control and
renewable energy technologies, public policy
developments related to regulation of
pollutants, and methods of computer-based
systems analysis for developing economically
effective environmental protection policies.
Eligible for ENVS credit
1 credit
Not offered 2012-2013.
ENGR 004B. Swarthmore and the
Biosphere
An interdisciplinary seminar-style investigation
of the role of Swarthmore College and its
community within the biosphere, including an
intensive field-based analysis of one major
aspect of Swarthmore’s interaction with its
environment such as food procurement, waste
disposal, or energy use. Student project groups
explore the selected topic from various
perspectives, and the class proposes and
attempts to implement solutions. Faculty from
various departments provide background
lectures, lead discussions of approaches
outlined in the literature, and coordinate project
groups. This course is cross-listed in the
instructors’ departments and does not count
toward distribution requirements.
1 credit.
Offered when demand and staffing permit.

p. 204

ENGR 005. Engineering Methodology
A course for those interested in engineering,
presenting techniques and tools that engineers
use to define, analyze, solve, and report on
technical problems, and an introduction to
department facilities. Designed for students
who are potential majors as well as those
interested only in an introduction to
engineering. Although ENGR 005 is not
required of prospective engineering majors, it is
strongly recommended. This course cannot be
used to fulfill the requirements for the
engineering major or minor.
0.5 credit.
Fall 2012. Cheever.
ENGR 006. Mechanics
This course covers fundamental areas o f statics
and dynamics. Elementary concepts of
deformable bodies are explored, including
stress-strain relations, flexure, torsion, and
internal pressure. Laboratory work includes a
MATLAB workshop, experiments on
deformable bodies, and a truss-bridge team
design competition.
Prerequisite: PHYS 003 or the equivalent.
1 credit.
Spring 2013. Everbach, Staff.
ENGR 007. Art and Engineering of
Structures
This introduction to the basic principles of
structural analysis and design includes an
emphasis on the historical development of
modem structural engineering. It is suitable for
students planning to study architecture or
architectural history, or who have an interest in
structures. This course includes a laboratory
and is designed for students not majoring in
engineering. Usually offered in alternate years.
1 credit.
Not offered 2012-2013.
ENGR 008. How Do Computers Work?
This course combines technical basics of digital
systems and computer organization with a less
technical overview o f a range of topics related
to computers. Class time will include a
combination of lectures, student presentations
and discussions, and hands-on design. Some of
the topics covered include clusters and
networks such as the Internet, file sharing
programs such as ¡Tunes and YouTube, and the
history and future of computers. For students
not majoring in engineering, no prerequisites.
1 credit.
Spring 2013. Moreshet.
ENGR 009. Engineering and Scientific
Applications of Calculus
This half-credit course will focus on
mathematical applications of single variable

Engineering
calculus, mainly from engineering and physics;
it may also include some examples from other
sciences if there is student interest. In addition,
ENGR 009 will include a review of relevant
pre-calculus topics. It is designed to give
capable and hard-working students the best
chance to excel in calculus, and is
recommended for students who are interested in
real-world contexts where calculus is used,
including (but not limited to) potential science
and engineering majors.
The course will meet twice weekly for a total of
2.5 hours, and have little outside work
associated with it. Most of the time in class will
be spent solving problems and doing group
work.
ENGR 009 may not be used to fulfill the
requirements for the engineering major or
minor, and is available only to students taking
MATH 015 concurrently.
0.5 credit.
Not offered 2012-2013.
ENGR 011. Electrical Circuit Analysis
The analysis of electrical circuits is introduced,
including resistors, capacitors, inductors, opamps, and diodes. The student will learn to
develop equations describing electrical
networks. Techniques are taught to solve
differential equations resulting from linear
circuits. Solutions will be formulated both in
the time domain and in the frequency domain.
There is a brief introduction to digital circuits
and a laboratory.
Prerequisites: MATH 025/026 or its equivalent,
or permission of the instructor. PHYS 004 is
recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Molter, Piovoso.
ENGR 012. Linear Physical Systems
Analysis
Engineering phenomena that may be
represented by linear, lumped-parameter
models are studied. This course builds on the
mathematical techniques learned in ENGR 011
and applies them to a broad range of linear
systems, including those in the mechanical,
thermal, fluid, and electromechanical domains.
Techniques used include Laplace Transforms,
Fourier analysis, and Eigenvalue/Eigenvector
methods. Both transfer function and state-space
representations of systems are studied. The
course includes a brief introduction to discrete
time systems and includes a laboratory.
Prerequisite: ENGR 011 or the equivalent or
permission of the instructor.

p. 205

Natural sciences and engineering practicum.
1 credit.
Spring 2013. Cheever, Piovoso.
ENGR 014. Experimentation for
Engineering Design
Students are introduced to measurement
systems, instruments, probability, statistical
analysis, measurement errors, and their use in
experimental design, planning, execution, data
reduction, and analysis. Techniques of
hypothesis testing, confidence intervals, and
single and multivariable linear and nonlinear
regression are covered. This course includes a
laboratory.
Prerequisite: Math 033 or equivalent or consent
of instructor.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Spring 2013. Macken, McGarity.
ENGR 015. Fundamentals of Digital
Systems
The course will introduce students to digital
system theory and design techniques, including
Boolean algebra, binary arithmetic, digital
representation of data, gates, and truth tables.
Digital systems include both combinational and
sequential logic—consisting of flip-flops, finite
state machines, memory, and timing issues.
Students will gain experience with several
levels of digital systems, from simple logic
circuits to a hardware description language and
interface programming in C. This course
includes a laboratory.
Prerequisites: At least 1 credit in engineering or
computer science or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Moreshet.
ENGR 019. Numerical Methods for
Engineering Applications
(Cross-listed as MATH 024)
This course is geared towards students who
want to know how to transform a set of
equations on a page into a working computer
program. Topics will include root finding,
discrete and continuous optimization, gradient
descent, solution of linear systems, finite
element methods, and basic methods in
computational geometry. We will also discuss
how real numbers are represented by
computers, especially insofar as they affect
precision and accuracy of calculations.
Techniques will be applied in a series of
projects focused on engineering applications.

Engineering
Prerequisites: MATH 025/026 or its equivalent,
or permission of the instructor.
1 credit.
Fall 2012. Zucker.
ENGR 020. Introduction to Computer
Networks
This course introduces the principles and
practice of computer networking. Topics
include the structure and components of
computer networks, packet switching, layered
architectures, physical layer, window flow
control, network layer, local area networks
(Ethernet, Token Ring, FDDI), TCP/IP, error
control, congestion control, quality of service,
multicast, network security, wireless LANs and
cellular wireless networks.
Prerequisite: ENGR 015 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
ENGR 022. Operating Systems
(See CPSC 045)
Prerequisite: CPSC 035 required. One of ENGR
025 or CPSC 033 is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
ENGR 023. Principles of Compiler
Design and Construction
(See CPSC 075)
Prerequisite: CPSC 035 required. One of ENGR
025 or CPSC 033 is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Newhall.
ENGR 024. VLSI Design
This course is an introduction to the design,
analysis, and modeling of digital integrated
circuits, with an emphasis on hands-on chip
design using CAD tools. The course will focus
on CMOS technology and will cover both full
custom and synthesis VLSI design. A
laboratory is included.
Prerequisite: ENGR 015 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.

p. 206

ENGR 025. Principles of Computer
Architecture
(Cross-listed as CPSC 052)
This course covers the physical and logical
design of a computer. Topics include current
microprocessors, CPU design, RISC and CISC,
pipelining, superscalar processing, caching,
virtual memory, assembly and machine
language, and multiprocessors. Labs cover
performance analysis via simulation and
microprocessor design using CAD tools.
Prerequisites: One of ENGR 015, CPSC 035,
CPSC 033.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Moreshet.
ENGR 026. Computer Graphics
(See CPSC 040)
Prerequisites: CPSC 035 and Linear Algebra
required or permission of the instructor. (Linear
Algebra may be taken concurrently.)
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Danner.
ENGR 027. Computer Vision
(Cross-listed as CPSC 072)
Computer vision studies how computers can
analyze and perceive the world using input
from imaging devices. Topics include line and
region extraction, stereo vision, motion
analysis, color and reflection models, and object
representation and recognition. The course will
focus on object recognition and detection,
introducing the tools of computer vision in
support of building an automatic object
recognition and classification system. Labs will
involve implementing both off-line and real­
time object recognition and classification
systems.
Prerequisites: ENGR 015 or CPSC 035. MATH
027 or 28(S) is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Zucker.
ENGR 028. Mobile Robotics
(Cross-listed as CPSC 082)
This course addresses the problems of
controlling and motivating robots to act
intelligently in dynamic, unpredictable
environments. Major topics will include
mechanical design, robot perception, kinematics
and inverse kinematics, navigation and control,
optimization and learning, and robot simulation
techniques. To demonstrate these concepts, we
will be looking at mobile robots, robot arms and

Engineering
positioning devices, and virtual agents. Labs
will focus on programming robots to execute
tasks and to explore and interact with their
environment.
Prerequisites: ENGR 015 or CPSC 035. MATH
027 or 028(S) is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Zucker.
ENGR 035. Solar Energy Systems
Fundamental physical concepts and system
design techniques of solar energy systems are
covered. Topics include solar geometry,
components of solar radiation, analysis of
thermal and photovoltaic solar collectors,
energy storage, computer simulation of system
performance, computer-aided design
optimization, and economic feasibility
assessment. This course includes a laboratory.
Offered in the fall semester o f alternate years.
Prerequisites: PHYS 004, MATH 015, or the
equivalent or the permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
ENGR 041. Thermofluid Mechanics
This course introduces macroscopic
thermodynamics: first and second laws,
properties of pure substances, and applications
using system and control volume formulation.
Also introduced is fluid mechanics:
development of conservation theorems,
hydrostatics, and the dynamics of one­
dimensional fluid motion with and without
friction. A laboratory is included.
Prerequisites: ENGR 006,011 and 012 or the
equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Macken, Moser.
ENGR 057. Operations Research
(Cross-listed as ECON 032)
This course introduces students to mathematical
modeling and optimization to solve complex,
multivariable problems such as those relating to
efficient business and government operations,
environmental pollution control, urban
planning, and water, energy, and food
resources. Introduction to the AMPL computer
modeling language is included. A case study
project is required for students taking the course
as.a Natural sciences and engineering practicum
(ENGR 057). The project is optional for
students taking the course as ECON 032.
Prerequisite: familiarity with matrix methods,
especially solution of simultaneous linear

p. 207

equations, i.e., elementary linear algebra; but a
full course in linear algebra is not required.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. McGarity.
ENGR 058. Control Theory and Design
This introduction to the control of engineering
systems includes analysis and design of linear
control systems using root locus, frequency
response, and state space techniques. It also
provides an introduction to digital control
techniques, including analysis of A/D and D/A
converters, digital controllers, and numerical
control algorithms. A laboratory is included.
Prerequisite: ENGR 012 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Cheever.
ENGR 059. Mechanics of Solids
Internal stresses and changes of form that occur
when forces act on solid bodies or when
internal temperature varies are covered as well
as state of stress and strain, strength theories,
stability, deflections, photoelasticity, and elastic
and plastic theories. A laboratory is included.
Prerequisite: ENGR 006 or the equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Siddiqui.
ENGR 060. Structural Analysis
This course covers fundamental principles of
structural mechanics including statically
determinate analysis of frames and trusses,
approximate analysis of indeterminate
structures, virtual work principles, and elements
of matrix methods of analysis and digital
computer applications. A laboratory is included.
Offered in the fall semester of alternate years.
ENGR 006, or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
ENGR 061. Geotechnical Engineering:
Theory and Design
Soil and rock mechanics are explored, including
soil and rock formation, soil mineralogy, soil
types, compaction, soil hydraulics,
consolidation, stresses in soil masses, slope
stability, and bearing capacity as well as their
application to engineering design problems. A
laboratory is included. Offered in the fall
semester of alternate years.
Grade of B or better in ENGR 006, or
permission of the instructor.
Natural sciences and engineering practicum.

Engineering
1 credit
Fall 2012. Siddiqui.
ENGR 062. Structural Design
This course covers the behavior and design of
steel and concrete structural members. Topics
will include a discussion of the applicable
design codes and their applications to structural
design. A laboratory is included. Normally
offered in the spring semester of alternate years.
ENGR 006, or permission of the instructor
Natural sciences and engineering practicum
1 credit.
Not offered 2012-2013.
ENGR 063. Water Quality and Pollution
Control
Students will study elements of water quality
management and treatment of wastewaters
through laboratory and field measurements of
water quality indicators, analysis of wastewater
treatment processes, sewage treatment plant
design, computer modeling of the effects of
waste discharge, stormwater, and nonpoint
pollution on natural waters, and environmental
impact assessment. Offered in the fall semester
of alternate years.
Prerequisites: CHEM 010, MATH 025 or 026,
or the equivalent or consent of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. McGarity.
ENGR 066. Environmental Systems
Students will explore mathematical modeling
and systems analysis of problems in the fields
of water resources, water quality, air pollution,
urban planning, and public health. Techniques
of optimization including linear and integer
programming are used as frameworks for
modeling such problems. Dynamic systems
simulation methods and a laboratory are
included. Offered in the spring semester of
alternate years.
Recommended: ENGR 057 or the equivalent, or
the consent of instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. McGarity.
ENGR 071. Digital Signal Processing
Students will be introduced to difference
equations and discrete-time transform theory,
the Z-transform and Fourier representation of
sequences, and fast Fourier transform
algorithms. Discrete-time transfer functions and
filter design techniques are also introduced.
This course introduces the architecture and
programming of digital signal processors. A
laboratory is included.

p. 208

Prerequisite: ENGR 012 and ENGR 015 or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
ENGR 072. Electronic Circuit
Applications
The student will learn the fundamentals of
practical electronic circuit design and
construction for purposes of instrumentation
and control. This includes diode applications,
op-amps for amplification and filtering of
electronic signals, and power MOSFET
transistors as switching devices for actuators
such as motors. Mixed signal devices (A/D and
D/A converters) are introduced and used
throughout the course. Students learn to
program microcontrollers, including on-chip
peripherals and the processing of interrupts.
Throughout the course, practical considerations
of circuit design and construction are covered.
This course includes a laboratory.
ENGR 012 is a prerequisite and ENGR 015 is a
corequisite; either or both may be waived at the
discretion o f the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Cheever.
ENGR 073. Physical Electronics
Topics include the physical properties of
semiconductor materials and semiconductor
devices; the physics of electron/hole dynamics;
band and transport theory; and electrical,
mechanical, and optical properties of
semiconductor crystals. Devices examined
include diodes, transistors, FETs, LEDs, lasers,
and pin photo-detectors. Modeling and
fabrication processes are covered. A laboratory
is included. Offered in the spring semester of
alternate years.
Prerequisite: ENGR 011 or PHYS 008 or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
ENGR 074. Semiconductor Devices and
Circuits
This course explores the operation and
application of semiconductor devices, including
diodes, transistors (bipolar and field effect) and
other devices. This includes terminal
characteristics of semiconductor devices and
circuits, including small signal models of single
and multi-transistor amplifiers, and transistorlevel modeling of operational amplifiers. The
course also examines the speed and inputoutput characteristics of logic devices, the

Engineering
design of power circuits and problems of
stability and oscillation in electronic circuits.
Prerequisite: ENGR 011 or permission of the
instructor.
1 credit.
Not offered 2012-2013.
ENGR 075, 076. Electromagnetic Theory
I and II
The static and dynamic treatment of
engineering applications of Maxwell’s
equations will be explored. Topics include
macroscopic field treatment of interactions with
dielectric, conducting, and magnetic materials;
analysis of forces and energy storage as the
basis of circuit theory; electromagnetic waves
in free space and guidance within media; plane
waves and modal propagation; and polarization,
reflection, refraction, diffraction, and
interference. Offered in the fall semester of
alternate years.
ENGR 076 will include advanced topics in
optics and microwaves, such as laser operation,
resonators, Gaussian beams, interferometry,
anisotropy, nonlinear optics, modulation and
detection. Laboratories for both courses will be
oriented toward optical applications using
lasers, fiber and integrated optical devices,
modulators, nonlinear materials, and solid-state
detectors.
ENGR 075.
Prerequisite: ENGR 012, PHYS 008, or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Molter.
ENGR 076.
Prerequisite: ENGR 075 or a physics
equivalent.
Natural sciences and engineering practicum.
1 credit.
Offered when demand and staffing permit.

p. 209

1 credit.
Spring 2013. Molter.
ENGR 081. Thermal Energy Conversion
This course covers the development and
application of the principles of thermal energy
analysis to energy conversion systems,
including cycles and solar energy systems. The
concepts of availability, ideal and real mixtures,
and chemical and nuclear reactions are
explored. A laboratory is included. Offered in
the spring semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
ENGR 083. Fluid Mechanics
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis of fluid
flow systems. Conservation of mass,
momentum, and energy are covered along with
applications to the study of inviscid and
viscous, incompressible, and compressible
fluids. A laboratory is included. Offered in the
spring semester o f alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Macken.
ENGR 084. Heat Transfer
Students are introduced to the physical
phenomena involved in heat transfer. Analytical
techniques are presented together with
empirical results to develop tools for solving
problems in heat transfer by conduction, forced
and free convection, and radiation. Numerical
techniques are discussed for the solution of
conduction problems. A laboratory is included.
Offered in the fall semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Macken.

ENGR 078. Communication Systems
Theory and design principles of analog and
digital communication systems are explored.
Topics include frequency domain analysis of
signals; signal transmission and filtering;
random signals and noise; AM, PM, and FM
signals; sampling and pulse modulation; digital
signal transmission; PCM; coding; and
information theory. Applications to practical
systems such as television and data
communications are covered. A laboratory is
included. Offered in the spring semester of
alternate years.
Prerequisite: ENGR 012 or permission of the
instructor.

ENGR 086. Dynamics of Mechanical
Systems
Rigid-body kinematics and kinematics in plane
and three-dimension using energy and
momentum methods of analysis; linkages;
vibrations; transform and state-variable
dynamics modeling with Matlab. A laboratory
is included.
Prerequisites: ENGR 006, ENGR 011, ENGR
012, MATH 033/034/035, MATH 043/044, or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.

Natural sciences and engineering practicum.

Not offered 2012-2013.

Engineering
ENGR 090. Engineering Design
Students work on a design project that is the
culminating exercise for all senior engineering
majors. Students investigate a problem of their
choice in an area of interest to them under the
guidance of a faculty member. A
comprehensive written report and an oral
presentation are required. This class is available
only to engineering majors.
Writing course.
1 credit.
Spring 2013. Staff.
ENGR 091. Special Topics: Humanoid
Robotics
In recent years, humanoid robots such as the
Honda Asimo and Boston Dynamics’ PetMan
have become more prevalent as demand grows
for robots that can navigate and work in the
same spaces as humans. This project-based
course focuses on several topics in the area of
humanoid robotics including balancing, legged
locomotion, and mobile manipulation. Students
will work with detailed computer simulations of
the Hubo biped, as well as with one of two
Darwin-OP robots in the robotics lab.
Successful student projects may be run on a
real, human-sized Hubo located at Drexel
University.
Prerequisites: Either MATH 027 or 028; one of
ENGR 027 or ENGR 028 or CSPC 081; or
permission from the instructor.
Lab work required; labs will be self-scheduled.
1 credit.
Spring 2013. Zucker.
ENGR 093. Directed Reading or Project
Qualified students may do special work with
theoretical, experimental, or design emphasis in
an area not covered by regular courses with the
permission of the department and a willing
faculty supervisor.
1 credit
Offered only with departmental approval and
faculty supervision.
ENGR 096. Honors Thesis
In addition to ENGR 090, an honors major may
undertake an honors thesis in the fall semester
of the senior year with approval of the
department and a faculty adviser. A prospectus
of the thesis problem must be submitted and
approved not later than the end of junior year.
1 credit.
Offered only with departmental approval and
faculty supervision.
ENGR 199. Senior Honors Study
Senior honors study is available only for
engineering minors and must include at least
0.5 credit as an attachment to one of the courses

p. 210

in the engineering preparation. This course may
be taken only in the spring of the senior year.
0.5 or 1 credit.
Offered only with departmental approval and
faculty supervision.

Preparation for Honors
Examinations
The department will arrange honors
examinations in the following areas to be
prepared for by the combinations of courses
indicated. Other preparations are possible by
mutual agreement.
Communications and Electromagnetic
Fields
Communication Systems
Electromagnetic Theory
Communications and Signal Processing
Communication Systems
Digital Signal Processing
Computer Architecture
Fundamentals of Digital Systems
Principles of Computer Architecture
Electromagnetic Theory
Electromagnetic Theory I
Electromagnetic Theory II
Electronics
Electronic Circuit Applications
Physical Electronics
Environmental Systems
Operations Research
Environmental Systems
Heat Transfer and Fluid Mechanics
Heat Transfer
Fluid Mechanics
integrated Electronics
Electronic Circuit Applications
VLSI Design
Materials Engineering
Mechanics of Solids
Engineering Materials
Mobile Robotics and Machine Vision
Computer Vision
Mobile Robotics
Signals and Systems
Control Theory and Design
Digital Signal Processing
Solar Thermal Systems
Solar Energy Systems
Thermal Energy Conversion or Heat Transfer

Engineering
Structural Analysis and Design
Structural Analysis
Structural Design
Structural Mechanics
Mechanics of Solids
Structural Analysis
Structures and Soil
Structural Analysis
Geotechnical Engineering: Theory and Design
Thermal Energy Conversion and Heat
Transfer
Thermal Energy Conversion
Heat Transfer
Visual Information Systems
Computer Graphics
Computer Vision
Water Quality and Fluid Mechanics
Water Quality and Pollution Control
Fluid Mechanics
Water Quality and Supply Systems
Water Quality and Pollution Control
Environmental Systems

p. 211

English Literature

p. 212

NATHALIE ANDERSON, Professor
ELIZABETH BOLTON, Professor
NORA JOHNSON, Professor and Chair
PETER J. SCHMIDT, Professor
PHILIP M. WEINSTEIN, Professor6
PATRICIA WHITE, Professor of Film and Media Studies
CRAIG WILLIAMSON, Professor3
ANTHONY FOY, Associate Professor3
JILL GLADSTEEN, Associate Professor and Director of Writing Associates Program123
BAKIRATHIMANI, Associate Professor
RACHEL BUURMA, Assistant Professor
ERIC SONG, Assistant Professor3
WOON PING CHIN, Visiting Professor (part time)5
MELINDA FINBERG, Visiting Associate Professor (part time)
GABRIEL CUTRUFELLO, Visiting Assistant Professor
KEAT MURRAY, Visiting Assistant Professor (part time)
LAYNIE BROWNE, Visiting Instructor (part time)6
GREGORY FROST, Visiting Instructor (part time)
DALE MEZZACAPPA, Visiting Instructor (part time)5
RACHEL PASTAN, Visiting Instructor (part time)6
CAROLYN ANDERSON, Administrative Coordinator

1Absent on leave, spring 2013.
3Absent on leave, 2012—2013.
3 Fall 2012.
6Spring 2013.

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

Requirements and
Recommendations
First-Year seminars and Core Courses
The English Literature Department offers two
kinds of first-year seminars. There are first-year
seminars in composition and first-year seminars
in literature. ENGL 001F is a first-year seminar
in composition (academic writing.) These count

as Humanities W courses but do not count
towards a major or minor in English literature.
All first-year seminars (both in composition and
in literature) are limited to 12 students. Firstyear seminars in English literature are
numbered ENGL 008A-Z and ENGL 009A-Z.
These literature seminars are designed to
emphasize in-depth study of literary texts from
a variety of perspectives, with careful attention
to writing and maximum opportunity for class
discussion. All first-year seminars in English
count as humanities W courses. Students may
take only one first-year seminar in literature
from the English Department, but they are
welcome to take a first-year seminar in
composition and a first-year seminar in English
literature.
We also offer core courses (CC), which are
especially recommended for first- and secondyear students, though they are open to all. CCs
pay special attention to one or more of the
following: close reading, historical context,
secondary (i.e., theoretical or critical) readings,
or genre. They are distinguished by their
pedagogical emphasis rather than by course
topic per se. Students are welcome to take more
than one CC.
Students considering a major in English are
strongly urged to take a first-year seminar in
literature and one or two additional English
courses during the sophomore year. Students
need at least two literature courses from English
to apply for the major. A core course or another
mid-level English literature course is especially

English Literature
recommended. ENGL 070A-070K courses will
not suffice as the second course when applying
for a major. ENGL 005 Journalism Workshop
does not count toward a major or minor in
English literature. Majors and prospective
majors should consult a member of the English
Department for information about courses in
other departments complementary to their work
in English; work in foreign languages is
especially recommended.

Course Major
The work of a major in course consists of a
minimum of nine units of credit in the
department including
• ENGL 099 (taken fell of the senior year, no
exceptions),
• at least three units in literature written
before 1830 (such courses are marked with a *),
• and at least three in literature written after
1830.
Courses marked with a *** may be counted as
pre-1830 or post-1830 but not both. First-Year
Seminars (ENGL 008 and 009A through Z),
creative writing, journalism classes and AP
credits do not count as part of the pre- or post1830 requirement. Creative writing credits
and/or a validated AP credit of 4 or 5 in
Literature (not “Language”) count towards the
credits needed for a major in English Literature;
however, ENGL 005 (Journalism) does not.

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

Honors Major
Majors in English who seek a degree with
honors will, in the spring of their sophomore
year, propose for external examination a
program consisting of four fields: three in
English and one in a minor.

p. 213

The three preparations in the major
(constituting six units of credit) will be
constituted as follows:
• all three preparations will normally be done
through seminars (if approved by the
department, one preparation may be a thesis or
creative writing portfolio);
• the program must include at least one Group
I and one Group II seminar.
Honors majors, as part of their overall work in
the department, must meet the general major
requirement of 9 credits in English literature,
including three units of credit in literature
written before 1830 and three units of credit in
literature written after 1830. First-year
seminars, creative writing, and journalism
classes do not count as pre- or post-1830
classes. The Honors Program requirements are
described in detail in the handout, Department
of English Literature—Part II: Honors Program.
Students interested in pursuing honors within a
faculty-approved interdisciplinary major,
program, or concentration that draws on
advanced English courses or seminars should
see the chair for early help in planning their
programs.

Honors Minor
Minors must do a single, two-credit preparation
in the department, normally by means of a
seminar (or under special circumstances, a
creative writing portfolio); the thesis option is
only available to majors.
Minors are required to do a total of at least five
units of work in English (including their honors
preparation), with at least one pre- and one
post-1830 credit. First-year seminars, creative
writing, and journalism classes do not count as
pre- or post-1830 classes. For further details,
see the handout, Department of English
Literature—Part II: Honors Program.

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

Special Major
Designed by the student in consultation with
faculty advisers. If English is the central
department, students must fulfill most of the
regular requirements and have a minimum o f 5
English Department credits as part of the
special major. At least one of the 5 credits must

English Literature
be a pre-1830 course and one a post-1830
course.
Students must consult with the various
departments or programs involved in the special
major and have all approve the plan of study.
Only one integrative comprehensive exercise is
required.
Students may also do a special honors major
with four related preparations in different
departments.

Major with a Creative Writing
Emphasis
Students who want to major in English
literature with an emphasis in creative
writing—whether course or honors majors—
must complete three units of creative writing in
addition to the usual departmental requirements
of pre- and post-1830 units. The creative
writing credits will normally consist of either
• three workshops (ENGL 070A, B, C, D, E,
G, H, or J)
OR
• two workshops (ENGL 070A, B, C, D, E, G,
H, or J) and ENGL 07OK, Directed Creative
Writing Projects
Students may count towards the program no
more than one workshop offered by
departments other than English literature.
Admission into the program will depend upon
the quality of the student’s written work and the
availability of faculty to supervise the work.
Students who are interested in the program are
urged to talk both with the department chair and
with one of the department faculty who
regularly teach the workshops.
Note: Creative writing and journalism classes
do not count as pre- or post-1830 classes.
ENGL 070A, 070B, 070C, 070H, and 070K are
CR/NC courses (not graded).
For a more detailed description of the English
Literature Creative Writing program and its
history, see the English Department website or
handouts available at LPAC 202.

Thesis / Culminating Exercise
Course Majors
This colloquium, open only to senior English
literature course majors and required for them
to take, offers a structured and supportive
environment for students writing their senior
essays. The course will feature a mix of
literature, criticism, theory, and methodology,
plus guest visits by other members of the
English Literature Department and possibly
others, with the opportunity for students to
discuss central issues in the field of literary and
cultural history in preparation for their research
and writing.

p. 214

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

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

English Literature
workshops. Applications for the major will be
deferred until two literature courses are
completed.

Advanced
Placement/lnternational
Baccalaureate Credit
A maximum of 2 credits may be awarded for
AP or IB work.
AP Credit
Students will receive credit for AP scores of 4
or 5 in English Lit/Comp which will count both
toward graduation and toward the major
requirements. AP credit is given for scores of 4
or 5 in English Lang/Comp but count only
toward graduation and not toward the major
requirements. If students take both exams and
receive scores of 4 or 5 they will receive one
credit for each exam.
IB Credit
AP Literature credit is given for a score of 6 or
7 on the Higher Level English examination in
the International Baccalaureate program. This
credit will count both toward graduation and
toward the major requirements.

Transfer Credit
Students wishing to study away from
Swarthmore should consult with the department
chair far enough in advance of such sljidy to
effect proper planning of a major or minor. In
determining which courses of study will meet
department criteria for requirements or credit
toward a major or minor, the department will
rely both on its experience in evaluating the
work of students returning from these programs
and on careful examination of course
descriptions, syllabi, and schedules. Students
may undertake preparations for papers in the
Honors Program while studying away from
Swarthmore, but should consult carefully in
advance with the appropriate department
faculty.
Course credits for literature in English should
be approved before you leave, but no course
credits are finally awarded until you consult
with the department upon your return to
Swarthmore.
To find out who the course credits consultant is
for English, contact the department chair.
Please see the English Department website
(www.swarthmore.edu/englishliterature) for
more information on transferring credits.

Off-Campus Study
Students wishing to study abroad should consult
with the departmental chair far enough in
advance of such study to effect proper planning
of a major or minor.

p. 215

In determining which courses of study abroad
will meet department criteria for requirements
or to receive credit toward a major or minor, the
department will rely both on its experience in
evaluating the work of students returning from
these programs and on careful examination of
course descriptions, syllabi, and schedules.
Students may sometimes undertake preparations
for papers in the Honors Program while
studying abroad, but should consult carefully in
advance with the appropriate department
faculty. For further details concerning
department policies for study abroad, consult
the department statement filed with the OffCampus Study Office. For further information
on transferring credits toward the major or
minor, see the relevant link on the English
Department website.

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

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

Curriculum
The English Department courses are grouped
together by historical period, genre, or course
level as follows:
001-005 A, B, C, etc.: Academic writing
courses and seminars that do not count toward
the major
008 and 009 A, B, C, etc.: First-Year Seminars
(counted as W courses)
010-096: Advanced courses including core
courses
010,011 : Survey Courses in British Literature
014-019: Medieval
020-029: Renaissance and 17th Century
030-039: Restoration, 18th Century, and
Romantic
040-049: Victorian to Modem

English Literature

p. 216

050-069: American (including African
American, Asian American, and Native
American)
070 A, B, C, etc.: Creative Writing Workshops
071A, B, C, etc.: Genre Studies
072-079: Comparative Literature/Literature in
Translation
080-096: Critical Theory, Film, and Media
Studies
097-099: Independent Study and Culminating
Exercises
Over 100: Honors Seminars, Theses, etc. (open
to juniors and seniors with approval of the
department chair only)

ENGL 001F. First-Year Seminar:
Transitions to College Writing
This class, limited to 12, introduces students to
the different genres of writing required at the
College. Through assignments and class
readings students learn what they might need to
transition from writing in high school to writing
at Swarthmore.
Meets distribution requirements but does not
count toward the major. Students may take
ENGL 001F and an English Literature first-year
seminar (ENGL 008 A-Z and 009A-Z).
Writing course.
1 credit.
Fall 2012. Cutrufello.

001-005: Academic Writing
Courses

ENGL 001G. Writing with Genres
Writing with Genres looks behind the scenes of
typical genres assigned at Swarthmore College
to help students uncover how a disciplinary
community’s assumptions and practices shape
what is and what isn’t acceptable for writers. To
explore these writing expectations, this class is
built around one sustained question that will
guide reading and writing throughout the
semester: how have advanced members of
disciplinary communities—professors,
professionals, seniors—come to know what
they know about writing? To answer this
question, this course aims to teach students how
an understanding of genre (as an organizing
principle of disciplinary ways of inventing,
writing, and thinking) can not only improve
academic writing, but can also make evident the
tacit knowledge and skills required by a range
of academic genres.
This course is open to all students and offers an
opportunity to develop skills as college writers.
Through frequent practice, class discussion, and
in-class activities, students will become familiar
with all aspects of the writing process and will
develop their ability to write academically.
Students will also participate in conferences
with the instructor and course Writing
Associates. Meets distribution requirements but
does not count toward the major.
Writing course.
1 credit.
Spring 2013. Cutrufello.

These courses are writing-intensive courses
that count toward graduation credit but not
toward the English major. They may not be
substitutedfo r a prerequisite course in English.
ENGL 001C. Writing Pedagogy
(Cross-listed as EDUC 001C)
This seminar serves as the gateway into the
Writing Associates Fellowship Program.
Students are introduced to the theory and
pedagogy of composition studies and the
concept of reflective practice. The seminar asks
students to connect theory with practical
experience when assessing how best to engage
with different student writers and different
forms of academic prose. Students will interact
with the complexity of their new positions as
peer mentors while learning how to be a
professional within this role. Topics covered
include: the ethics of peer mentoring, active
listening, development of written arguments,
learning styles, and conferencing. This course is
open only to those selected as WAs. It is a
credit/no credit course.
Meets distribution requirements but does not
count toward the major.
Writing course.
1 credit.
Fall 2012. Gladstein.
ENGL 001D. Writing Tutorial
Students enrolled in ENGL 001F or 001G, in
consultation with the professor of these courses,
may enroll in the tutorial. Students will set up
an individual program to work with the
professor and/or a Writing Associate on writing
for the course or other courses. Students take
the tutorial in conjunction with ENGL 00IF or
ENGL 001G, or they may take it in a
subsequent semester.
0.5 credit.
Fall 2012. Cutrufello.

ENGL 001H. Insights into Argument and
Research Writing Across the Disciplines
This course will appeal to any student interested
in learning how to use the research process to
write engaging, relevant papers. The course will
ask each student to use rhetorical and writing
studies as a foundation for a critical
investigation of writing in their discipline and
address the questions: “How does an academic
discipline communicate its work to different
audiences?” and “What does this tell us about

English Literature
the nature of specific academic communication
practices and cultures?” By exploring these
questions, students will be introduced to paper
writing through the process of crafting
academic arguments from research-oriented
questions derived from their own academic
interests. Through in-class discussions, short
writing assignments, and independent research,
students will hone their writing skills and
produce a variety of common texts found in
academic writing communities—annotated
bibliographies, literature reviews, abstracts,
formal research papers, conference papers, and
visual presentations. Students will conference
with the instructor and course Writing
Associates to discuss their drafts and revision
strategies.
Writing course.
1 credit.
Fall 2013. Cutrufello.
ENGL 002A. Argument and Rhetoric
Across the Disciplines
This course examines the questions of rhetorical
analysis in different academic genres. Through
the reading of academic journal articles,
popular press pieces, and texts on rhetoric and
argument, students will both deconstruct and
construct academic arguments as they are
presented in different disciplines. The course
will explore such topics as ethos, pathos, and
logos; intended audience and how to use
evidence to persuade that audience; what
constitutes evidence and how evidence is
utilized; the use of numbers to support or
respond to an argument.
Meets distribution requirements but does not
count toward the major.
Writing course.
1 credit.
Not offered 2012-2013. Gladstein.
ENGL 003A. Independent Study and
Directed Reading in Writing Studies
Students who plan an independent study or a
directed reading must consult with the
appropriate instructor and submit a prospectus
for such work before the beginning of the
semester during which the study is actually
done. The course is available only if a professor
is free to supervise the project.
0.5 or 1 credit.
Staff.
ENGL 005. Journalism Workshop
An introduction to the basics of news gathering,
hews writing, and journalism ethics. Students
learn the values, skills, and standards crucial to
high-quality journalism, regardless of platform.
They write conventional news stories as well as
narratives, profiles, non-deadline features, trend

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stories, and point-of-view articles on a beat of
their choosing. Guest speakers include award­
winning reporters and editors. This course
counts as a general humanities credit and as a
writing course, but does not count as a credit
toward a major or minor in English literature.
Application to this course does not require the
submission of a manuscript.
Writing course.
1 credit.
Fall 2012. Mezzacappa.

008 and 009: First-Year
Seminars In English Literature
These courses are limited to 12first-year
students only. No student may take more than
one. A ll count as Writing courses.
ENGL 009B. First-Year Seminar; Old
Worlds, New Worlds
This course investigates the long written history
of European travel to (and conquests of) “new”
worlds, Eastern and Western. Texts include the
fantastical but influential Travels o f Sir John
Mandeville, More’s fictional Utopia,
Columbus’s accounts of his explorations,
Shakespeare’s The Tempest, and Milton’s
Paradise Lost. Geopolitical and literary
histories intersect: forms of writing govern the
imagination of exploration, and vice versa. The
course concludes with Robinson Crusoe and
Equiano’s abolitionist autobiography.
Writing course.
1 credit.
Fall 2013. Song.
ENGL 009C. First-Year Seminar:
Imagining Natural History
For over 200 years, writers have observed,
described and puzzled over Nature writ large
and small. How does the human imagination
continually rediscover itself in natural history?
In this course, students will read and analyze
classic texts in the nature writing tradition while
working to develop the skills of a naturalist
themselves as they keep a field journal set in
the College’s Crum woods. Readings range
from British and American Romantics (the
Wordsworths, Clare, Keats, Emerson and
Thoreau) to contemporary writers such as
Michael Pollan and Barry Lopez.
Writing course.
1 credit.
Fall 2012. Bolton.
ENGL 009D. First-Year Seminar: Nation
and Migration
Drawing on novels, short stories, film, and
poetry produced by immigrant writers from
South Asia, Africa, and the Caribbean, this
course explores the ways in which identity and

English Literature
community is shaped in the modem world. How
does the migrant/diasporic writer rewrite the
English language to reflect questions of race
and power, nationhood and citizenship, and
histories of the past and present? Authors
include Salman Rushdie, Nadine Gordimer,
Hanif Kureishi, and Michael Ondaatje.
Writing course.
1 credit.
Spring 2013. Mani.
ENGL 009G. First-Year Seminar:
Comedy
This course covers a range of comic dramas and
comic performances. It will introduce key
theories about comedy as a genre and comic
performance as a cultural practice. We will also
work intensively on expository writing and
revision. Likely texts include films, plays by
Plautus, Shakespeare, Behn, Wilde, and
Churchill; and materials on minstrelsy, genre
theory, gender, and performance studies.
Writing course.
1 credit.
Spring 2014. Johnson.
ENGL 009H. First-Year Seminar:
Portraits of the Artist.
We will study a variety of works portraying
artists in different cultures and contexts and
media. The syllabus will vary each year but
may include: Scheherazade as story-teller
(Arabian Nights selections), Shakespeare
(sonnets), Mozart (the movie Amadeus),
Puccini’s opera La Boheme, Frida Kahlo’s life
and work, Lin-Manuel Miranda’s Tony
awarding-winning musical In the Heights
(2008), and a suitable novel, along with
selected background and critical materials.
Writing course.
1 credit.
Fall 2012 and fall 2013. Schmidt.
ENGL 009P. First-Year Seminar: Women
and Popular Culture: Fiction, Film, and
Television
(Cross-listed as FMST 009)
This course looks at Hollywood “chick flicks”
and “women’s films” and television soap
operas, their sources in 19th- and 20th-century
popular fiction and melodrama, and the cultural
practices surrounding their promotion and
reception. How do race, class, and sexual
orientation intersect with gendered genre
conventions, discourses of authorship and
critical evaluation, and the paradoxes of popular
cultural pleasures? Texts may include Uncle
Tom's Cabin, Gone With the Wind, Rebecca,
The Joy Luck Club, Bridget Jones's Diary.
Weekly screenings.
Writing course.

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1 credit.
Fall 2012. White.
ENGL 009Q. First-Year Seminar:
Subverting Verses
Once history, biography, fiction, philosophy,
and even science could be written in verse
without seeming peculiar or affected, but today
thè line between poetry and prose is sharply
drawn. Or is it? This course will examine
unconventional forms and uses of poetry—from
Seneca’s Oedipus to Rita Dove’s Darker Face
o f the Earth, from Geoffrey Chaucer’s Tales to
Vikram Seth’s Golden Gate, from Bob
Perelman’s verse essays to Carolyn Forché’s
prose poems—to explore our assumptions about
the nature of genre.
Writing course.
1 credit.
Fall 2012 and fall 2013. Anderson.
ENGL 009R. First-Year Seminar: Old
Texts/New Tellings
A study of four traditional literary texts, of
critical perspectives or “slants” on the texts, and
of modem reshapings of these old stories into
new forms. Pairings of old and new will include
Beowulfand Gardner’s Grendel, Shakespeare’s
Hamlet and Stoppard’s Rosencrantz and
Guildenstem Are Dead, Conrad’s Heart o f
Darkness and Achebe’s Things Fall Apart
along with Coppola’s film Apocalypse Now,
and various versions o f the Cinderella story.
There will be both critical and creative writing
assignments in the class.
Writing course.
1 credit.
Fall 2013. Williamson.
ENGL 009S. First-Year Seminar: Black
Liberty, Black Literature
How have African American writers told stories
of freedom, and how have they tried to tell them
freely? How has the question of freedom
shaped the development of, and debates over,
an African American literary tradition?
Drawing upon fiction, poetry, personal
narratives, and critical essays, we will examine
freedom as an ongoing problem of form,
content, and context in black literature from
antebellum slavery to the present.
Eligible for BLST credit.
Writing course.
1 credit.
Fall 2013 and spring 2014. Foy.
ENGL 009U. First-Year Seminar:
Buddhism in American Literature
This course studies the impact of Buddhist
thought on American literature, with emphasis
on the literature of the Beats. Its focus is on the

English Literature
contribution of Buddhist thought to aesthetic
practice and metaphysical expression in the
American literary tradition. A central question
addressed in the course is the possibility, in a
“First World” reading of “Third World”
religious texts and in the process of cross­
fertilization between “East” and “West,” of
moving beyond the impasses of Orientalism.
Writing course.
1 credit.
Fall 2012. Chin.
ENGL 009V. First-Year Seminar:
Cultures of American Humor from
Franklin to Fey
Humor is indispensable to us in so many
aspects of our lives. But why? What does it do
for us? This seminar seeks to make better sense
of humor in theoretical, social, historical, and
political contexts. The course surveys a variety
of textual forms—writing, film, TV, stand up,
graphic texts, etc.—to ascertain what humor is
and how it functions. Featured writers include
Ben Franklin, Fanny Fern, Mark Twain, Zora
Neale Hurston, James Thurber, Molly Ivins,
Sherman Alexie, David Sedaris, and Tina Fey.
Writing course.
1 credit.
Fall 2012. Murray.
ENGL 009Y. First-Year Seminar:
Interrogating Gender: Centuries of
Dramatic Cross-Dressing
Do clothes make the man? Or the woman? Do
men make better women? Or women better
men? Is gender a costume we put on and take
off? Are we really all always in drag? Does
gender-bending lead to transcendence or chaos?
These questions and their ramifications for
liminalities of race, nationality and sexuality
will be our focus in a course that examines
dramatic works from The Bacchae to M.
Butterfly.
Writing course.
1 credit.
Fall 2012. Finberg.
ENGL 009Z. First-Year Seminar:
Literature Against History?
Do we need history in order to read literature,
or does it simply get in our way? In this class,
we will study the conflict between text and
context in literary interpretation. Our syllabus
will include texts like Jane Austen’s Mansfield
Park, Virginia Woolfs To the Lighthouse,
Shakespeare’s sonnets, John Donne’s poetry,
Erich Auerbach’s Mimesis, Roland Barthes’s
Mythologies, Cleanth Brook’s The WellWrought Urn, Frederic Jameson’s The Political
Unconscious, and Eve Sedgwick’s Touching
Feeling.

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Writing course.
1 credit.
Fall 2012. Buurma.

010-096: Advanced Courses
These courses are open to freshmen and
sophomores who have taken a Writing course
from any department on campus and to juniors
and seniors without prerequis ite.
Core Courses
Forfuller descriptions, see the following:
ENGL 010. Core Course: Survey I: Beowulf to
Milton*
ENGL 035. Core Course: The Rise of the
Novel***
ENGL 040. Core Course: Victorian Literature
and the Culture of the Review
ENGL 045. Core Course: Modem British
Poetry
ENGL 052A. Core Course: U.S. Fiction, 19001950
ENGL 052B. Core Course: U.S. Fiction, 1945
to the Present
ENGL 053. Core Course: Modem American
Poetry
ENGL 061. Core Course: Fictions of Black
America
ENGL 076. Core Course: The World, the Text,
and the Critic
014-019: Medieval
ENGL 010. Core Course: Survey I:
Beowulf to Milton*
A historical and critical survey of poetry, prose,
and drama from Beowulfto Milton. This will
include British literature from the following
periods: Anglo-Saxon, Middle English,
Renaissance, and 17th century.
1 credit.
Fall 2013. Williamson.
ENGL 014. Old English/History of the
Language*
(Cross-listed as LING 014)
A study of the origins and development of
English—sound, syntax, and meaning—with an
initial emphasis on learning Old English.
Topics may include writing and speech, a
history of morphology, the changing phonology
from Old to Middle English, Shakespeare’s
puns and wordplay, a history of sounds and
spellings, modem coinages, and creoles. We
range from Beowulfto Cummings, from
Chaucer to Chomsky.
This course may be taken without the usual
prerequisite course in English; however, it may
not serve in the place of a prerequisite for other
advanced courses.

English Literature
Counts as humanities distribution credit under
this listing.
1 credit.
Spring 2014. Williamson.
020-029: Renaissance and 17th Century
ENGL 020. Shakespeare*
We’ll cover many topics in this survey of
Shakespeare’s plays, including kingship,
comedy and tragedy, familial relationships,
sexuality, race, performance, the roles of
women, language, and the rewriting of history.
We will frequently return to the question of
theater’s place in early modem England, while
also examining the place Shakespeare holds in
the cultures we inhabit. The list of plays may
include Taming of the Shrew, Henry V,
Midsummer Night’s Dream, Twelfth Night,
Measure for Measure, Hamlet, Othello, Lear,
and The Tempest.
1 credit.
Fall 2012 and fall 2013. Johnson.
ENGL 027B. Performing Justice on the
Renaissance Stage*
Courtroom spectacles—tragic injustices or the
satisfying punishment of villains—have become
familiar sources of entertainment. This course
will examine how Shakespeare, Jonson, and
their contemporaries turn repeatedly to the law
for dramatic energy. Their plays compel a
number of questions: what does it mean to take
pleasure in injustice? What is the relationship
between human and divine justice? These
questions often demand historical answers, and
our class will examine how dramatic works
think through specific developments in legal
thinking and practice.
1 credit.'
Fall 2013. Song.
ENGL 028. Milton*
Study of Milton’s poetry and prose with
particular emphasis on Paradise Lost.
1 credit.
Spring 2014. Song.
030-039: Restoration, 18th Century, and
Romantic
ENGL 033. The Romantic Sublime*
“The essential claim of the sublime is that
manjsic] can, in speech and feeling, transcend
the human” (Weiskel). What does this
transcendence look like? How is it achieved?
What resources does it offer us, and at what
cost? Authors include Burke, Blake, the
Wordsworths, Coleridge, Byron, the Shelleys,
and Keats.
1 credit
Fall 2012. Bolton.

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ENGL 035. Core Course: The Rise of the
Novel***
In this course we will examine the development
of the novel, from its origins in a multiplicity of
diverse literary genres to its Victorian
incarnation as a “realist” and middle-class form
through the appropriation of the novel as high
art by Modernist writers and its subsequent
return to multi-genre roots later in the 20th
century. We will trace changes in the novel’s
formal features as they relate to its treatment of
themes such as publicity and privacy, the role
of gender and sexuality in social life, the
significance of monetary exchange, and the
proper relation between the author and his or
her text. First surveying the main critical
narratives of the novel’s “rise” or development,
we will move on to see how the material form
of the novel might offer us a counter-narrative
to more conventional interpretations of the
genre’s origins.
1 credit
Fall 2012. Buurma.
040-049: Victorian to Modern
ENGL 040. Core Course: Victorian
Literature and the Culture of the Review
This course offers an introduction to Victorian
literature and culture through a focus on the
review, a genre the Victorians both raised to an
art form and used as a weapon in fighting the
pettiest o f personal battles. Often vilified as
vampires who sucked their living out of other
writers’ works, reviewers nonetheless occupied
a central and defining role in Victorian literary
culture. First locating ourselves by taking a
quick look at our current 21st-century ideas
about book, music, and film reviewing, we will
move on to examine some of the most
important—and most reviewed—works of
Victorian literature, by authors such as Bronte,
Eliot, Tennyson, Darwin, Mill, Barrett
Browning, Pater, and Wilde.
1 credit.
Spring 2013. Buurma.
ENGL 041. The Victorian Poets:
Eminence and Decadence
From Tennyson’s mythic moralizing to Robert
Browning’s vivid ventriloquism, from Elizabeth
Barrett Browning’s sharp-eyed social
commentary to Oscar Wilde’s tragic
outrageousness, this course examines the
responses of the Victorian poets to the stresses
peculiar to their era.
1 credit.
Spring 2014. Anderson.

English Literature
ENGL 045. Core Course: Modern British
Poetry
Steven Spender called them “recognizers,”
creating a complex, fractured art out of
circumstances they experienced as
extraordinary, unprecedented. This course
examines the responses of British male and
female poets—and some American
expatriates—to the wars, shifting beliefs,
complicated gender roles, and other dislocations
of early 20th-century life.
1 credit.
Spring 2013. Anderson.
ENGL 048. Contemporary Women’s
Poetry
“Merely the private lives of one-half of
humanity.” Thus Carolyn Kizer defines the
20th-century revolution through which women
poets give voice to the previously unspeakable
and explore the political implications of the
supposedly personal. This course considers a
variety of poetic styles and stances employed
by women writing in English today—feminist
or womanist, intellectual or experiential, lesbian
or straight, and mindfitl of ethnic heritage or
embracing the new through artistic
experimentation.
1 credit.
Spring 2014. Anderson.
ENGL 049. Contemporary Irish Poetry
Ireland’s complicated historical divisions have
provided fertile ground for extraordinary
poetry, both in the Republic and in the North.
This course will consider poetry by Heaney,
Boland, Carson, McGuckian, Muldoon, and ni
Dhomnaill (among others) within the
sociopolitical contexts of contemporary Ireland.
1 credit.
Spring 2013. Anderson.
050-069: American (Including African
American, Asian American, and Native
American)
ENGL 051. Faulkner: The Major Work
This course will explore the arc of Faulkner’s
career as a supreme 20th-century American
novelist. We will focus on the major work from
1929 to 1942— The Sound and the Fury, As I
Lay Dying, Sanctuary, Light in August,
Absalom, Absalom!, and Go Down Moses.
Ancillary attention will be paid to his short
stories and his public addresses (during the
Civil Rights turmoil of the 1950s), as well as to
the most significant commentary devoted to
him. Questions to be raised include: What
dimensions of The Sound and the Fury launch
Faulkner as a major novelist? What continuities
and departures emerge in his subsequent
fiction? What light does his work shed on the

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turmoil of race relations in America? How has
Faulkner’s reputation altered in the past halfcentury, and what do those alterations tell us
about the history of American aesthetic and
cultural values? In sum, what has his work
meant to generations of readers, and what does
it mean today?
1 credit.
Spring 2014. Weinstein.
ENGL 052A. Core Course: U.S. Fiction,
1900-1950
This course focuses on well-known and newly
recognized novelists important for this period.
The writers considered vary from year to year
but may include Baum, London, Wharton,
Hemingway, Cather, Thurman, Loos, Hammett,
McCullers, and Steinbeck. There will be
attention to innovations in the novel as a literary
form and to the ways in which writers engage
with their historical context. The reading load
will be heavy, averaging a novel a week. The
class will be taught in a way suited to literature
majors but accessible for non-majors.
1 credit.
Fall 2012. Schmidt.
ENGL 052B. Core Course: U.S. Fiction,
1945 to the Present
Major authors and emerging figures, with
attention to innovations in the novel as a literary
form and the ways in which writers engage with
their historical context, both within the U.S. and
globally. The list of authors is still being
worked oh, but may include James Agee,
Jennifer Egan, Jonathan Franzen, Gish Jen,
Sandra Cisneros, Richard Powers, Gary
Shteyngart, and Zadie Smith. We’ll read some
authors producing what is marketed as “genre”
fiction, but we’ll critique that category and take
their work as important contributions to the
history of the novel: Patricia Highsmith,
William Gibson (Neuromancer), and Neil
Gaiman (American Gods). The reading load
will be heavy, averaging a novel a week. The
class will be taught in a way suited to literature
majors but accessible for non-majors.
1 credit.
Spring 2013. Schmidt.
ENGL 053. Core Course: Modern
American Poetry
An introductory survey of the full range of
twentieth-century American poetry, but we will
commence with Whitman and Dickinson, two
key predecessors and enablers. The emphasis
will be on particular poets and poems, but a
recurrent theme will be poetry’s role in a
democracy: is poetry really an esoteric art for
the “educated” few, as some imply, or has
poetry in the twentieth century played a crucial
role in shaping both democratic citizens and a

English Literature
sense of democratic culture? A new module
created for ENGL 053 will focus on the
songwriters of the “Great American Songbook”
era from the 1920s through the 1950s—
including Berlin and Gershwin and Porter, plus
various blues lyricists and country singers—as
American poets returned to poetry’s roots in
song. We’ll study a few examples of
contemporary singer-songwriter-rappers too.
The course will emphasize the basics of poetic
form and poetic rhythms, as well as
interpretative strategies relevant for
understanding and author’s individual voice and
the ways in which his or her poems engage with
U.S. history and ideas of the poet’s vocation in
society. The class will be taught in a way suited
to literature majors but accessible for non­
majors.
1 credit.
Spring 2013. Schmidt.
ENGL 053R: Advanced Research Topics
in U.S. Literature
A limited-enrollment, research-oriented
colloquium for students who have done well in
a previous U.S. literature course and would like
to do advanced work. For the first part of the
semester we will focus on readings and research
materials chosen by the professor, to learn some
basic methods and theory relevant for
contemporary archival research using print and
online resources. Later in the semester students
will be able to propose, design, and present
their own research project to the class. Students
will conclude the course by writing a research
thesis on a topic approved by the professor;
they will also write a short paper on the earlier
materials.
1 credit.
Spring 2014. Schmidt.
ENGL 055A. Native America and Early
American Fiction(s)*
This course studies pre-1830 representations of
Native American peoples and cultures in Native
and nonNative texts, including oral narratives,
addresses, journals, poetry, ethnography, and
archival material, with an emphasis on fiction
from 1790 to 1830. Central questions in the
course involve issues in reading early American
Native voices, the historical and ideological
implications of textual (representations of
Natives, and the cultural value of studying
Native America in early American fiction(s).
Some authors include Columbus, Morton,
Bradford, Canassatego, Apess, Handsome Lake,
Red Jacket, Rowson, Brockden Brown, Cooper,
Child, Schoolcraft, Jemison.
1 credit.
Spring 2013. Murray.

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ENGL 061. Core Course: Fictions of
Black America
A survey of significant novels and short fiction
produced by black writers in the past century.
We will examine the textual practices, cultured
discourses, and historical developments that
have informed the evolution of a black literary
tradition, paying close attention to the dynamic
interaction between artist, culture, and
community.
Eligible for BLST credit.
1 credit.
Fall 2013. Foy.
ENGL 065. Asian American Literature
How does Asian American literature function as
the site of key debates about ethnic and national
identity? This course explores Asian American
cultural production over the past 50 years,
beginning with Flower Drum Song (1961), the
first Hollywood film starring an all-Asian
American cast, and ending with the Pulitzer
Prize-winning author Jhumpa Lahiri’s short
stories. We will also read a number of major
Asian American novelists and literary scholars
in order to explore topics such as Asian
American racial formation, gendered narratives
of immigration, and the changing face (and
space) of Asian America.
1 credit.
Spring 2013. Mani.
ENGL 068. Black Culture in a “PostSoul” Era
With such terms as “new black aesthetic,”
“post-soul,” and even “post-black,”
commentators in recent years have sought to
characterize contemporary African American
culture. This course takes up the challenge of
this current moment by exploring the work of
black writers who have emerged since the
1960s, examining complementary
developments in popular music and visual
culture and considering some of the social and
political circumstances of the period.
1 credit
Spring 2014. Foy.
070: Creative Writing Workshops
Regular creative writing workshops are limited
to 12 and require the submission o f writing
samples in orderfor students to applyfo r them.
Workshops marked with a # combine a balance
ofsubstantial literary analysis o f models along
with creative writing exercises geared to the
models; these workshops are limited to 15 and,
do not require the submission o f manuscripts.
Students may normally take only one workshop
at a time. ENGL 070A and 070B may normally
be taken only once. Creative writing courses do
not count as p re - or post-1830 classes.

English Literature
ENGL 070A. Poetry Workshop.
The poetry workshop—a course in which
students write and talk about poetry—will
emphasize the discovery and development of
each individual’s distinctive poetic voice,
imagistic motifs, and thematic concerns, within
the context of contemporary poetics. Over the
semester, students will write weekly in-class
and out-of-class exercises, in addition to
responses to weekly reading assignments, as
they work to hone their own styles and develop
their craft. Required attendance at readings by
publishing authors (outside of class hours) will
provide additional perspectives. Class is limited
to 12 students, accepted on the basis of a
writing sample (three to five pages of poetry),
due during fire week after fall break. The
workshop will meet once a week for four hours.
Admission and credit are granted at the
discretion of the instructor.
Graded credit / no credit.
1 credit.
Spring semester each year.
Spring 2013. Bolton. Spring 2014. Schmidt.
ENGL 070B. Fiction Workshop
The fiction workshop will approach the
challenge of constructing compelling narratives
through a series of formal exercises and
experiments. Students will read and comment
on each other’s writing as they work to hone
their own styles and clarify their thematic
concerns. Over the semester, students will write
weekly in-class and out-of-class exercises as
well as two complete stories for group critique,
one of which they will revise as a final project.
Readings will average two stories per week.
Required attendance at readings by publishing
authors (outside of class hours) will provide
additional perspectives. Class is limited to 12
students, accepted on the basis of a writing
sample (maximum of 15 double-spaced pages)
due during the week after fall break. Admission
and credit are granted at the discretion of the
instructor.
Graded credit/no credit.
1 credit.
Spring semester each year.
Spring 2013. Staff.
ENGL 070C. Advanced Poetry Workshop
Intensive volumes of poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. This course—in which students
design and complete volumes of their own
work—is normally intended as an advanced
workshop for students who have taken the
Poetry Workshop (ENGL 070A), or—with the
instructor’s permission—students who have
taken ENGL 070D, 070E, 070G, or 070J.

p. 223

Attendance at readings by well-known writers
(outside of regular class hours) will provide
additional perspectives. Admission and credit
are granted at the discretion of the instructor.
Graded credit/no credit.
1 credit.
Fall 2012. Anderson.
ENGL 070H. Advanced Fiction Writers’
Workshop
The Advanced Fiction Workshop is intended
for students who have taken the introductory
fiction workshop (ENGL 070B) or—with the
permission of the instructor—similar fiction
workshops at Penn, Bryn Mawr, or Haverford.
The class will focus on further advancing your
skill as writers. This will include examining
ways that other writers have approached their
craft—methods used to illuminate characters
and narratives, as well as methods of revising
and editing drafts to produce polished, finished
work. Required attendance at readings by
publishing writers (outside of class hours) will
provide additional perspectives. Admission and
credit are granted at the discretion of the
instructor.
1 credit.
Fall 2013. Staff.
ENGL 070J. The Poetry Project:
Research and Development#
Behind the poem’s eloquence—the ease on the
page that, in Yeats’ phrase, seems but “a
moment’s thought”—there’s often a structure—
scientific, historical, philosophical, literary—
supported by focused research. This course will
examine works that rely on research—works
like Seamus Heaney’s bog poems, informed by
PV Glob’s archaeological treatise The Bog
People; or Kimiko Hahn’s “Reckless Sonnets,”
incorporating research on insect reproduction;
or Ruth Padel’s Darwin, a biography in verse;
or M. Nourbese Phillip’s Zong!, which
deconstructs the transcript of a law case
involving deaths on a slave ship. Students will
explore a variety of archival resources available
to writers, and write poems suggested by their
explorations, culminating the semester with a
polished poetic sequence informed by their own
research. Attendance at readings by well-known
writers (outside of regular class hours) will
provide additional perspectives.
1 credit.
Fall 2013. Anderson.
ENGL 070K. Directed Creative-Writing
Projects
Students—whether course or honors majors—
who plan a directed writing project in fiction or
poetry must consult with the department chair
and with a member of the department’s writing
faculty who might supervise the project and

English Literature
must submit a prospectus to the department by
way of application for such work before the
beginning of the semester during which the
project is actually done. The number of these
ventures the department can sponsor each year
is limited. Deadlines for the written applications
for the Directed Creative Writing Projects are
the Mondays immediately following the fall and
spring breaks. Normally limited to juniors and
seniors who have taken an earlier workshop in
the department.
For creative writing projects in the Honors
Program, the 2-credit field will normally be
defined as a 1-credit workshop (ENGL 070A,
070B, 070C, or 07OH) paired with a 1-credit
Directed Creative-Writing Project (ENGL
070K). The approximate range of pages to be
sent forward to the examiners will be 20 to 30
pages of poetry or 30 to 50 pages of fiction.
There will be no written examination for the
creative writing project; the student’s portfolio
will be sent directly to the examiner, who will
then give the student an oral examination
during honors week. For purposes of the
transcript, the creative writing project will be
assigned a grade corresponding to the degree of
honors awarded it by the external examiner.
Students are advised that such independent
writing projects must normally be substantially
completed by the end of the fall semester of the
senior year as the spring semester is usually the
time when the senior honors study essay must
be written.
Graded credit/no credit.
1 credit.
Staff.
ENGL 070L. Creative Writing Outreach
(Cross-listed as EDUC 073)
Where do arts, education and activism meet? In
this course students will explore artistic
affinities through creative writing activities and
consider arts education and advocacy through
diverse texts. Students will cultivate skills
necessary to becoming Teaching Artists in
imaginative writing at the elementary level
through coursework as well as through
volunteer placement in local schools. Topics
covered include: creative curriculum
development and presentation, educational
climate for grades K-5 and teaching pedagogy.
Limited to 12.
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Spring 2013. Browne.

p. 224

071A-Z: Genre Studies
ENGL 071B. Core Course: The Lyric
Poem in English***
A survey of the history of the lyric poem in
English from its origins in Old and Middle
English to contemporary poetry, using an
anthology. There will also be special emphasis
on the essentials of prosody, the study o f meter
and rhythm. Each version of the course will
also feature the in-depth study of one poet.
Note: By arrangement with the professor, this
course may be counted as either pre-1830 or
post-1830 but not both.
1 credit.
Fall 2013. Schmidt.
ENGL 071L. British Drama 1400-1800:
Piety, Revenge and Scandal*
Approaching the plays not just as texts but as
living works of theater, this course will trace
the staging of historical, political, and social
changes from the Middle Ages through the late
eighteenth century. We will start with the
medieval mystery plays and Renaissance
tragedies and continue through the development
of different forms of British comedy, from the
comedy of humors to bawdy Restoration
comedies to the comedy of manners.
1 credit.
Spring 2(113. Finberg.
072-079: Comparative
Literature/Literature in Translation
ENGL 074. Modern Epic: Tolstoy, Joyce,
and Garcia-Marquez
This course will examine three “encyclopedic”
texts {War and Peace, Ulysses, One Hundred
Years o f Solitude) that rehearse and interrogate
inherited paradigms of cultural identity,
purpose, and destiny. Through sustained
attention to formal and ideological tenets of
these specific texts, we will also seek to identify
some of the salient procedures of realist,
modernist, and postcolonial narrative.
1 credit.
Spring 2013. Weinstein.
ENGL 076. Core Course: The World, the
Text, and the Critic
In his collection of essays, The World, The
Text, and the Critic (1983), the literary critic
Edward Said argues, “The point is that texts
have ways of existing that even in their most
rarefied form are always enmeshed in
circumstance, time, place, and society—in
short, they are in the world, and hence
worldly.” This core course explores the
“worldliness” of literary texts that are shaped

English Literature
by colonial and postcolonial histories. We will
explore the relationship between reader and
writer; between the writer and the text; and
between ourselves as critics and the worldviews
we bring to bear on so-called “non-western”
literatures. The class will survey a range of late
20th-century novels and essays in English, and
will introduce students to a variety of critical
approaches in contemporary global literatures.
Authors include Zadie Smith, White Teeth;
Arundhati Roy, The God o f Smalt Things; and
V.S. Naipaul, The Enigma o f Arrival.
1 credit.
Fall 2012. Mani.
080-096: Critical Theory, Film, and
Media Studies
Please see the film and media studies section
for additional course listings.
ENGL 081. Bad Research and
Information Heresies
(Cross-listed as HIST 090C)
This cross-disciplinary class takes apart the
distinctions between academic, professional,
and everyday research with the modest goal of
rebuilding the past, present, and future of
inquiry in the humanities. Learn how novelists,
baseball players, hedge fund managers, labor
activists, train conductors, historians, literary
critics, health care advocates, parents,
hedgehogs, public interest lawyers, French
sociologists, and demons in fact and fiction ask
and answer research questions. Discover
techniques, methodologies, and anti­
methodologies that will enrich your own
present and future research projects. We will
ask questions like “What is the proper object of
research?” “What is a researchable question?”
and even “Does research require an object at
all?” We will explore topics like search (from
eighteenth-century dictionaries and
encyclopedias through library catalogs and
Google); metadata; the theory and aesthetics of
research; print vs digital formats and strategies;
very large data sets; the digital humanities; the
invention of “facts”; information as concept and
theory; realism and the novel; the impact of
intellectual property; and [your research project
here]. Our chronology will extend from the
early modem era through the last day of class.
Open to juniors and seniors from any major.
1 credit.
Fall 2012. Buurma and Burke.
ENGL 082. Transnational Feminist
Theory
(Cross-listed as GSST 020)
This class introduces perspectives from
domestic United States and global contexts in
order to ask: How do the contributions of
women of color in the United States and of

p. 225

feminist movements in the “Third World”
radically reshape the form and content of
feminist and queer politics? Through critical
inquiry into major texts in transnational
feminist and queer studies, the course
dynamically reconceptualizes the relationship
between women and nation; between gender,
sexuality and globalization; and between
feminist/queer theory and practice.
1 credit.
Fall 2013. Mani.
ENGL 087. American Narrative Cinema
(Cross-listed as FMST 021)
Considers film as narrative form, audiovisual
medium, industrial product, and social practice,
emphasizing the emergence and dominance of
classical Hollywood as a national cinema, with
some attention to independent narrative
traditions such as “race movies.” Genres such
as the western, the melodrama, and film noir
express aspirations and anxieties about race,
gender, class and ethnicity in the United States.
Auteurist, formalist, Marxist, feminist, and
psychoanalytic methods will be explored.
1 credit.
Fall 2012. White.
ENGL 091. Feminist Film and Media
Studies
(Cross-listed as FMST 045 and GSST 020)
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production contexts,
and styles: mainstream and independent,
narrative, documentary, video art, and
experimental. Readings will address questions
of authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
1 credit.
Spring 2013. White.
097-099: Independent Study and
Culminating Exercises
ENGL 097. independent Study and
Directed Reading
Students who plan an independent study or a
directed reading must consult with the
appropriate instructor and submit a prospectus
to the department by way of application for
such work before the beginning of the semester
during which the study is actually done.
Deadlines for the receipt of written applications
are the second Monday in November and the
first Monday in April. Normally limited to
juniors and seniors and available only if a
professor is free to supervise the project.
0.5 or 1 credit.
Staff.

English Literature
ENGL 098, 098A. Senior Thesis
Course majors in the department may pursue a
thesis of their own choosing under the
supervision of a member of the department. The
thesis may be for 1 (40-50 pages) or 2 (80-100
pages) credits. A brief prospectus for the project
must be submitted for approval by the
department in April of tire junior year. Before
submitting this prospectus, course majors
should consult with the department chair and
with the department member who might
supervise the project. This work must be
separate from that of the senior culminating
essay, required of every course major for
graduation. Available only if a professor is free
to supervise the project.
1 or 2 credits.
Staff.
ENGL 099. Senior Course Majors
Colloquium***
This colloquium is open to, and required for,
senior course majors in English Literature. The
colloquium will focus on the senior essays
required for the major, and will offer a
structured experience of research, discussion,
and thesis writing. Featuring a series of guest
lectures by members of the English Literature
Department, and critical readings on literary
theory and methodology, the class offers a
culminating experience for English course
majors. Short writing assignments in this class
will build towards the senior essay, as students
work in peer-centered environments as well as
in one-on-one conversations with the instructor.
Students are expected to complete their senior
essays by the end of the fall semester. A reading
list will be available in September 2012.
Note: This colloquium may count as either a
pre- or a post-1830 credit, depending on the
final essay topic. ENGL 099 will be offered for
seniors every fall.
1 credit
Fall 2012. Mani.
ENGL 099W. Senior Course Majors
Colloquium***
Only senior English majors who need one more
W (writing) credit should enroll in this section
of the course. The work will be the same as
ENGL 099, but the writing requirements will
include more revision work.
Prior approval from the professor is needed
before enrolling in ENGL 099W.
1 credit.
Fall 2012. Mani.

Seminars
Honors seminars are open to juniors and seniors
only and require approval o f the department

p. 226

chair. Priority is given to honors majors and
minors.
ENGL 101. Shakespeare*
Study of Shakespeare as a dramatist. The
emphasis is on the major plays, with a more
rapid reading of much of the remainder of the
canon. Students are advised to read widely
among the plays before entering the seminar
(pre-1830). Students who have taken ENGL
020 may take this seminar for 2 credits.
2 credits.
Fall 2012, spring 2013, and fall 2013. Johnson.
Spring 2014. Song.
ENGL 102. Chaucer and Medieval
Literature*
A study of selected texts of medieval English
literature with an emphasis on Chaucer. Texts
will include Beowulf, and other Old English
poems, Sir Gawain and the Green Knight,
Pearl, selections from Chaucer’s Canterbury
Tales and Troilus and Criseyde, Margery
Kempe’s autobiography, selected mystery plays
and Everyman, and Arthurian materials. Most
of the Chaucer selections will be read in Middle
English; other texts will be read in translation.
The seminar will also include some
comparative texts—sources, analogues, and
modem retellings of particular stories—such as
John Gardner’s novel, Grendel, and versions of
Troilus and Criseyde by Boccaccio and
Shakespeare.
2 credits.
Not offered 2012-2013. Williamson.
ENGL 105. Tolkien and Pullman and
Their Literary Roots***
A study of the major works of Tolkien (The
Hobbit, Lord o f the Rings, portions of The
Silmarillion and Lost Tales) and Pullman (Ruby
in the Smoke, His Dark Materials, and other
selections)—in the context of their early
English sources. For Tolkien, the sources will
include Beowulf, Old English riddles and
elegies, Middle English Sir Orfeo, and Sir
Gawain and the Green Knight (in Tolkien’s
translation) along with some Old Norse
materials. For Pullman, sources will include
medieval stories of the Creation and Fall, and
selections from Milton’s Paradise Lost and
Blake’s Songs o f Innocence and Experience.
Film versions and critical works on Tolkien and
Pullman will be included. This seminar may be
counted as either Group I or Group II; in either
case, the credits counted toward the major will
be one pre-1830 credit and one post-1830
credit.
2 credits.
Spring 2014. Williamson.

English Literature
ENGL 110. Romanticism*
We’ll read the women poets of the period
(Smith, Robinson, BaiUie, Wordsworth,
Hemans, and L.E.L.) alongside their more
famous male contemporaries (Blake,
Wordsworth, Coleridge, Byron, Shelley, and
Keats) in order to explore issues of concern to
both: formal innovation, colonial expansion,
(counter) revolutionary politics (pre-1830).
Eligible for GSST credit.
2 credits.
Spring 2013. Bolton.
ENGL 111. Victorian Literature and
Culture
This research-intensive seminar focuses on the
Victorian novel as both a genre and a material
object in its print cultural context, setting this
approach within the broader world of Victorian
literature and culture in order to examine the
ways in which the novel was both product and
producer of its historical moment. Readings
will include novels by authors like George
Eliot, Anthony Trollope, Elizabeth Gaskell,
Wilkie Collins, George Meredith, Thomas
Hardy, Bram Stoker, and Margaret Oliphant as
well as readings in novel theory and cultural
and literary criticism.
2 credits.
Spring 2013. Buurma.
ENGL 112. Contemporary Women’s
Poetry
Women’s poetry of the 20th and 21st centuries:
‘Tell it slant,” Emily Dickinson advises, and
women poets—whether or not they have read
her work—have typically taken her subversive
advice to heart. How women “slant” their truth,
and how their poetic methods differ—if at all—
from those of their male counterparts will form
the center of this inquiry into modernist and
postmodernist feminist aesthetics (post-1830).
2 credits.
Fall 2012. Anderson.
ENGL 115. Modern Comparative
Literature
The semester will focus on Modernism: theory
and fiction. Drawing on a range of authors
writing between the 1840s and the 1940s, this
seminar will attend to the conceptual
underpinnings of European modernism and will
seek to come to terms with several of its most
salient texts. Primary readings will be drawn
from among the following writers: Kierkegaard,
Marx, Dostoevsky, Nietzsche, Freud, Rilke,
Kafka, Proust, Joyce, Woolf, Benjamin, and
Beckett. Secondary readings will include essays
by Adomo, Lukács, Bakhtin, Deleuze, De
Certeau, and others. Students should have read
Joyce’s Portrait o f the Artist as a Young Man
prior to taking this seminar (post-1830).

p. 227

Students who have taken ENGL 073 should
confer with the professor before enrolling in
ENGL 115; they will receive 1 credit for this
seminar.
2 credits.
Spring 2013 and spring 2014. Weinstein.
ENGL 116. American Literature
Advanced work in U.S. literary history, with
special focus on the reassessment of particular
authors and/or periods from 1865 to the present
due to research discoveries, new critical
approaches, and the advent of digital archives.
For fall 2012 the authors we’ll study in some
depth will include Walt Whitman and Emily
Dickinson; Wallace Thurman, author of Infants
o f the Spring, the major novel focusing on
Harlem Renaissance bohemian life; and Willa
Cather and Ernest Hemingway. Students will
have the opportunity to pursue their own
research project at the end of the semester, in
consultation with Prof. Schmidt. Prior work in
post-1830 U.S. literature and/or history is
recommended. As with all English Literature
Honors seminar, students must be approved by
the English department chair before enrollment.
2 credits.
Fall 2012 and fall 2013. Schmidt.
ENGL 117. Theories and Literatures of
Globalization
This seminar examines the literary and cultural
dimensions of globalization. Defining
globalization as a social, economic and political
phenomenon, the seminar foregrounds the
productive intersection between literature and
contemporary cultural theory. Pairing novels
and short stories by major national and
diasporic writers (including Salman Rushdie,
J.M. Coetzee, and Orhan Pamuk) with
ethnographic and historical texts (by theorists
such as Homi Bhabha, Arjun Appadurai,
Gayatri Spivak), we will examine the
relationship between colonialism and
postcolonialism; modernity and globalization;
racial formation and the nation-state. By
developing a critical engagement with theories
of identity and difference, we will explore the
ways in which global literatures engender, often
in complex and difficult ways, new politics of
nationalism, race, and sexuality (post-1830).
2 credits.
Not offered 2012—2013. Mani.
ENGL 118. Modern Poetry
A study of the poetry and critical prose of
Yeats, Eliot, Stevens, and H.D., in an effort to
define their differences within the practice of
“modernism” and to assess their significance
for contemporary poetic practice (post-1830).
2 credits.
Fall 2013. Anderson.

English Literature
ENGL 119. Black Cultural Studies
For readers, writers, and critics of black
literature, what difference has race made, and
how has it intersected with other modes of
identity, such as class and gender? How have
writers represented, and theorists theorized, the
tensions between sound and vision, between
roots and routes, between culture and capital?
Focusing on black fiction, poetry, and
autobiography published since World War II,
we will examine approaches to this literature
that are historical, political, and theoretical,
drawing upon key thinkers in black cultural
studies.
Eligible for BLST credit.
2 credits.
Spring 2014. Foy.
ENGL 180. Thesis
A major in the Honors Program may, with
department permission, elect to write a thesis as
a substitute for one seminar. The student must
select a topic and submit a plan for department
approval no later than the end of the junior year.
Normally, the student writes the thesis of 80 to
100 pages, under the direction of a member of
the department. The 2-credit thesis project may
take place over 1 or 2 semesters.
2 credits.
Staff.

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

p. 228

Environmental Studies

p. 229

Coordinator:

PETER COLLINGS (Physics and Astronomy)'
Cassy Burnett (Administrative Assistant)

Committee:

Elizabeth Bolton (English Literature)
Timothy Burke (History)2
Giovanna Di Chiro (Political Science)
Erich Carr Everbach (Engineering)
Megan Heckert (Political Science)
Alison Holliday (Chemistry)
Eric Jensen (Physics and Astronomy)3
Jose-Luis Machado (Biology)
Arthur McGarity (Engineering)
Rachel Merz (Biology)
Carol Nackenoff (Political Science)
Hans Oberdiek (Philosophy)
Christine Schuetze (Sociology and Anthropology)*
Mark Wallace (Religion)

2Absent on leave, spring 2013.
3 Absent on leave, 2012-2013.
'Member, 2012-2013 Tri-College Environmental Studies Steering Committee.

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

The Academic Program
An interdisciplinary course minor in
environmental studies is available to all
students, consisting o f an integrated program of
an introductory course, four additional courses,
and a capstone seminar, taken in addition to a
regular major.
The expectation is that minors will take the
introductory course, Introduction to
Environmental Studies, early in their program
and before the senior year. Apart from the
introductory course and the capstone seminar,
there are three categories of courses:
environmental science/technology,
environmental social science/humanities, and
cognate/interdisciplinary. Lists of courses
belonging to each of these categories appear in
the course catalog and the program’s website.
Environmental Studies minors are generally
expected to take two courses in environmental
science/technology (one of which must be a lab
science) and two courses in environmental
social science/humanities. In consultation with
the program coordinator, however, up to two
courses toward the minor may be chosen from
the list designated cognate and interdisciplinary
courses or courses taken at other institutions
(domestic and foreign). Students should
regularly check the program’s website for
additions and changes to course lists; the
website will also have links to qualified and
available environmental science, social science,
arts and humanities courses at Bryn Mawr and
Haverford colleges.
Any student may request credit in
environmental studies for interdisciplinary
environmental courses taken at other
institutions (domestic and foreign). Application
forms for credit evaluations are available on the

Environmental Studies
program’s website. Swarthmore College
sponsors environmental study abroad programs
in Cape Town, South Africa (see
www.swarthmore.edu/x20601.xml) and Central
Europe (Krakow, Poland and Bmo, Czech
Republic—see
www.swarthmore.edu/xl 1780.xml).
At least two of the four courses selected for the
environmental studies minor must be outside
the major and, if it exists, a second minor, so
that when the introductory course and capstone
seminar are added, the College policy requiring
at least four courses outside the major or any
other minor will be satisfied.
Swarthmore environmental studies Students
may also apply for the honors minor, which has
similar requirements plus an external
examination on an approved topic that links
together two of the courses and a senior honors
study paper that explores the connections
between the two courses (see honors section
below).
Swarthmore students must submit their plan of
study to the coordinator, usually when they
apply for a major, and should inform the
coordinator about any changes in their
academic programs. Students may petition the
Faculty Committee on Environmental Studies
to have courses taken at other institutions fulfill
some of these requirements. One of the courses
may be independent work or a field study (in
the United States or abroad) supervised by a
member of the committee (ENVS 090).

Overview of Curriculum
Introductory Course
Beginning with the class of 2015, completion of
the introductory course, Introduction to
Environmental Studies (ENVS 001), will
normally be required of all minors and should
be taken prior to the senior year. Members of
the class of 2014 are strongly encouraged to
take the introductory course. This course will be
co-taught by one faculty member from a
science or engineering field and by one faculty
member from the social sciences or humanities.
Focusing on one or two case studies, the course
will emphasize basic concepts in environmental
studies and explore how environmental
challenges are best approached by drawing
upon the contributions of more than one
academic discipline.
Environmental Courses in Specific
Disciplines (normally 4)
The minor in environmental studies generally
requires at least two courses from specific
disciplines in environmental
science/technology, one of which must be a lab
science, and two courses from specific
disciplines in environmental social

p. 230

science/humanities. These courses are offered
by the departments that support the program,
and they focus on environmental topics using
the methods and perspectives of a specific
discipline.
Cognate and Interdisciplinary Courses
(maximum of 2)
In consultation with the coordinator, up to two
courses toward the environmental studies minor
may come from the list of cognate and
interdisciplinary courses. These courses cover
topics and methods that relate significantly to
the environment. Interdisciplinary
environmental studies courses, including
courses taken abroad at other institutions and
study abroad programs, may also be included in
this category. Such courses are occasionally
offered by the Environmental Studies Program,
including independent work or a field study (in
the United States or abroad) supervised by a
member of the committee (ENVS 090).
Capstone Seminar
In addition to the introductory course and four
courses, each student pursuing a minor will
participate in the capstone seminar in
environmental studies, offered as ENVS 091 at
Swarthmore during the spring semester of the
senior year. The capstone seminar will involve
advanced work on one or more issues or
problems in environmental studies. Leadership
of the capstone seminar rotates among the
members of the Faculty Committee on
Environmental Studies. The Bryn Mawr and
Haverford Environmental Studies Senior
Seminar (ENVS 397) also counts in fulfillment
of the capstone requirement, but before students
consider enrolling in the capstone seminar at
another campus, they must consult with the
Swarthmore Environmental Studies coordinator
and recognize that the senior seminars all
require major time commitments apart from
scheduled seminar meeting times.
Honors Minor
An honors minor in environmental studies
includes an integrated program of the
introductory course, four courses, and the
capstone seminar. The course requirements are
similar to those of the regular Environmental
Studies minor (see above). These six courses
are taken in addition to a regular major, and at
least four of these courses must be outside the
major.
The honors preparation will consist of a
combination of two-courses that are related in
some way that is suitable for a single honors
examination. Both of the courses must be
outside the major. The two courses may be
selected from a single discipline or from two
different, but environmentally related,
disciplines. It is also possible for one of the

Environmental Studies
courses to be interdisciplinary. Other two-credit
options such as a course with an attachment will
not be encouraged, and a two-credit thesis will
not be allowed. Student performance in the two
designated courses must be at a high enough
level to merit honors, as judged by the faculty
teaching the courses. Also, approval of the
student’s honors application should be obtained
from these same faculty since they will be
expected to specify prospective honors
examiners.
The senior honors study will consist of a small
paper that explores the connections between the
two courses used for the preparation. This paper
will be included with background materials
submitted to the honors examiner.

Off-Campus Study
Brno-Krakow Sustainability Studies
Programs in the Czech Republic and
Poland
Swarthmore operates closely related
environmental study abroad programs in
Central Europe hosted by Masaryk University
in Bmo, Czech Republic and by the
Jagiellonian University and Politechnika
Krakowska in Krakow, Poland. Students
usually take three environmentally related
courses, taught in English, as well as a required
language and culture course that includes
intensive language instruction in either Czech
or Polish. The Bmo program, based in Masaryk
University’s Department of Environmental
Studies, focuses primarily on environmental
social sciences and humanities. An internship at
one of two environmental NGO’s, supervised
by faculty for academic credit, is available at
either Hnuti Duha (Czech branch of Friends of
the Earth) or the Veronica Sustainability
Center. TTie Krakow program, based in
Politechnika Krakowska’s Department of
Environmental Engineering, focuses primarily
on environmental science and technology. For
more information, see the website:
www.swarthmore.edu/xl 1780.xml.
Cape Town South Africa Program on
Globalization and the Natural
Environment
Swarthmore is a member of a consortium with
Macalester and Pomona Colleges that sponsors
a junior year environmental study-abroad
program in collaboration with the University of
Cape Town, South Africa. Students from the
three consortium schools, as well as those
schools under consortium agreements with the
three schools, may apply. For more
information, see the website:
www.swarthmore.edu/x20601 .xml.

p. 231

Courses
Students should regularly check the program’s
website www.swarthmore.edu/envs.xml for
additions and changes to the course lists shown
below.
ENVS 001. Introduction to
Environmental Studies
1 credit.
Spring 2013. Everbach, Nackenoff.
ENVS 091. Capstone Seminar:
Sustainable Campus Development
1 credit.
Spring 2013. Wallace.
Environmental Science/Technology
Courses
The environmental science/technology category
includes courses that emphasize techniques and
methodologies of the sciences and engineering
and whose subject is central to environmental
studies. Therefore, all students will be familiar
with a body o f scientific knowledge and
scientific approaches to environmental
problems.
BIOL 002. Organismal and Population Biology
BIOL 036. Ecology
BIOL 039. Marine Biology
BIOL115E. Plant Molecular Genetics—
Biotechnology
BIOL 137. Biodiversity and Ecosystem
Function
CHEM 001. Chemistry in Context: Applying
Chemistry to Society
CHEM 103. Topics in Environmental
Chemistry
ENGR 004A. Environmental Protection
ENGR 063. Water Quality and Pollution
Control
ENGR 066. Environmental Systems
PHYS 024. The Earth’s Climate and Global
Wanning
Environmental Social
Sciences/Humanities Courses
The environmental social science/humanities
category includes courses that are central to
environmental studies and focus on values, their
social contexts, and their implementation in
policies. Thus, all students will have studied the
social context in which environmental problems
are created and can be solved.
ECON 076. Environmental Economics
ENGL 009C. First-Year Seminar: Imagining
Natural History
ENGL 070G. Writing Nature
HIST 089. Environmental History of Africa
PHIL 035. Environmental Ethics

Environmental Studies
POLS 037. Introduction to GIS for Social and
Environmental Analysis (also SOAN 030P)
POLS 043. Environmental Policy and Politics
POLS 043B. Environmental Justice: Theory
and Practice
RELG 022. Religion and Ecology
SOAN 023C. Anthropological Perspectives on
Conservation
SOAN 030P. Introduction to GIS for Social and
Environmental Analysis (also POLS 037)
Cognate and Interdisciplinary Courses
The following are Swarthmore courses that are
either (1) relevant to environmental studies but
not central enough to justify their inclusion in
the preceding groups or (2) focus primarily on
the environment and are interdisciplinary in
nature:
BIOL 016. Microbiology
BIOL 017. Microbial Pathogenesis and Immune
Response
BIOL 020. Animal Physiology
BIOL 025. Plant Biology
BIOL 026. Invertebrate Biology
BIOL 031. History and Evolution of Human
Food
BIOL 034. Evolution
BIOL 115E. Plant Molecular Genetics Biotechnology
BIOL 116. Microbial Processes and
Biotechnology
BIOL 130. Behavioral Ecology
CHEM 043. Analytical Methods and
Instrumentation
ECON 032. Operations Research (also ENGR
057)
ENGR 003. Problems in Technology
ENGR 004B. Swarthmore and the Biosphere
ENGR 035. Solar Energy Systems
ENGR 057. Operations Research (also ECON
032)
ENVS 002. Human Nature, Technology, and
the Environment
ENVS 090. Directed Reading in Environmental
Studies
ENVS 092. Research Project
LING 120. Anthropological Linguistics:
Endangered Languages
LITR 022G. Food Revolutions: History,
Politics, Culture
MATH 056. Modeling
PHYS 002E. First-Year Seminar: Energy
PHYS 020. Principles of the Earth Sciences
POLS 048. The Politics of Population

p. 232

Film and Media Studies

p.233

Coordinator:

PATRICIA WHITE, Professor
Carolyn Anderson, Administrative Coordinator

Core Faculty:

ERICA CHO, Visiting Assistant Professor (Bryn Mawr)
BOB REHAK, Assistant Professor
SUNKA SIMON, Associate Professor

Affiliated Faculty:

Timothy Burke (History)2
William Gardner (Modem Languages and Literatures, lapanese)
Haili Kong (Modem Languages and Literatures, Chinese)
Maya Nadkami (Sociology and Anthropology)
Carina Yervasi (Modem Languages and Literatures, French)

2Absent on leave, spring 2013.

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

cinema that offers historical depth. Remaining
courses and seminars should be selected to
achieve breadth, depth, and balance in the
discipline, with no more than four credits in
production counted toward the major. Courses
in a major may include two credits drawn from
film and media offerings at Bryn Mawr,
Haverford, or the University of Pennsylvania,
courses in the discipline taken abroad or at
other U.S. institutions, or approved
interdisciplinary courses from other
Swarthmore departments. Exceptions may be
made for a third credit.

The Academic Program

Acceptance Criteria
To be accepted as a special major, students
must have satisfactorily completed FMST 001
with a grade of B and at least one additional
approved course.

The Film and Media Studies Program offers a
range of courses in critical studies and
production, cross-lists courses with English
literature and modem languages and literatures,
and recognizes for credit approved offerings
from other departments. Currently, students
may apply for a special major or add a minor in
film and media studies to another major, and
students in the Honors Program may designate
a minor in film and media studies. Pending
approval, the regular major in film and media
studies will be available to students in the class
of 2014 and after.

Major
Students wishing to major should apply for a
special major in film and media studies in
consultation with the Film and Media Studies
coordinator.
Requirements
Majors must take a minimum of 10 credits.
Requirements: FMST 001 (Intro); FMST 090
(Capstone); 1 production course (FMST 002:
Digital Film Fundamentals or an approved
course taken at another institution or in theater
or studio art); either FMST 020: Critical
Theories of Film and Media or FMST 025:
Television and New Media (or both) and at
least 1 course on national or transnational

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

Honors Major
Students wishing to design an honors major in
film and media studies must consult with the
program coordinator.

Film and Media Studies

p. 234

Honors Minor

Courses

Requirements
Students in the Honors Program may minor in
film and media studies by meeting the
requirements for the minor and by preparing for
and taking one external exam.

FMST 001. Introduction to Film and
Media Studies
Provides groundwork for further study in the
discipline and is recommended before taking
additional FMST courses. Introduces students
to concepts, theories, and histories of film and
other moving-image media, treating cinema as a
dominant representational system that shapes
other media forms. Topics include the formal
analysis of image and sound, aesthetics,
historiography, genres, authorship, issues of
gender, race, ethnicity, and nation, economics,
technology, and reception and audience studies.
Emphasis is on developing writing, analytical,
and research skills. Required weekly evening
screenings of works from diverse periods,
countries, and traditions.
1 credit.
Fall 2012. Rehak. Fall 2013. Simon.

The Honors Exam for Minors and
Preparations
The preparation usually consists either of an
FMST seminar or FMST 090 plus a 1-credit
honors attachment; however, the two-credit
honors preparation may incorporate a 1- or 2credit thesis or project or other course or
seminar work with the approval of the film and
media studies coordinator. Senior honors study
(SHS) consists of a revised essay or short film
submitted for a course or seminar in the
preparation. No SHS is required for a thesis or
creative project.
Acceptance Criteria
Students wishing to complete an honors minor
must have received a grade of B+ or better in all
film and media studies courses.

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

Advanced
Placement/lnternational
Baccalaureate Credit
Consult with the program coordinator to
determine eligibility of AP or IB work.

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

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

FMST 002. Digital Film Fundamentals
This course introduces students to the
expressive possibilities and rigors of the film
medium while offering a sound technical
foundation in digital production and post­
production. We will explore documentary,
experimental, and narrative approaches and also
consider the opportunities and limitations—
conceptual, practical and aesthetic—of
exhibiting work through different venues and
platforms. Emphasis will be on using the formal
and conceptual palette introduced in the course
to develop one’s own artistic vision.
Coursework includes short assignments,
discussions, screenings, and a final project.
Prerequisite: FMST 001.
1 credit.
Spring 2013. Cho.
FMST 005. First-Year Seminar: Special
Effects and Film Spectacle
Focusing on the history, industry, and theory of
special and visual effects, this course introduces
students to the basics of studying and writing
about film and other media through an
exploration of “movie magic.” Related topics
include the relationship of film style and
technology; formal and narrative principles of
“showstoppers” such as musical numbers, fight
scenes, and car chases; and questions of realism
and illusion, sensation, and visual pleasure.
Required weekly screenings.
Writing course.
1 credit.
Spring 2013. Rehak.

Film and Media Studies

p. 235

FMST 009. First-Year Seminar: Women
and Popular Culture: Fiction, Film and
Television
(Cross-listed as ENGL 009P)
This course looks at Hollywood “chick flicks”
and “women’s films” and television soap
operas, their sources in 19th- and 20th-century
popular fiction and melodrama, and the cultural
practices surrounding their promotion and
reception. How do race, class, and sexual
orientation intersect with gendered genre
conventions, discourses of authorship and
critical evaluation, and the paradoxes of popular
cultural pleasures? Texts may include Uncle
Tom’s Cabin, Gone With the Wind, Rebecca,
The Joy Luck Club, Sex and the City, Twilight.
Weekly screenings.
Writing course.
1 credit
Fall 2012. White.

Illustrator, and strong drawing skills are also
encouraged to contact instructor for prerequisite
questions.
1 credit.
Fall 2012. Cho.

FMST 011. Advanced Production
Workshop
As movie lovers in a media-saturated world, we
are all highly film literate, yet it is surprisingly
difficult to make a narrative film that keeps the
audience engaged. So what does a director’s
skill consist of? How do you stage the action,
work with actors, use the camera as narrator,
and manipulate cinematic time and space so
that viewers can follow the story and get
emotionally involved? This course is an
immersive experience in the art of narrative
film, combined with advanced technical
instruction in cinematography, sound, and
editing. Coursework includes directing
exercises, in-class critiques, viewing film clips,
and the production of a digital short film.
Prerequisites: FMST 001 and FMST 002 or
equivalent production background, with
instructor’s approval.
1 credit.
Fall 2013. Cho.
FMST 013. Experimental Animation
This course is an introduction to analog and
digital animation concepts and techniques and
includes workshops on cut-out animation, stopmotion, and hybrid computer based forms using
Adobe After Effects and Adobe Photoshop. The
course emphasizes technical and aesthetic
experimentation, with the goal of developing a
personal vision through the creation of highquality, experimental works. Through reading,
discussion, and exposure to a variety of artistic
practices within film, video art, and animation,
the course promotes a critical understanding of
these media. The class concludes with a public
screening of final projects.
Prerequisites: FMST 01 and FMST 02. Students
with knowledge of Adobe Photoshop, Adobe

FMST 020. Critical Theories of Film and
Media
Film critic André Bazin’s famous question,
“What is cinema?,” has gained new relevance
since the advent of digital media. This course
introduces classical film theory (realism,
montage, theories of modernity and perception),
contemporary film theory (theories of film
language, the apparatus, and spectatorship), and
approaches that cut across media (authorship,
genre, stardom, semiotics, narratology,
feminism, production and reception studies,
cognitivism). Through readings and weekly
screenings, we explore the significance of film
and other media in shaping our identity and
cultural experience. Required weekly evening
screenings.
Eligible for INTP credit.
Prerequisite: FMST 001.
1 credit.
Spring 2014. White.
FMST 021. American Narrative Cinema
Considers film as narrative form, audiovisual
medium, industrial product, and social practice,
emphasizing the emergence and dominance of
classical Hollywood as a national cinema, with
some attention to independent narrative
traditions (“race movies,” New Queer Cinema).
Analyzes how genres such as the western, the
melodrama, and film noir express aspirations
and anxieties about race, gender, class and
ethnicity in the United States. Surveys narrative
film history from the 1910s to the 2010s with
an emphasis on the Hollywood studio era.
Required weekly evening screenings.
1 credit.
Fall 2012. White.
FMST 022. Silent Cinema
This course explores the first decades of film
history in the context of global modernity and
artistic modernism. In form and content, cinema
functioned as both a vector and a reflection of
the transformative subjective and social
experiences of modernity, including
urbanization, immigration, consumerism, and
women’s participation in the labor force. We
will pay special attention to cinema’s
internationalism before the introduction of
synchronized sound, looking at film culture and
national film stars in Asia, North Africa, and
Latin America as well as the U.S. and Europe.
Field trips and guests will address key topics of
silent film historiography including archives

Film and Media Studies
and preservation and film music. Required
weekly evening screenings.
1 credit.
Spring 2014. White.
FMST 025. Television and New Media
This course introduces students to major trends
in critical thought regarding electronic media,
including the rise of broadcast television, recent
developments in narrowcast or niche
programming and distribution, and the
relationship among media industries,
advertisers, and audiences. Special attention
will be given to probing and historicizing the
concept of “new” media, examining our
ongoing cultural adaptation to emerging screen
technologies and their attendant narrative and
audiovisual forms. Coursework includes
blogging, podcasting, and web-based research.
Required weekly evening screenings.
Prerequisite: FMST 001.
1 credit.
Spring 2013. Simon. Spring 2014. Rehak.
FMST 041. Fan Culture
This course explores the history, philosophy,
and impact of fandom in film, television, and
new media. Drawing on methodologies
including reception ethnography, feminism,
performance, cultural studies, and convergence
theory, we will consider topics such as cults of
celebrity; the creation and sharing of fan fiction
and videos; gendered and queer identities in fan
culture; adaptive responses of media texts and
industries; and digital media communities.
Screenings include serial and episodic
television, camp and “trash” cinema, and fan­
generated content.
Eligible for GSST credit if all papers and
projects are focused on GSST topics.
1 credit.
Spring 2013. Rehak.
FMST 042. Animation and Cinema
This course examines the forms, technologies,
and history of animation in American narrative
cinema and television. Screenings include
short- and feature-length animated films,
narrative and experimental animation from the
U.S. and other countries, and animation in
television and digital media. Emphasis is on
framing animation in relation to an array of
cultural and economic forces and theoretical
perspectives, including performance, gender,
the body, media evolution, taste, symbolism
and realism, and the avant-garde. Required
weekly evening screenings.
1 credit.
Not offered 2012-2013. Rehak.

p. 236

FMST 043. Conspiracy
Investigate conspiracy and the paranoid
imagination both within film and television
narratives and as a mode of skepticism and
mistrust toward media themselves. Focusing on
a period from the Cold War to the present day,
the course constructs an archeology o f screen
and print media to explore the shifting
meanings of conspiracy in response to
technological, political, and social change.
Topics include the structural affinities among
conspiracy, narration, and seriality; recurring
tropes such as biological contagion, corporate
and patriarchal menace, and supernatural
forces; and the role of digital media in both
spreading and debunking conspiracies.
Required weekly screenings.
Eligible for INTP credit.
1 credit.
Fall 2013. Rehak.
FMST 045. Feminist Film and Media
Studies
(Cross-listed as ENGL 091 and GSST 020)
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production contexts,
and styles: mainstream and independent,
narrative, documentary, video art, and
experimental. Readings will address questions
of authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
Eligible for GSST or INTP credit.
1 credit.
Spring 2013. White.
FMST 046. Queer Media
(Cross-listed as ENGL 090)
The history o f avant-garde and experimental
media has been intertwined with that o f gender
non-conformity and sexual dissidence, and even
the most mainstream media forms have been
queered by subcultural reception. How do lgbt
filmmakers “queer” sexual norms and standard
media forms? How are sexual identities
mediated by popular culture? Challenging
classic Hollywood’s heterosexual presumption
and mass media appropriations of lgbt culture,
we will examine lgbt aesthetic strategies and
modes of address in contexts such as the
American and European avant-gardes, AIDS
activism, and transnational and diasporan film
through the lens of queer theory.
Eligible for GSST or INTP credit.
1 credit.
Not offered 2012-2013. White.

Film and Media Studies
FMST 050. What on Earth Is World
Cinema?
Is there such a thing as world cinema? What is
the relationship between “world cinema” and
national cinemas? What is “national” about
national cinemas? This course introduces
students to theoretical debates about the
categorization and global circulation of films,
film style, authorship, and audiences through
case studies drawn from Iranian, Indian, East
Asian (Korea, Taiwan), Latin American,
European, and U.S. independent cinemas
presented at required weekly evening
screenings. Special attention to how film
festivals, journalism, and cinephile culture
confer value.
Required weekly evening screenings.
1 credit.
Not offered 2012-2013. White.
FMST 051. European Cinema
(Cross-listed as LITR 051G)
The course introduces post-war directors
(Bergman and Fellini), British and French New
Waves, Eastern European Cinema (Tarkovsky,
Wajda), Post-New Wave Italian auteurs,
Spanish cinema after Franco (Erice, Saura,
Almodovar), New German cinema (Fassbinder,
Herzog, Wenders), British cinema after 1970
(Roeg, Leigh, Loach, Greenaway) and Danish
Cinema: Dogme 95 and others. The course
addresses key issues and concepts in European
cinema such as realism, authorship, art cinema,
and political modernism, with reference to
significant films and filmmakers and in the
context of historical, social, and cultural issues.
1 credit.
Fall 2012. Simon.
FMST 054. German Cinema
(Cross-listed as GMST 054)
This course is an introduction to German
cinema from its inception in the 1890s until the
present. It includes an examination of early
exhibition forms, expressionist and avant-garde
films from the classic German cinema of the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
of popular and avant-garde films while
discussing mass culture, education, propaganda,
and entertainment as identity- and nation­
building practices.
1 credit.
Not offered 2012—2013. Simon.

p. 237

FMST 055. Contemporary Chinese
Cinema
(Cross-listed as CHIN 055)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
1 credit.
Fall 2012. Kong.
FMST 057. Japanese Film and Animation
(Cross-listed as JPNS 024)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development of Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki.
1 credit.
Spring 2014. Gardner.
FMST 059. Re-Envisioning Diasporas
This Swarthmore-based course is teamdeveloped and co-taught by three professors in
three disciplines in an international
collaboration. It addresses the historical,
cultural, representational, and theoretical
specificities of diasporas through examining
how visual and literary productions deal with
questions of race and ethnicity, gender and
sexuality, nationality and globalization from a
perpetual state of “elsewhere.” How does this
experience mark the conceptualization,
aesthetics, and politics of the artistic process
and textuality? What role do language, body
memories, and visualization/projection play in
the works we will discuss? How do virtual and
real-life diasporic communities interact with
their imagination and reception? Students are
encouraged to do work in their first and
secondary languages.
Seminar-style class taught in English. No
prerequisites.
1 credit
Not offered 2012-2013. Simon, Yervasi.

Film and Media Studies
FMST 086. Theory and History of
Videogames
Explores video and computer games through
historical, cultural, and formal perspectives,
mapping the medium’s emergence and
evolution from its roots in hacker culture of the
1960s and 1970s to the commercial boom and
bust of the arcades, the rise of home console
and personal computer systems, and the role of
the internet in creating multiplayer
environments. Other topics include game
genres, avatars, player subcultures, and
transmedia entertainment. Readings and
lectures emphasize multiple methodologies
including anthropology, psychology, ludology,
narratology, ideology, gender, and performance.
Although not a programming course, some
opportunities for design and play may be
involved.
1 credit.
Fall 2013. Rehak.
FMST 090. Film and Media Studies
Capstone
This team-taught course begins by exploring a
major paradigm or debate in the field and
reviewing research methodology and
production techniques. Students then undertake
an individual or collaborative research or
creative project (in some cases building upon
work started in another class or independent
study), meeting to workshop ideas and present
works-in-progress. Research projects will
incorporate multimedia presentation, and
creative projects will be accompanied by
written materials. The semester culminates in a
panel/film festival. Required for senior majors
and minors.
1 credit.
Spring 2013. Rehak, White.
FMST 097. Independent Study
Students must apply for preregistration
approval in writing.
0.5 to 1 credit.
FMST 098. Thesis
For a limited number of students completing a
special major. Requires committee approval.
Writing course.
1 credit.
FMST 099. Senior Creative Project
For a limited number of students completing a
special major. Requires committee approval.
1 credit.
FMST 102. Convergence
This honors seminar explores the cultures and
content of the contemporary mediascape
through formal, technological, and political
lenses, reading emergent paradigms such as

p. 238

virality, paratextuality, and collective
intelligence against equivalent historical
moments of media evolution. Particular
attention will be paid to the concepts of “the
digital”; rhetorics of revolution and continuity;
and the intersection of information,
entertainment, and capitalism within a dominant
episteme of new media. Course majors and
other students with relevant background can
apply for instructor’s approval to take the
seminar.
2 credits.
Fall 2012. Rehak.
FMST 180. Honors Thesis
For students completing a special major in
honors. Requires committee approval.
Writing course.
2 credits.

Other Courses and Seminars
Currently Approved for FMST
Credit
For descriptions of the following courses
offered in other departments, please consult the
appropriate section of the course catalog:
CHIN 108. The Remaking of Cinematic China:
Zhang Yimou, Wong Kar-wai, and Ang Lee
(Spring 2013. Kong.)
DANC 079. First-Year Seminar: Dancing
Desire in Bollywood Film (Fall 2012.
Chakravorty.)
FREN 053. Littérature et cinéma: La pensée
géographique (Fall 2012. Yervasi.)
SOAN 002E. Anthropology of Mass Media
(Spring 2013, spring 2014. Nadkami.)
SOAN 072D. Visual Anthropology (Fall 2012,
spring 2014. Nadkami.)
SPAN 063. Cine contemporáneo español (Fall
2012. Guardiola.)

Gender and Sexuality Studies
Coordinator:

ANNA WARD (Gender and Sexuality Studies)
Anna Everetts (Administrative Assistant)

Committee:

Diane Downer Anderson (Educational Studies)
Jean-Vincent Blanchard (Modem Languages and Literatures, French)23
Amy Lisa Graves (Physics)
Sibelan Forrester (Modem Languages and Literatures, Russian)
Farha N. Ghannam (Sociology and Anthropology)
Alexandra Gueydan (Modem Languages and Literatures, French)
Gwynn Kessler (Religion)3
Tamsin Lorraine (Philosophy)
Bakirathi Mani (English Literature)
Sunka Simon (German Studies, Film and Media Studies)
Patricia White (Film and Media Studies)

p. 239

2 Absent on leave, spring 2013.
3 Absent on leave, 2012-2013.

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

The Academic Program
Course Minor
1. Course minors must take 5 courses and/or
seminar offerings which must be selected from
at least two different divisions. Seminars count
as one course toward program requirements.
2. Only one course counted for GSST may
overlap with the student’s major or other minor.

3. GSST minors are required to complete GSST
001: Introduction to Gender and Sexuality
Studies, and subsequently GSST 020: Theory
and Methodology. During the senior year,
minors are required to complete GSST 091:
Seminar in GSST.
4. With the approval of the GSST Coordinator,
students may include courses offered by the
Gender and Sexuality Studies program at Bryn
Mawr and Haverford Colleges, and by the
Women’s Studies program at UPenn in their
program.
5. Only one relevant course taken abroad may
count toward fulfillment of the minor.
6. With the approval of the GSST Coordinator,
students may elect to write a 1-credit thesis
(GSST 092) or pursue an independent study as
a substitute for regular coursework. The thesis
cannot be used to fulfill the requirements of the
student’s major or other minor. Students must
have adequate disciplinary background in
gender and sexuality studies to carry out
independent study and/or write a thesis.

Honors Minor
1. Students must have a “B” average in GSST
coursework at the College in order to be
accepted into Honors.
2. Honors minors must complete 6 credits and
complete the written and oral external
examinations at the end of the senior year.3. Honors minors must successfully complete
the program requirements (GSST 001, 020, and
091).
4. Honors minors must consult with the GSST
Coordinator in spring of their junior year
regarding their Honors preparations.
5. The examination preparation for the Honors
minor will consist of GSST 091 : Seminar in
GSST. In consultation with the seminar
instructor, Honors minors will be required to

Gender and Sexuality Studies

p. 240

assemble a Senior Honors Study Portfolio
which may include materials such as
independent essays, seminar papers, additional
reading lists, research projects, etc.
6. Honors minors may apply one GSST-related
study abroad credit toward their minor.
7. With the approval of the GSST Coordinator,
minors may elect to write a one-credit thesis
(GSST 092) or pursue an independent study as
a substitute for regular coursework. The thesis
cannot be used to fulfill the requirements of the
student’s major or other minor. Students must
have adequate disciplinary background in
GSST to carry out independent study and/or
write a thesis.

6. Honors majors must consult with the GSST
Coordinator in spring of their junior year
regarding their Honors preparations and Senior
Honors Study Portfolio.
7. One of the four Honors exam preparations
must include GSST 091: Seminar in GSST.
8. With approval of the GSST Coordinator,
special majors may elect to write a one-credit
thesis (GSST 092), or pursue an independent
study as a substitute for regular coursework.
The thesis cannot be used to fulfill the
requirements of the student’s major or other
minor. Students must have adequate GSST
disciplinary background to carry out
independent study and/or write a thesis.

Special Major

Application Process Notes for
the Minor

Students have the option of designing an
individualized special major (such as GSST and
religion, GSST and sociology and
anthropology, GSST and history, etc.). Students
also have the option of pursuing the following
curricular path:
1. Special majors must successfully complete
the program requirements (GSST 001,020, and
091).
2. Special majors must complete at least 10
credits and normally no more than 12 credits for
a special major in GSST.
3. Only two credits may overlap with the
student’s major or other minor.
4. Special majors may apply up to two GSSTrelated study abroad credits to their program.
5. With approval of the GSST Coordinator,
special majors may elect to write a one-credit
thesis (GSST 092), or pursue an independent
study as a substitute for regular coursework.
The thesis cannot be used to fulfill the
requirements of the student’s major or other
minor. Students must have adequate GSST
disciplinary background to carry out
independent study and/or write a thesis.

Special Honors Major
1. Special majors must have a “B” average in
GSST coursework at the College in order to be
accepted into Honors.
2. Honors majors must successfully complete
the program requirements (GSST 001,020, and
091).
3. Honors majors must complete at least 10
credits and complete the written and oral
external examinations at the end of their senior
year.
4. Only two credits may overlap with the
student’s major or other minor.
5. Special Honors Majors may apply up to 2
GSST-related study abroad credits to their
program.

Students interested in pursuing a minor in
GSST are required to complete a GSST
application form to be submitted along with a
copy of their sophomore application to the
Programs Office, Trotter 107. Special major,
honors, and transfer credit applications are also
available at: www.swarthmore.edu/gsst.

Transfer Credit
To receive academic credit for women’s studies
or gender and sexuality studies courses taken at
other colleges and universities in the U.S.,
students must first apply for credit through the
appropriate Swarthmore department, and then
apply to the Gender and Sexuality Studies
Program to have the course included in their
program. If the institution that offers the course
has a Women’s Studies, Gender and Sexuality
Studies Program, or similar program the course
in question must be part of that program in
order to be approved as a gender and sexuality
studies course at Swarthmore.

Off-Campus Study
The Gender and Sexuality Studies Program
grants academic credit for course work relevant
to the academic program taken while studying
abroad. Minors may apply for no more than one
credit of work done abroad to meet their GSST
requirements. GSST special majors may apply
up to two GSST-related study abroad credits to
their program.
In order to receive credit, the GSST
Coordinator must preapprove the course(s).
When the student returns to campus, the GSST
Coordinator will evaluate the work (syllabus,
exams, papers, and class notes) and assign the
appropriate amount of credit.

Gender and Sexuality Studies
Internship Support
The Summer Social Action Awards (S2A2)
support students in the current sophomore and
junior classes to spend ten weeks, full time (35
hours per week) performing advocacy and/or
service through a host non-profit organization.
Financial support includes a weekly stipend to
offset modest living expenses, and the provision
of the summer earnings requirement. In the
summer of 2010, the total S2A2 support was
$4,350.00 per selected student.
The Richard Sager Internship, administered
through the S2A2 program, supports one
student interested in working with a non-profit
organizational host whose mission focuses on
LGBTQ issues. While the Sager Internship
funds can only provide support for one student
per summer, please note that applications are
evaluated on their own merits. Therefore, more
than one student who has been offered a full­
time placement with an LGBTQ organization
may serve through a “general” S2A2 grant.
Students applying as a result of their academic
involvement in the GSST program may also be
funded through a Nason grant.

Courses
The program offers the following courses and
seminars:
GSST 001. Introduction to Gender and
Sexuality Studies
This interdisciplinary core course is an
introduction to key concepts, questions, and
analytical tools developed by scholars of gender
and sexuality studies. Through this course,
students will become familiar with key
contemporary debates in the field, as well as the
historical formation of these debates.
Substantial attention will be paid to the
development and application of queer theory
within the history of the field. We will explore
gender and sexuality in relation to topics such
as media representation, embodiment,
technology, and violence. In addition to written
work, students will work together in groups to
develop an in-class presentation.
Required course for all GSST minors and
special majors.
1 credit.
Fall 2012. Ward.
GSST 020. Theory and Methodology:
Feminist Film and Media Studies
(Cross-listed as ENGL 091 and FMST 045)
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production contexts,
and styles: mainstream and independent,
narrative, documentary, video art, and
experimental. Readings will address questions

p. 241

of authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
Prerequisite: GSST 001 or permission of
instructor.
1 credit.
Spring 2013. White.
GSST 091. Seminar in Gender and
Sexuality Studies: Affect
Our capstone seminar will explore “the
affective turn” as it pertains to the field of
gender and sexuality studies. By embarking on
a concentrated inquiry of affect studies, we will
aim, on one hand, to trace a genealogy of the
inquiry and its foundations, and on the other, to
investigate the ways in which contemporary
theories of affect are used to investigate
questions of identity, collectivity, and agency.
Exploring such affects as melancholia, disgust,
shame, fear, rage, envy, and joy, we will
examine how theories of affect within the field
are challenging conceptualizations of history,
memory, embodiment, and politics.
Required for GSST minors and special majors,
must be taken in the senior year and cannot be
used to fulfill distribution requirements. Others
may take the course by permission of the
instructor.
Prerequisite: GSST 001 and 020, or permission
of instructor.
2 credits.
Spring 2013. Ward.
GSST 092. Thesis
1 credit.
Each semester. Staff.
GSST 093. Directed Reading
1 credit.
Fall 2012 and spring 2013. Ward.
GSST 192Aand GSST 192B. Thesis
For students completing a special major in
honors (1 credit must be taken each semester of
the senior year).
2 credits. Staff.
The following departmental courses have been
approved for credit toward the Gender and
Sexuality Studies Program:
Dance
DANC 025A. Dance and Diaspora
DANC 028. Politics and Aesthetics of Classical
Indian Dance
DANC 035. Women Choreographers and
Composers
DANC 036. Dancing Identities
DANC 079. Dancing Desire in Bollywood

Gender and Sexuality Studies
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
Education
EDUC 045. Literacies and Social Identities*
EDUC 061. Gender and Education
English Literature
ENGL 009M. Jane Austen, Cultural Critic
ENGL 009P. Women and Popular Culture:
Fiction, Film, and Television
ENGL 009Y. Interrogating Gender
ENGL 023. Renaissance Sexualities
ENGL 024. Witchcraft and Magic
ENGL 033. The Romantic Sublime
ENGL 036. The Age of Austen
ENGL 040B. The 19th-Century Novel
ENGL 048. Contemporary Women’s Poetry
ENGL 077. South Asians in Asian America
ENGL 082. Transnational Feminist Theory
ENGL 091. Feminist Film and Media Studies
ENGL 110. Romanticism
ENGL 112. Contemporary Women’s Poetry
Film and Media Studies
FMST 041. Fan Culture*
FMST 045. Feminist Film and Media Studies
FMST 046. Queer Media
FMST 059. Re-Envisioning Diasporas
FMST 081. German Cinema
French
FREN 037. Littératures Francophones
FREN 056. Ecritures au feminine
FREN 076. Contemporary Arab Women
Writers
FREN 111. Le Désir Colonial
FREN 115. Paroles de Femmes
German Studies
GMST 052. The Gender of Modernity
GMST 056. Populârliteratur
GMST 108. Wien und Berlin
History
HIST 00IB. Human Rights as History
HIST 00IK. Engendering Culture
HIST 016. Sex, Sin, and Kin in Early Europe
HIST 021. London Beyond Control
HIST 029. Sexuality and Society in Modem
Europe
HIST 052. The History of Manhood in
America, 1750-1920
HIST 053. Black Women in the Civil Rights
Movement

p. 242

HIST 054. Women, Society, and Politics
HIST 055. Social Movements in the 20th
Century
HIST 131. Gender and Sexuality in America
Japanese
JPNS 026. Masculinities in Japanese Film and
Fiction
Linguistics
LING 005. Linguistic Underpinnings of Racism
and Bias
Literatures
LITR 015R. East European Prose in Translation
LITR 017R. Love and Sex in Russian Literature
LITR 026. Masculinities in Japanese Film and
Fiction
LITR 059F. Re-Envisioning Diasporas
LITR 072SA. The Testimonial Literature of
Latin American Women
LITR 076AF. Contemporary Arab Women
Writers
LITR 076S. Latino and Latin American
Sexualities
Philosophy
PHIL 045. Futures of Feminism
PHIL 061. Philosophy of Race and Gender
PHIL 145. Feminist Theory Seminar
Physics
PHYS 029. Seminar on Gender and (Physical)
Science
Political Science
POLS 013. Feminist Political Theory
POLS 031. Difference, Dominance, and the
Struggle for Equality
POLS 032. Gender, Politics, and Policy in
America
POLS 046. Lesbians and Gays in American
Politics
Religion
RELG 003. The Bible: In the Beginning
RELG 007B. Women and Religion
RELG 025B. Black Women and Religion in the
United States
RELG 032. Queering God: Feminist and Queer
Theory
RELG 053. Gender, Sexuality, and the Body in
Islam
RELG 114. Love and Religion
RELG 128. Sex, Gender and the Hebrew Bible
Russian
RUSS 015. East European Prose in Translation
RUSS 017. Love and Sex in Russian Literature
RUSS 079. Russian Women Writers

Gender and Sexuality Studies
RUSS 111. Tsvetaeva and Mayakovsky
RUSS 112. Akhmatova and Mandelstam
Sociology and Anthropology
SOAN 002D. Culture and Gender
SOAN 007C. Sociology Through African
American Women’s Writing
SOAN 010J. War, Sport, and the Construction
of Masculine Identity
SOAN 020J. Dance and Diaspora
SOAN 032C. Anthropological Perspectives on
Childhood and the Family
SOAN 049B. Comparative Perspectives on the
Body
Spanish
SPAN 066. Escritoras españolas: Una voz
propia
SPAN 070. Género y sexualidad en
Latinoamérica
SPAN 104. La voz de la mujer a través de los
siglos*
*A11 papers and projects must focus on gender
and sexuality studies.

p. 243

History

p. 244

STEPHEN P. BENSCH, Professor
TIMOTHY J. BURKE, Professor 2
ALLISON DORSEY, Professor
BRUCE DORSEY, Professor3
PIETER M. JUDSON, Isaac H. Clothier Professor of History and International Relations
MARJORIE MURPHY, James C. Hormel Professor in Social Justice
ROBERT E. WEINBERG, Professor and Acting Chair
DIEGO ARMUS, Associate Professor
FARID AZFAR, Assistant Professor
JEN MOORE, Administrative Assistant
2Absent on leave, spring 2013.
3Absent on leave, 2012—2013.

Swarthmore’s History Department gives
students the intellectual and analytical skills to
think critically about the past and the
contemporary world.
It is part of a journey of self-discovery—and
cmcial to the kind of liberal arts education
offered at Swarthmore, because it asks students
to question critically the assumptions, values,
and principles that guide them in their daily
lives. History encourages us to have respect for
other cultures and peoples.
What is History?
The study of history is not limited to learning
events, dates, and names. History is a method of
analysis that focuses on the contexts in which
people have lived, worked, and died. Historians
seek to go beyond their descriptive abilities and
to wrestle with the essential questions of “how”
and “why” change occurs over time. They
interpret the past and are in constant dialogue
with what other historians have written about it.
For example, although there may be agreement
that Adolf Hitler became chancellor of
Germany in 1933, historians have and will
continue to debate the origins of Nazism, the
rise of Hitler to power, and the causes of World
War II and the Holocaust. Historical
scholarship enables us to not only know what
occurred in the past but also to understand the
thoughts and actions of people living in other
times and places, allowing us to uncover the
continuities and disruptions of patterns that
characterized life before our time.

Overview of Curriculum
Swarthmore’s history curriculum introduces
students to historical methods and the
fundamentals of historical thinking, research,
and writing. Faculty members expose students
to the contested nature of the discipline,
cultivating the skills historians employ to
understand and interpret the past. Students learn
to assess critically the evidence of the past
through first-hand exposure to primary sources.
They also develop the ability to evaluate the
respective arguments of historians. In all

courses and seminars, the department strives to
involve students in the process of historical
discovery and interpretation, emphasizing that
all historians are engaged in the constant sifting
of old and new evidence.
Each faculty member in the History Department
has a regional focus as well as expertise in a
particular kind of historical inquiry. Some study
social, cultural, and political movements; others
examine the impact of religion or explore the
rise of capitalism. They all share a commitment
to a global and comparative approach to the
study of history and a common pedagogical
concern for promoting a critical understanding
of the past.
Students are encouraged to hone their skills as
historians by using the rich collections of the
Swarthmore College Peace Collection and
Friends Historical Library, both located in
McCabe Library. The Peace Collection is
unparalleled as a depository of antiwar and
disarmament materials, housing the papers of
many leading social activists. The Friends
Library possesses one of the richest collections
of manuscripts and printed source material on
Quaker history. The holdings of other
institutions in the greater Philadelphia area,
such as the Historical Society of Pennsylvania,
the Hagley Museum and Library (Wilmington,
Del.), die Library Company of Philadelphia,
and the American Philosophical Society, are
also accessible to the student-researcher.
Students are also encouraged to broaden their
cultural and intellectual horizons through study
abroad.
Students are eligible to apply for grants that will
enable them to spend a summer conducting
research on a historical topic of their choosing.
In the past, students have used these grants to
immerse themselves in materials found in
libraries and archives around the United States,
Europe, and Latin America, collecting materials
that formed the basis of their senior research
papers. Topics of recent senior theses include
the record industry and Southern music; an
African American community in rural
Pennsylvania; pain and obstetric anesthesia in

History
the United States; liberalism and the British
empire; and religion and community in
medieval Catalonia.
Courses and seminars offered by the History
Department are integral to most
interdisciplinary programs, such as black
studies, gender and sexuality studies,
interpretation theory, Islamic studies, Latin
American studies, peace and conflict studies,
and public policy, as well as to the majors in
Asian studies and medieval studies. Students
interested in these programs should consult the
appropriate statements of requirements and
course offerings. In addition, we encourage
students who wish to obtain teacher
certification to major in history.

The Academic Program
First-Year Seminars
First-year seminars (HIST 001A-001Z; 1
credit) explore specific historical issues or
periods in depth in a seminar setting; they are
open to first-year students only and are limited
to 12 students. Students who are not admitted to
first-year seminars in the fall will receive
priority for seminars in the spring.
Survey Courses
Survey courses provide broad chronological
coverage of a particular field of history. Survey
courses (002-010; 1 credit) are open to all
students without prerequisites and are designed
to offer a general education in the field as well
as provide preparation for a range o f upperlevel courses. Although these entry-level
courses vary somewhat in approach, they
normally focus on major issues of
interpretation, the analysis of primary sources,
and historical methodology.
Upper-Division Courses
Upper-division courses (HIST 011-099; 1
credit) are specifically thematic and topical in
nature and do not attempt to provide the broad
coverage that surveys do. They are generally
open to students who have fulfilled one of the
following: (1) successfully completed one of
the courses numbered 001-010; (2) received an
Advanced Placement score of 4 or 5 (or a 6 or 7
IB score) in any area of history; (3) successfully
completed one of the following Classics
courses: 016,031,032,042,044,045,056, or
066; or (4) received the permission of the
instructor. Exceptions are courses designated
“not open to first-year students” or where
specific prerequisites are stated.
Double-Credit Seminars
Double-credit seminars are small classes in
which students are expected to take substantial
responsibility for the development of the
discussion and learning. These seminars focus

p. 245

on the literature of a given field. Critical
thinking about secondary sources and
historiographical writing constitute their
principle objectives. Seminars are limited to 10
students. Admission to these seminars is
selective and based on the department’s
evaluation of the student’s potential to do
independent work and to contribute to seminar
discussions. A minimum grade of B+ in at least
two history courses taken at Swarthmore and a
record of active and informed participation in
class discussions are required of all students
entering seminars. In addition,
recommendations from department faculty
members who have taught the student are
solicited.
Language Attachment
Certain designated courses offer the option of a
foreign language attachment, normally for 0.5
credit. Arrangements for this option should be
made with the instructor at the time of
registration.

Course Major Requirements
All majors in history must take at least 9 credits
in history that fulfill the following
requirements:
1. They complete at least 6 of their 9 credits at
Swarthmore. Beginning with the Class of 2014,
only one credit from AP/IB will count toward
the 9 credits required for the major.
2. They take at least one course or seminar at
Swarthmore from each of the following
categories: (a) before 1750 (including CLAS
016,031,032,042,044,045,056, and 066) and
(b) outside Europe and the United States,
specifically Africa, Asia, Latin America, and
the Near East. This distribution requirement
encourages students to explore various fields of
history and engage in comparative historical
analysis. Students must use different courses or
seminars to fulfill this requirement.
Senior Research Seminar
Course majors must complete the Senior
Research Seminar (HIST 091) in which
students write a research paper based on
primary sources. This course (which counts as
one of the required nine credits) satisfies the
College’s requirement that all majors have a
culminating exercise and is only offered during
the fall semester. The department encourages
students to consult faculty members about their
topics by the end of their junior year and select
their topic prior to taking the Senior Research
Seminar. Beginning with the Class of 2014,
honors majors will also be required to complete
the Senior Research Seminar.
Acceptance Criteria
Admission to the department as a course major
normally requires a B average in at least two

History
history courses taken at Swarthraore and a
satisfactory standard of work in all courses.
Courses in Greek and Roman history offered by
the Classics Department count toward the two
history courses prerequisite. The department
reserves the right to withhold evaluation of
applications submitted after the deadline. If
after applying a student is deferred, the
department will review their application at the
end of each semester until the student is either
accepted into the major or withdraws his or her
application.

Honors Major Requirements
Honors history majors must complete the same
credit and distribution requirements as
described above. Seminars are the normal mode
of preparation for students studying history in
the Honors Program. Honors majors will
complete three double-credit seminars. Students
may substitute Honors Thesis (HIST 180) for
one of their seminars. Beginning with the Class
of 2014, honors majors will also be required to
complete the Senior Research Seminar. Honors
students may, if their Honors Program requires
it, receive approval from the department chair
to complete the Senior Research Seminar in the
fall of their junior year.
Seminars
Seminars are a collective, collaborative, and
cooperative venture among students and faculty
members designed to promote self-directed
learning. Because the seminar depends on the
active participation of all its members, the
department expects students to live up to the
standards of honors. These standards include
attendance at every seminar session, submission
of seminar papers according to the deadline set
by the instructor, reading of seminar papers
before coming to the seminar, completion of all
reading assignments before the seminar, respect
of the needs of other students who share the
reserve readings, and eagerness to engage in a
scholarly discussion of the issues raised by the
readings and seminar papers. Students earn
double-credit for seminars and should be
prepared to work at least twice as hard as they
do for single-credit courses. The department
reminds students that the responsibility for
earning honors rests squarely on the students’
shoulders and will review on a regular basis
their performance in the program. Failure to
live up to the standards outlined previously may
disqualify students from continuing in the
Honors Program. Students in seminars take a 3hour written examination at the end of each
seminar and receive a grade from the seminar
instructor based on the quality of seminar
papers and comments during seminar
discussions, in addition to the written
examination. Seminar instructors will not

p. 246

normally assign grades during the course of the
seminar, but they will meet periodically with
students on an individual basis during the
course of the semester to discuss their progress.
External Examiner Evaluations
Honors students will revise one paper per
seminar for their portfolio submitted to external
examiners. Revised papers will not be graded
but will be included in the portfolio to provide
examiners a context for the evaluation of the
written examination taken in the spring of the
senior year. The thesis and revised seminar
papers are due by the end of classes in the
spring semester of the students’ senior year.
Students before the Class of 2014 completing
an honors major will complete the honors
exams as their culminating exercise.
Revised seminar papers are written in two
stages. During the first stage, students confer
with their seminar instructor about what paper
to prepare for honors and what revisions to plan
for these papers. Seminar instructors will offer
advice on how to improve the papers with
additional readings, structural changes and
further development of arguments. The second
stage occurs when the student revises the papers
independently. Faculty members are not
expected to read the revised papers at any stage
of the revision process. Each revised paper must
be from 2,500 to 4,000 words and include a
brief bibliography. Students will submit them to
the department office by the end of classes in
the spring semester of the students’ senior year.
Students who fail to submit their revised papers
by the deadline might adversely affect their
honorific. Examiners will be notified about late
papers.
Study Groups
The department encourages students to form
their own study groups to prepare for the
external examinations. Although faculty
members may, at their convenience, attend an
occasional study session, students are generally
expected to form and lead the study groups, in
keeping with the department’s belief that
honors is a collaborative, self-learning exercise
that relies on the commitment of students.
Acceptance Criteria
Admission to honors is selective and based on
an evaluation of the student’s potential to do
independent work and to contribute to seminar
discussions. A minimum grade of B+ in at least
two history courses taken at Swarthmore and a
record of active and informed participation in
class discussions are required of all students
entering seminars. In addition,
recommendations from department faculty
members who have taught the student are
solicited.

History

p. 247

Sophomores hoping to take history seminars in
their junior and senior years should give special
thought to the seminars that they list in their
Sophomore Plans. Seminar enrollments are
normally limited to 10. If you are placed in a
seminar at the end of your sophomore year, you
will be one of 10 students guaranteed a space
and you are, in effect, taking the space of
another student who might also like to be in the
seminar. Consequently, you should not list any
seminar in your Sophomore Plan without being
quite certain that you intend to take it if you are
admitted.
Honors students are expected to maintain a B+
average to continue attending honors seminars
and being an honors student. Honors majors
who wish to withdraw from the Honors
Program and still graduate on time with a
course major in history must complete the
Senior Research Seminar in the fall of their
senior year. The department’s culminating
exercise is only offered in the fall semester,
with no exceptions. Withdrawing from an
honors major in history after the beginning of
the senior year may jeopardize a student’s
ability to graduate on time.

work of about 10,000 to 15,000 words (50-75
pages), and a brief oral examination will be
conducted upon completion of the thesis.
Students wishing to write an honors thesis
(HIST 180) should declare their intention to the
department and secure an adviser by May 1 of
their junior year.

Honors and Course Minor
Requirements

Acceptance Criteria
Admission to the department as a special major
follows similar requirements as course majors.
Advisers in each department should be
consulted when designing a plan.

To graduate with a minor in history, a student
must complete five history credits at
Swarthmore College (AP, transfer credit and
study abroad courses do not count). Two of the
five credits must be from courses above the
introductory level (course numbers 11 and
higher; honors minors will meet this
requirement with their honors seminar), and one
credit may be in a history course offered by the
Classics Department (CLAS 016,031,032,
042,044, 045,056, and 066). Honors minors
will complete one double-credit seminar as part
of their academic program.
Admission to honors is selective and based on
an evaluation of the student’s potential to do
independent work and to contribute to seminar
discussions. A minimum grade of B+ in at least
two history courses taken at Swarthmore and a
record of active and informed participation in
class discussions are required of all students
entering seminars. In addition,
recommendations from department faculty
members who have taught the student are
solicited.

Senior Thesis
A student who wishes to write a thesis should
state her or his intention by submitting a
proposal no later than the beginning of the
senior year. The department must approve the
topic before the student can enroll in HIST 092
(Thesis). A course major thesis should be a

Special Major in History and
Educational Studies
Requirements
Students designing a special major in history
and educational studies must take six courses in
history, including one course in a field other
than the United States or Europe. To graduate
with a major in History and Educational
Studies, a student must also complete our
culminating exercise, HIST 091: Senior
Research Seminar. With permission, students
can complete a two-semester, two-credit thesis
(but one credit of this thesis must be HIST 091).
Special majors in history and educational
studies will work with both an educational
studies faculty member and the HIST 091
instructor to complete their one-credit senior
research paper or two-credit thesis.

External Credit
Advanced Piacement/lnternational
Baccalaureate
The History Department will automatically
grant one credit to students who have achieved
a score of 4 or 5 in the U.S., European, or
World History Advanced Placement
examinations (or a score of 6 or 7 in the
International Baccalaureate examinations) once
they have completed any history course number
HIST 001 to HIST 010 and earned a grade of C
or higher. Students who want credit for a
second Advanced Piacement/lnternational
Baccalaureate examination (in a different area
o f history) must take a second history course at
Swarthmore (any course number, including
CLAS 016,031,032,042,044,045,056, or
066) and earn a grade of C or higher. The
History Department will grant up to two credits
for Advanced Piacement/lnternational
Baccalaureate work. Beginning with the Class
of 2014, only one credit from AP/IB will count
toward the 9 credits required for the history
major.
A score of 4 or 5 for Advanced Placement (or a
score of 6 or 7 for International Baccalaureate)
allows students to take some upper-division
courses in the History Department.

History
Advanced Placement/Intemational
Baccalaureate credit may be counted toward the
number of courses required for graduation and
may be used to help fulfill the College’s
distribution requirements.
Off-Campus Study
The History Department encourages students to
pursue the study of history abroad and grants
credit for such study as appropriate. We believe
that history majors should master a foreign
language as well as immerse themselves in a
foreign culture and society. To receive
Swarthmore credit for history courses taken
during study abroad, a student must have
departmental preapproval and have taken at
least one history course at Swarthmore
(normally before going abroad). Students who
want to receive credit for a second course taken
abroad must take a second history course at
Swarthmore. Students must receive a grade of C
or higher to receive history credit at
Swarthmore.
Transfer Credit
The History Department does not grant credit
for any history courses taken at other U.S.
colleges and universities except courses at Bryn
Mawr, Haverford, and the University of
Pennsylvania while a registered Swarthmore
student.

Teacher Certification
History majors can complete the requirements
for teacher certification through a program
approved by the state of Pennsylvania. For
farther information about the relevant set of
requirements, please refer to the Educational
Studies section of the Bulletin.

Life After Swarthmore
Graduate School
Students who intend to continue the study of
history after graduation should bear in mind
that a reading knowledge of one or two foreign
languages is generally assumed for admission to
graduate school.
Career Opportunities
With strong analytical, writing, and research
skills, history majors are prepared for a wide
range of occupations and professions.
Swarthmore College history majors can be
found pursuing a broad range of career paths,
ranging from government service to the world
of medicine, from elementary and high schools
to trade unions and public interest foundations,
from journalism and publishing to consulting,
and from the private to the public sector. Many
find that studying history is excellent
preparation for law school and business. And
others have gone onto graduate school in

p. 248

history and now teach at universities and
colleges in the United States and overseas.

Courses
HIST 001A. First-Year Seminar: The
Barbarian North
The seminar will explore how Germanic and
Celtic societies emerged and solidified their
identities as they came into contact with Roman
institutions and Latin Christendom from ca. 100
to 1050 A.D. Students will choose to specialize
in a current methodology, ranging from
archaeology to gender. Writings of the period
concerning saints, scholars, kings, and warlords
will be stressed.
Eligible for MDST credit.
Writing course.
1 credit.
Fall 2012. Bensch.
HIST 001B. First-Year Seminar: Human
Rights as History
This course takes the subject of human rights
and sets it into historical motion, focusing
intensively on three critical moments: the
antislavery movements of the late eighteenth
century, anticolonialism in the late nineteenthand early twentieth centuries, and post-WWII
Europe and America.
Writing course.
1 credit.
Fall 2012. Azfar.
HIST 001E. First-Year Seminar: Past &
Present in Latin America: Problems and
Researching Tools
An examination of how historians use a variety
of sources—from literature and movies to
cartoons, paintings, printed media, statistics,
official documents, personal narratives and
ads—to interpret the making of colonial and
modem Latin America.
Eligible for LASC credit.
1 credit
Spring 2013. Armus.
HIST 001H. First-Year Seminar: The
Modern Jewish Experience
This seminar focuses on the history of West and
East European Jewry (and American Jewry to
some extent) from the beginning of Jewish
emancipation in the eighteenth century to the
aftermath of the Holocaust.
1 credit.
Not offered 2012-2013.
HIST 001J. First-Year Seminar: A New
History of the Cold War Era
This seminar focuses on Cold War debates.
Writing course.

History
1 credit.
Not offered 2012-2013.
HIST 001K. First-Year Seminar:
Engendering Culture
A seminar focused on the way in which
American culture is infused with gender; how
culture is constructed and reconstructed to
replicate gender roles; the iconography of the
industrial worker, gender in WPA art in public
spaces, New York night life, John Wayne
movies and the masculine West; and suffrage in
consumer culture, militarism and pacificism,
jobs, and gender.
Eligible for GSST or INTP credit.
Writing course.
1 credit.
Spring 2013. Murphy.
HIST 001M. First-Year Seminar: History
of Food in North America
This seminar introduces first year students to
the history of competing food cultures,
agricultural production, trade, marketing, and
animal husbandry, which produced the diet of
the United States in the centuries before the
American Civil War.
1 credit.
Not offered 2012-2013.
HIST 001Q. First-Year Seminar: Angels
of Death: Russia Under Lenin and Stalin
This seminar focuses on the history of Russia
from the Revolution of 1917 through the death
of Stalin. Particular attention is paid to
assessing the impact of Lenin and Stalin on
developments in the Soviet Union and the
interplay among socioeconomic, cultural and
ideological currents. Course materials include
documents, novels and short stories,
monographs, and films.
1 credit.
Spring 2013. Weinberg.
HIST 001R. First-Year Seminar:
Remembering History
Explores the relationship between the creation
of personal and collective memory and the
production of history.
Writing course.
1 credit.
Not offered 2012-2013.
HIST 001S. First-Year Seminar: The
American West
An introduction to the history o f the American
West, beginning with the forced removal of the
Cherokee and tracing the development of an
“American” culture in the region between the
Mississippi and the Pacific Ocean. Focuses on

p. 249

the diversity of traditions in the West, including
the experiences and contributions of first nation
peoples, African Americans, Latinos, and Asian
Americans.
1 credit.
Fall 2012. A. Dorsey.
HIST 001T. First-Year Seminar: Cross
and Crescent: Muslim-Christian
Relations in Historical Perspective
The seminar will selectively explore the
interaction of Muslim and Christian
communities from the emergence of Islam to
contemporary Bosnia. Themes revolving
around tolerance, persecution, conversion,
identity formation, trade, and travel will be
stressed. As a writing intensive seminar,
students will learn to write analytic essays
through a process of organizing, writing, and
rewriting papers on historiographical issues.
Eligible for ISLM or MDST credit.
Writing course.
1 credit.
Spring 2013. Bensch.
HIST 001X. First-Year Seminar: Crime
and Punishment in America
From bucket shops to the Sopranos, this course
will focus on America’s fascination with crime
and its problems with incarceration.
Writing course.
1 credit.
Not offered 2012—2013.
HIST 001Y. First-Year Seminar: The
History of the Future
In this seminar, we will trace the history of the
idea of “the fixture,” concentrating on 19th- and
20th-century experience.
1 credit.
Not offered 2012-2013.
HIST 002A. Medieval Europe
The course will explore the emergence of
Europe from the slow decline of the Roman
world and the emergence of new Germanic and
Celtic peoples (3rd to the 15th century). Topics
will include the rise of Christianity, the
emergence of Western government, the
articulation of vernacular culture, and the
invention of romance.
Eligible for MDST credit.
1 credit.
Fall 2012. Bensch.
HIST 002B. Early Modern Europe
Using primary sources, art, recent scholarship,
and film, this course explores the origins of the
modem world in Europe and its colonies
between the 15th and 18th centuries.

History
1 credit.
Spring 2013. Azfar.
HIST 003A. Modern Europe, 1789 to
1918: The Age of Revolution and
Counterrevolution
A survey that covers the impact of the French
revolution on European politics, society, and
culture during the 19th and early 20th centuries.
Recommended for teacher certification.
1 credit.
Not offered 2012-2013.
HIST 003B. Modern Europe, 1890 to the
Present: The Age of Democracy and
Dictatorship
This course surveys major developments in
Europe from the end of the nineteenth century
to the end of the twentieth century.
Recommended for teacher certification.
1 credit.
Not offered 2012-2013.
HIST 004. Latin American History
Drawing on literature, cinema, newspapers,
cartoons, music, official documents, and
historical essays, this survey course examines
the colonial incorporation of the region into the
Atlantic economy; the neo-colonial regimes of
the 19th and 20th centuries and their diverse
and also convergent historical paths; and the
challenges and opportunities of earlier and
current globalization trends. Emphasis on
changes and continuities over five centuries
exploring revolutionary, reformist, and
conservative agendas of change as well as
gender, class, racial and religious issues.
Eligible for LASC credit.
1 credit.
Spring 2013. Armus.
HIST 005A. The United States to 1877
In this thematic survey of American culture and
society from the colonial era through the
American Civil War and Reconstruction,
student interpretation of primary-source
documents will be emphasized.
Recommended for teacher certification.
1 credit.
Not offered 2012-2013.
HIST 005B. The United States from 1877
to the Present
American society, culture, and politics from
Reconstruction to the recent past.
Recommended for teacher certification.
1 credit
Fall 2012. Murphy.

p. 250

HIST 006A. The Formation of the Islamic
Near East
An introduction to the history o f the Near East
from the time of Muhammad to the rise of the
Ottomans. The course will examine the life of
Muhammad, the political dimensions of Islam,
and the diversification of Islamic civilization
through shari’a, mysticism, philosophy, and the
religious sciences.
Eligible for ISLM or MDST credit.
1 credit.
Fall 2012. Bensch.
HIST 007A. African American History,
1619 to 1865
The social, political, and economic history of
African Americans from the 1600s to the Civil
War focuses on slavery and resistance, the
development of racism, the slave family, and
cultural contributions of enslaved peoples.
Eligible for BLST credit.
1 credit.
Not offered 2012-2013.
HIST 007B. African American History,
1865 to Present
Students study the history of African Americans
from Reconstruction through the present.
Emancipation, industrialization, cultural
identity, and political activism are studied
through monographs, autobiography, and
literature.
Eligible for BLST credit.
1 credit.
Fall 2012. A. Dorsey.
HIST 008A. West Africa in the Era of the
Slave Trade, 1500 to 1850
This survey course focuses on the origins and
impact of the slave trade on West African
societies and on processes of state formation
and social change within the region during this
era.
Eligible for BLST credit.
1 credit.
Not offered 2012-2013.
HIST 008B. Mfecane, Mines, and
Mandela: Southern Africa from 1650 to
the Present
This course surveys southern African history
from the establishment of Dutch rule at the
Cape of Good Hope to the present day, focusing
on the 19th and 20th centuries.
Eligible for BLST credit.
1 credit.
Not offered 2012-2013.

History
HIST 008C. From Leopold to Kabila:
Central Africa’s Bad 20th Century
A survey of central African history from the
coming of Belgian colonial rule to recent
conflicts in the Congo and Rwanda.
1 credit.
Not offered 2012-2013.
HIST 009A. Chinese Civilization
Chinese civilization and culture from
prehistoric times until the early 19th century.
Eligible for ASIA credit.
1 credit.
Not offered 2012-2013.
HIST 009B. Modern China
The history of China from the early 19th
century until the present.
Eligible for ASIA credit.
1 credit.
Not offered 2012-2013.
HIST 012. Chivalric Society: Knights,
Ladies, and Peasants
The emergence of a new knightly culture in the
11th and 12th centuries will be explored
through the Peace of God, crusades, courtly
love, lordship, and seigneurialism.
Eligible for MDST credit.
1 credit.
Not offered 2012-2013.
HIST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the Middle
Ages
From the 11th to the 15th century, the medieval
Church confronted radically new versions of
Christianity and religious movements inspired
by evangelical poverty, preaching, mysticism,
and a need to find a place for women in
ecclesiastical institutions. The course will
explore the aspirations, doctrines, and forms of
expression of these religious manifestations and
the Church’s response to them, including the
Inquisition.
Eligible for MDST credit.
1 credit.
Spring 2013. Bensch.
HIST 015. From Rome to Renaissance:
The Making of Urban Europe
The course will explore the emergence of
Western towns from the decline of the ancient
city to burgeoning of Western urban forms.
Eligible for MDST credit.
1 credit.
Not offered 2012-2013.

p. 251

HIST 016. Sex, Sin, and Kin in Early
Europe
This course will explore the transformation of
attitudes regarding sexuality, kinship,
structures, marriage, and inheritance from Late
Antiquity to the early modem period.
Eligible for GSST or MDST credit.
1 credit.
Not offered in 2012-2013.
HIST 019. When Does The Renaissance
End?
This course examines the later period of
Renaissance thought and culture and the
transmutation of Renaissance philosophies and
epistemologies into the ideologies and practices
of the Scientific Revolution and the
Enlightenment.
1 credit.
Not offered in 2012-2013.
HIST 021. London Beyond Control
In this course, we will read the work of
historians alongside a multifarious assortment
of London texts, from satirical exposés of
sexual undergrounds to famous trials of
celebrity highwaymen, from the Old Bailey
Proceedings to newspaper reports of the
‘strange but true.’ We will consider the many
different ways in which the continual spectacle
of the city’s transformation refracts the
intersecting histories of sexuality, capitalism,
empire, race, and modernity itself.
1 credit.
Fall 2012. Azfar.
HIST 022. Cosmopolitanism in
Enlightenment Europe
Is cosmopolitanism just a utopic ideal or is it
possible, in practice, to live and breathe it? We
will approach the complexities of
cosmopolitanism by engaging questions of
justice, difference, violence, and progress that
lie at the heart of Enlightenment thought and
culture.
1 credit.
Not offered in 2012—2013.
HIST 023. Enlightenment Sexualities
The Enlightenment was a watershed moment in
the history of sexuality. We will read scholarly
works by historians and queer theorists
alongside a wide range of primary sources,
from legal records to scandalous underground
political satires.
1 credit.
Not offered in 2012-2013.

History

p. 252

HIST 027. Living with Total War: Europe,
1912-1923
This research seminar examines the experience
of Europeans in the trenches, under military
occupation, and at home in the turbulent years
during and immediately following the First
World War.
Optional language attachments: German,
French.
1 credit.
Spring 2013. Judson.

1 credit.
Not offered 2012-2013.

HIST 028. Nations and Nationalism in
Eastern Europe, 1848 to 1998
Is ethnic nationhood compatible with
democratic practice? This course traces the
historical and often violent construction of
nationalism and self-proclaimed nation-states
out of multi-ethnic communities in Eastern
Europe since the late 19th century.
Optional language attachment: German.
Eligible for PEAC credit.
1 credit.
Not offered in 2012-2013.

HIST 037. History and Memory:
Perspectives on the Holocaust
The genocide of European Jewry continues to
generate compelling historical and interpretive
questions. We will explore the roots of Nazism,
the implementation of the Final Solution, the
legacy of the Holocaust on European society,
and the representation of the Holocaust through
an interdisciplinary approach that relies on
primary sources, historical scholarship,
memoirs, poetry, painting, and film.
Eligible for PEAC credit.
1 credit.
Spring 2013. Weinberg.

HIST 029. Sexuality and Society in
Modern Europe
Historical constructions of sex, sexual
categories, and sex and gender identities in
European societies since 1700.
Eligible for GSST or INTP credit.
Writing course.
1 credit.
Fall 2012. Judson.
HIST 031. Revolutionary Iconoclasm:
Tearing Down the Old, Building the New
Students undertake a comparative study of
efforts by revolutionaries since 1789 to
transform their societies and cultures.
1 credit.
Not offered 2012-2013.
HIST 034. Antisemitism Through the
Ages
This course explores the religious, social,
economic, political, and intellectual roots of
history of antisemitism from late antiquity to
the present.
1 credit.
Not offered 2012-2013.
HIST 035. The Modern Jewish
Experience
This course focuses on the fate of European
Jewry from the beginning of emancipation in
the late 18th century to the Holocaust.
Eligible for PEAC credit and toward the social
science or humanities distribution requirements.

HIST 036. Modern Germany
Politics, society, and culture in the German
Nation States (German Empire, Weimar
Republic, Third Reich, East and West
Germanies) since 1871.
Optional language attachment: German.
1 credit.
Fall 2012. Judson.

HIST 038. Russia in the 20th Century
This course explores the Bolshevik seizure of
power, the consolidation of communist rule, the
rise of Stalin, de-Stalinization, and the collapse
of the Soviet Union.
1 credit.
Not offered 2012-2013.
HIST 041. The American Colonies
A history of European colonies in North
America from 1600 to 1760.
1 credit.
Not offered 2012-2013.
HIST 042. The American Revolution
Revolutionary developments in British North
America between 1760 and 1800.
1 credit.
Not offered 2012-2013.
HIST 045. The United States Since 1945
This course is a survey of social, political, and
cultural history of the United States since 1945.
Topics include: The Cold War, McCarthyism,
Civil Rights, Rock n’ Roll, TV, Baby Boomers,
JFK, gender, LBJ, the Vietnam War, Nixon and
Watergate, the Oil Crisis, the rise of the New
Right, Ronald Reagan, George Bush I & II, Bill
Clinton, 9/11, and the Iraq War.
1 credit.
Fall 2012. Murphy.

History
HIST 046. The American Civil War
The social, cultural and political history of the
American Civil War.
1 credit.
Not offered 2012-2013.
HIST 048. Murder in a Mill Town: A
Window on Social Change During the
Early Republic
Topics in the social and cultural history of the
United States between the American Revolution
and the Civil War.
Writing course.
1 credit.
Not offered 2012-2013.
HIST 049. Race and Foreign Affairs
Race has always played a major part of foreign
affairs in the United States just as race relations
have dominated in the domestic sphere.
Eligible for LASC, PEAC or PPOL credit.
1 credit.
Not offered 2012-2013.
HIST 050. The Making of the American
Working Class
Work, community, race, and gender are
examined in the context of class relations in the
United States from early America to the
present.
Eligible for PPOL credit.
1 credit.
Not offered 2012-2013.
HIST 051. Black Reconstruction
This course recounts the struggle for freedom
and national citizenship rights in the post-Civil
War era. Black courage and determination
secured hard won successes despite “splendid
failures.” History, fiction, and film treatments
will help students gain insights into “America’s
second Revolution.”
1 credit.
Not offered 2012-2013.
HIST 052. History of Manhood in
America
Constructions of masculine identity in America
between the 18th and 20th centuries.
Eligible for GSST credit.
1 credit
Not offered 2012-2013.
HIST 053. Black Women in the Civil
Rights Movement
This study of black women in the modem civil
rights movement (1945-1975) explores black
women’s experiences in the struggle for equal
rights in mid-20th century.
Eligible for BLST or GSST credit.

p. 253

1 credit.
Spring 2013. A. Dorsey.
HIST 054. Women, Society, and Politics
This course analyzes the history o f American
women from the colonial period to the present.
Eligible for GSST or PPOL credit.
1 credit.
Not offered 2012-2013.
HIST 055. Social Movements in the 20th
Century
Students will examine large-scale grassroots
movements for social change in the United
States since the 1890s.
Eligible for BLST, GSST or PEAC credit.
1 credit.
Not offered 2012-2013.
HIST 056. The Modern American West,
1850 to the Present
This course explores the American West from
the Dawes Act to the rebellion at Wounded
Knee, agricultural/environmental
transformation, federal power and corporate
influence on the economy and politics of the
region.
Prerequisite: An introductory history course.
1 credit.
Not offered 2012-2013.
HIST 058. Africa in America:
Gullah/Geechee Life and Culture
Creators of a “pidgin” indigenous to the
American south, crafters of sweet grass baskets,
skilled fishermen and growers o f Carolina Gold
rice, the Gullah/Geechee peoples have lived on
and worked the coastal areas from South
Carolina to Florida since the 18th century. Their
descendants, the 21st-century Gullah/Geechee,
are struggling to retain the rights to live in
harmony with the land now designated “wildlife
sanctuaries.” This course will trace the history
of the Gullah/Geechee from West Africa to
present day political straggles.
This course is not open to first-year students.
Eligible for BLST credit.
1 credit.
Spring 2013. A. Dorsey.
HIST 059. The Black Freedom Struggle:
From Civil Rights to Hip-Hop
This course is devoted to the study of the black
efforts to achieve political, social, and
economic equality within the United States
through protest.
This course is not open to first-year students.
Eligible for BLST credit.
1 credit.
Not offered 2012—2013.

History
HIST 060. The East India Company,
1600-1857
The course explores the history of the East
India Company, paying special attention to the
eighteenth century. We will approach the
Company from a variety of historical
perspectives—Indian social history, the history
of sexuality, British cultural history—and
examine a wide range of primary sources, from
Bengal District Records to the Calcutta Gazette.
Throughout, we will attend to how the history
of the East India Company engages questions of
capitalism, empire, race, justice, and modernity.
1 credit
Spring 2013. Azfar.
HIST 061. The History of Water
This course explores the cultural, social, and
political history of water with a focus upon
formative events and cultural processes.
Throughout, we will examine the different ways
in which the history of water can be plotted into
the histories of states, cultures, institutional
practices, and social ideologies.
1 credit.
Not offered 2012-2013.
HIST 062. History of Reading
This course examines the historical evolution of
reading, literature, and books from their origins
to the present day, but focuses on the postGutenberg era, after 1450.
1 credit.
Not offered 2012-2013.
HIST 063. Voices of the Past: Between
Oral History and Memory
An examination of the possibilities and
limitations of oral history in the reconstruction
of the past. After an in-depth discussion of key
works in the field and an initial exposure to
specific methodologies, each student will
develop his/her oral history research project.
Eligible for LASC credit.
1 credit.
Spring 2013. Armus.
HIST 064. Migrants and Migrations:
Europeans and Asians in Latin America
and Latinos in the United States
The course will explore the interaction between
global forces and local and individual
circumstances in the migration experience.
Eligible for LASC credit.
1 credit.
Not offered 2012-2013.
HIST 065. Cities of (Im)migrants: Buenos
Aires, Lima, Miami, and New York
The adjustment of European immigrants in
Buenos Aires, internal migrants in Lima, and

p. 254

Latinos in Miami and New York and their roles
in the making of modem metropolis.
Eligible for LASC credit.
1 credit.
Not offered 2012-2013.
HIST 066. Disease, Culture, and Society
in the Modern World: Comparative
Perspectives
Emphasizing Latin America, but also discussing
European, African, Asian, and North American
cases, this course examines the ways scholars
discuss certain diseases in specific places and
periods. Topics include public health strategies
in colonial and neocolonial contexts; disease
metaphors in media, cinema, and literature;
ideas about hygiene, segregation and contagion;
outbreaks and the politics of blame; the
medicalization of society; and alternative
healing cultures.
Eligible for INTP, LASC, or PPOL credit.
1 credit.
Fall 2012. Armus.
HIST 067. Peripheral Modernities: Latin
American Cities in the 20th Century
An exploration of the socio-cultural, economic,
and political processes that have shaped the
modem experience in Buenos Aires (Argentina)
and Lima (Peru).
Eligible for LASC credit.
1 credit.
Not offered 2012-2013.
HIST 068. The Self-image of Modern
Latin America
Latin America as it was discussed by Latin
American intellectuals and political actors vis a
vis agendas for social, national and regional
change.
Eligible for LASC credit.
1 credit.
Not offered 2012-2013.
HIST 081. The History of Food in the
Modern Era
This mid-level course explores the
transformation of the American diet from the
end of the Civil War to the present day.
1 credit.
Not offered 2012-2013.
HIST 083. What Ifs and Might-HaveBeens: Counterfactual Histories
The course will focus on debates about and
within the writing of counterfactual histories.
1 credit.
Not offered 2012-2013.

History
HIST 084. Modern Addiction: Cigarette
Smoking in the 20th Century
Examines the worldwide transformation of the
habit of smoking into a medicalized and
regulated practice. Emphasis on research
projects based on primary sources.
Eligible for LASC credit.
1 credit..
Spring 2013. Armus.
HIST 085. A History of Liberal Arts
Education
1 credit.
Not offered 2012-2013.
HIST 087. Development and Modern
Africa: Historical Perspectives
This course examines the idea and practice of
“development” in the last century o f African
life through its intellectual, institutional, and
economic history.
Prerequisite: A prior course in the social
sciences.
Eligible for BLST or PEAC credit.
1 credit.
Not offered 2012-2013.
HIST 089. The Environmental History of
Africa
This course examines African history from an
ecological and environmental perspective.
Eligible for BLST or ENVS credit.
1 credit.
Not offered 2012-2013.
HIST 090b. Irish History
Settlement from Ancient Ireland to the Celts,
the rise of the McNeill Kingship, the arrival of
St. Patrick, the Norman invasion, and the Flight
of the Earls. We examine the darkest hours of
Irish History: Cromwell, the Potato Famine, the
Easter Uprising, Irish Independence, up to
Bloody Sunday in Derry, 1972.
1 credit.
Not offered 2012—2013.
HIST 090c. Bad Research and
Information Heresies
(Cross-listed as ENGL 081)
This cross-disciplinary class takes apart the
distinctions between academic, professional,
and everyday research with the modest goal of
rebuilding the past, present, and future of
inquiry in the humanities. Learn how novelists,
baseball players, hedge fund managers, labor
activists, train conductors, historians, literary
critics, health care advocates, parents,
hedgehogs, public interest lawyers, French
sociologists, and demons in fact and fiction ask
and answer research questions.
Open to juniors and seniors from any major.

p. 255

1 credit.
Fall 2012. Burke and Buurma.
HIST 091. Senior Research Seminar
Students write a 25-page paper based on
primary sources.
Required of all course majors.
Class of 2014: Required of all majors, including
honors majors.
Writing course.
1 credit.
Fall 2012. Murphy and Weinberg.
HIST 092. Thesis
A single-credit thesis, available to all majors in
their senior year after completion of HIST 091,
on a topic approved by the department. Students
may not register for HIST 092 credit/no credit.
1 credit.
Fall 2012 and spring 2013. Staff.
HIST 093. Directed Reading
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings requires the consent of
the department chair and of the instructor.
HIST 093 may be taken for 0.5 credit as HIST
093A.

Seminars
HIST 111. Muslims, Christians, and Jews
in the Medieval Mediterranean
Beginning with common Roman traditions, the
Mediterranean during the Middle Ages became
divided into three great civilizations:
Byzantium, Islam, and Western Christendom.
The course will examine the interchange and
friction among these three cultures as the sea
passed from Islamic to Christian control from
the seventh to the fourteenth century.
Eligible for MDST credit.
2 credits.
Not offered 2012-2013.
HIST 122. Revolutionary Europe, 1750 to
1871
Selected topics in the social, economic, and
political history of Europe from the French
Revolution to the Paris Commune will be
considered.
2 credits.
Not offered 2012-2013.
HIST 125. Fascist Europe
This seminar studies European fascism in the
context of societies tom by world war, class
conflict, social violence, and economic
depression. It focuses on fascist movements,
regimes, and cultural politics in Italy and
Germany, France, and Romania.

History
2 credits.
Spring 2013. Judson.
HIST 128. Russia in the 19th and 20th
Centuries
This course focuses on the social, economic,
political, and intellectual forces leading to the
collapse of the autocracy and the rise of Stalin.
Particular attention is devoted to the dilemmas
of change and reform, and the problematic
relationship between state and society.
Writing course.
2 credits.
Fall 2012. Weinberg.

p. 256

enslavement and the development of
democracy, law, and economics. Topics
addressed include the Atlantic slave trade, the
development of the Southern colonies, black
cultural traditions, and slave community.
Eligible for BLST credit.
2 credits.
Not offered 2012-2013.

HIST 130. Early America in the Atlantic
World
The “new world” of European and Indian
encounter in the Americas, along with the
African slave trade, British North American
colonies, and the American Revolution.
2 credits.
Not offered 2012-2013.

HIST 138. Black Urban Communities,
1800 to 2000
This seminar focuses on the study of the black
community in the United States from the end of
the American Revolution to the end of the 20th
century. This course investigates the link
between racial identification and community
formation, the strengths and weaknesses of the
concept of community solidarity, and the role
class and gender play in challenging group
cohesiveness.
Eligible for BLST credit.
2 credits.
Fall 2012. A. Dorsey.

HIST 131. Gender and Sexuality in
America
A social and cultural history of gender and
sexuality in the United States from the early
republic to the present.
Eligible for GSST credit.
2 credits.
Not offered 2012-2013.

HIST 140. The Colonial Encounter in
Africa
Students focus on the social, economic, and
cultural dimensions of the colonial era in
modem Africa.
Eligible for BLST or PEAC credit.
2 credits.
Not offered 2012-2013.

HIST 134. U.S. Political and Diplomatic
History II: The Rise of Globalism
Nation building, national identity, and political
ideologies and movements; covers the period
from the American Revolution through the rise
of globalism.
Eligible for PEAC credit.
2 credits.
Not offered 2012-2013.

HIST 148. Issues and Debates in Modern
Latin America
Explores major problems and challenges Latin
American nations have been confronting since
the last third of the 19th century onward. Topics
include the neocolonial condition of the region,
nation and state building processes,
urbanization, industrialization, popular and elite
cultures, modernities in the periphery, and race,
class, and gender conflicts.
Eligible for LASC credit.
2 credits.
Not offered 2012-2013.

HIST 135. Labor and Urban History
A seminar that focuses on history from the
bottom up, on working-class people as they
build America and struggle to obtain political,
social, and economic justice. Topics include
urbanization and suburbanization,
republicanism and democracy, racism and the
wages of Whiteness, gender and work, class
and community, popular culture, the politics of
consumption, industrialism and the managerial
revolution, and jobs and gender.
2 credits.
Spring 2013. Murphy.
HIST 137. Slavery, 1550 to 1865
This seminar focuses on slavery in the United
States between 1550 and the end of the Civil
War, emphasizing the link between black

HIST 149. Reforms and Revolutions in
Modern Latin America
An examination of the problem of social,
political, economic, and cultural change—
progressive or regressive—in the history of
Latin America during the 20th century.
Eligible for LASC credit
2 credits.
Fall 2012. Armus.
HIST 180. Honors Thesis
2 credits.
Fall 2012 and spring 2013. Staff.

Interpretation Theory

p. 257

Coordinator:

RICHARD ELDRIDGE (Philosophy)
Anna Everetts (Administrative Assistant)

Committee:

Jean-Vincent Blanchard (Modem Languages and Literatures, French)23
Timothy Burke (History)2
Rachel Buurma (English Literature)
Michael Cothren (Art History)
Sibelan Forrester (Modem Languages and Literatures, Russian)
Cynthia Halpem (Political Science)
Tamsin Lorraine (Philosophy)2
Braulio Mufioz (Sociology and Anthropology)
Maya Nadkami (Sociology and Anthropology)
Patricia Reilly (Art History)
Mark Wallace (Religion)
Patricia White (English Literature)
Philip Weinstein (English Literature)

2Absent on leave, spring 2013.
3 Absent on leave, 2012-2013.

Since 1992, the Interpretation Theory Program
has been providing students and faculty with an
interdisciplinary forum for exploring the nature
and politics of representation. Reaching widely
across the disciplines, work done in the minor
reflects a long-standing drive to understand the
world through the constructs of its interpretive
propositions. Students use their programs to
develop a flexible, deeply historicized grasp of
what is thought today as critical and cultural
theory. They also sharpen their skills in critical
reading and intellectual analysis.
Students who minor take a total of six courses
that build on a combination of classic and
current hermeneutic methods. Each year,
graduating seniors enroll in a capstone seminar
that proposes a structured investigation into an
inherently interdisciplinary problem. Faculty
team-teach the course as a way o f drawing out
multi-disciplinary concerns in both theory and
practice.

The Academic Program
Course Minor
Students complete six credits toward the minor.
Three general rules guide the selection:
1. All minors must complete a one-credit
capstone seminar that is team-taught by two
faculty members from different departments.
Students complete this capstone in the spring of
their senior year.
2. The three remaining courses are elective. At
least four of the six interpretation theory credits
must be outside the major.
3. A minimum “B” average is required for all
minors by their junior and senior years.
Other courses may be considered upon petition
to the Interpretation Studies Committee. These
may include relevant courses offered at Bryn

Mawr College, Haverford College, and the
University of Pennsylvania.

Honors Minor
All students participating in the Honors
Program are invited to define a minor in
interpretation theory. Students must complete
one preparation for external examination. This
2-credit preparation can be the seminar and a
reading attachment or a thesis, a combination of
two courses in different departments, a 2-credit
thesis, or a combination of a thesis and a
course. Any thesis must be multidisciplinary.
The proposed preparation must be approved by
the Interpretation Theory Committee. Honors
minors must meet all other requirements of the
interdisciplinary minor in course.
Capstone Seminars
All minors are required to successfully
complete the one-credit capstone seminar,
team-taught by two faculty members from
different departments, in the spring of their
senior year.
Each year, graduating seniors enroll in a
capstone seminar that proposes a structured
investigation into an inherently interdisciplinary
problematic. The capstone seminar embodies
both the theoretical and interdisciplinary
qualities that make interpretation theory
distinctive and compelling.
Students majoring in a variety of disciplines
come together with faculty members from two
different areas to explore theories of knowledge
and questions of interpretation and
representation. For example, the past capstone
seminars have brought together professors from
French literature and biology, political science
and religion, sociology/anthropology and
English, philosophy and art, and other
interdisciplinary combinations.

Interpretation Theory
Past capstone titles include: Contested Truths:
Questions o f Modernity in German Philosophy
and Literature; the Classical in Art and
Literature; Reworking the Cultural Imaginary;
Simultaneity and Monumentality; After Babel:
Poetry, Language and Translation; Mind, Body,
Machine; Interpretation and the Visual Arts;
Beyond Reason: Nietzsche, Levinas and the
Kabbalah; and Mapping the Modem.

Life After Swarthmore
Respondents to the 2006 Interpretation Theory
Alumni Survey indicated that approximately
75% went on to graduate school and of those,
approximately 25% pursued a Ph.D.
Occupations of interpretation theory graduates
are diverse and include: physicians, professors,
editors, grant writers, an assistant district
attorney, and a civil rights investigator.

Courses
Currently offered courses relevant to the
program include the following:
INTP 090. Directed Reading
1 credit.
Each semester. Staff.
INTP 091. Capstone Seminar: Hero Time
Travel
(Cross-listed as CLAS 091 and LING 091)
Virgil’s Aeneid, Dante’s Divina Commedia, and
several of Eugenio Montale’s poems deal with a
hero’s journey. We will examine how the
journey varies in these poems as each author
looks back on the earlier one, reinterpreting and
creating anew. We will have three foci:
narratology, semiotics, and reception theory.
Matters of esthetics, linguistics, and politics of
the time and place will come up repeatedly. All
poetry will be in the original (Latin, Old Italian,
Italian) with English translations, so there are
no language prerequisites. There will be theory
readings as well as poetry each week. For
students with a background in classics, written
work can be appropriately designed to allow
this course to count toward classics.
1 credit.
Spring 2013. Munson, Napoli.
INTP 092. Thesis
2 credits.
Each semester. Staff.
Art History
ARTH 166. Avant-Gardes in History, Theory,
and Practice (Mileaf)
ARTH 168. Dada and Surrealism (Mileaf)
Classics
CLAS 036. Classical Mythology (Munson)

p. 258

English
ENGL 035. The Rise of the Novel (Buurma)
ENGL 073. Modernism: Theory and Fiction
(Weinstein)
ENGL 080. Critical and Cultural Theory
(White)
ENGL 081. Theory of the Novel (Buurma)
ENGL 090. Queer Media (White)
ENGL 091. Feminist Film and Media Studies
(White)
ENGL 115. Modem Comparative Literature
(Weinstein, counts toward INTP in the spring
only)
ENGL 120. Critical and Cultural Theory
(White)
Film and Media Studies
FMST 020. Critical Theories of Film and Media
(White)
FMST 045. Feminist Film and Media Studies
(White)
FMST 046. Queer Media (White)
FMST 087. American Narrative Cinema
(White)
French
FREN 044. Tyrants and Revolutionaries
(Blanchard)
FREN 056. Ecritures au féminin (RiceMaximin)
FREN 116. La critique littéraire (Blanchard)
History
HIST 00IK. Engendering Culture (Murphy)
HIST 029. Sexuality and Society in Modem
Europe (Judson)
HIST 066. Disease, Culture, and Society in the
Modem World (Armus)
HIST 086. The Image of Africa (Burke)
HIST 088. Social History of Consumption
(Burke)
Literatures
LITR 047R. Russian Fairy Tales
LITR 070R. Translation Workshop (Forrester)
LITR 07 IF. French Cultural and Critical
Theory (Blanchard)
LITR 07IS. Latin American Society Through
Its Novel (Munoz)
LITR 075S. Borges: Aesthetics and Theory
(Martinez)
LITR 076S. Latino and Latin American
Sexualities (Martinez)
Philosophy
PHIL 016. Philosophy of Religion (Berger)
PHIL 017. Aesthetics (Eldridge)
PHIL 019. Philosophy of Literature and Film
(Eldridge)

Interpretation Theory
PHIL 026. Language and Meaning (Eldridge)
PHIL 039. Existentialism (Lorraine)
PHIL 045. Futures of Feminism (Lorraine)
PHIL 048. German Romanticism (Eldridge)
PHIL 049. Marx, Nietzsche, and Freud
(Lorraine)
PHIL 069. Phenomenology (Lorraine)
PHIL 079. Poststructuralism (Lorraine)
PHIL 106. Aesthetics and Theory of Criticism
(Eldridge)
PHIL 114. 19th-Century Philosophy (Eldridge)
PHIL 116. Language and Meaning (Eldridge)
PHIL 139. Phenomenology, Existentialism, and
Poststructuralism (Lorraine)
Physics
PHYS 029. Seminar on Gender and (Physical)
Science (Graves)
Political Science
POLS Oil. Ancient Political Theory (Halpem)
POLS 012. Modem Political Theory (Berger)
POLS 013. Political Psychology and Moral
Engagement (Berger)
POLS 100. Ancient Political Theory (Halpem)
POLS 101. Modem Political Theory (Halpem)
Religion
RELG 003. The Bible: In the Beginning
(Kessler)
RELG 004. New Testament and Early
Christianity (Wallace)
RELG 005B. World Religions (Wallace)
RELG 015. Religion and Literature: Blood and
Spirit (Wallace)
RELG 015B. Philosophy of Religion (Wallace)
RELG 027. Radical Jesus (Wallace)
RELG 032. Queering God: Feminist and Queer
Theology (Kessler)
RELG 112. Post-modem Religious Thought
(Wallace)
RELG 128. Sex, Gender and the Bible (Kessler)
Russian
RUSS 047. Russian Fairy Tales (Forrester)
RUSS 070. Translation Workshop (Forrester)
Sociology and Anthropology
SOAN 024C. Latin American Society Through
Its Novel
SOAN 044B. Colloquium: Art and Society
(Muñoz)
SOAN 044D. Colloquium: Critical Social
Theory (Muñoz)
SOAN 044E. Colloquium: Modem Social
Theory (Muñoz)

p. 259

SOAN 049B. Comparative Perspectives on the
Body (Ghannam)
SOAN 101. Critical Modem Social Theory
(Muñoz)
Spanish
SPAN 051. Textos híbridos: crónicas
periodísticas y novellas de no-ficción
(Martinez)

Note: This list is revised annually; any courses
attached to the program at the time taken will
be counted. For the most up-to-date, semesterby-semester list of courses, please consult the
program website at www.swarthmore.edu/intp.
Other courses may be considered on petition to
the Interpretation Theory Committee. These
may include relevant courses offered at Bryn
Mawr and Haverford colleges and the
University of Pennsylvania.

Islamic Studies

p. 260

Coordinator:

TARIQ a l - JAMIL (Religion)
Anita Pace (Administrative Assistant)

Committee:

Stephen Bensch (History)
Farha Ghannam (Sociology and Anthropology)
Alexandra Gueydan (Modem Languages and Literatures)
Steven Hopkins (Religion)

Swarthmore’s Islamic Studies Program focuses
on the diverse experiences and textual traditions
of Muslims in global contexts. As one of the
world’s great religions and cultures, Islam has
shaped human experience—both past and
present—in every area of the world. The
academic program explores the expressions of
Islam as a religious tradition, the role of
Muslims in shaping local cultures, Islamic
civilization as a force of development in global
history, and the significance of Islamic
discourses in the contemporary world. The
program offers an undergraduate minor,
drawing from the academic disciplines of art
history, dance, film and media studies, gender
and sexuality studies, history, modem
languages and literatures, political science,
religion, and sociology and anthropology. The
Islamic Studies Program challenges students to
consider a wide range of social, cultural,
literary, and religious phenomena in both the
Arabic and non-Arabic speaking parts of the
world. These include aspects of life in countries
with Muslim majorities such as Egypt, Syria,
Indonesia, Pakistan, Afghanistan, ban, and
Turkey as well as those countries with vital
minority communities such as France,
Germany, and the United States. A sample of
coursework includes The Qur’an and its
Interpreters; Islamic Law and Society; Gender,
Sexuality, and the Body in Islamic Discourses;
Cultures of the Middle East; Culture, Power,
Islam; Cultural History of the Modem Middle
East; Cities of the Middle East; and Kathak
Dance Performance.

The Academic Program
Course Minor
All students must take a minimum of 5 Islamic
Studies Program credits. Students must follow
the guidelines below regarding the required 5
courses.
Requirements
1. The 5 required courses must cross at least 3
different academic departments.
2. Only 1 of the total 5 credits required by the
Islamic studies minor may overlap with the
student’s major.
3. Students must successfully complete Arabic
004 (and its prerequisites) or the equivalent.
This requirement is waived for native speakers

of Arabic and for students who demonstrate
sufficient competence by passing an
equivalency exam. Alternate fulfillment of the
language requirement may also be approved by
the Islamic Studies Committee if a student
demonstrates competence in another language
that is relevant to the study of a Muslim society
and is directly related to the student’s academic
program. Only Arabic courses beginning at the
level of Arabic 004 or its equivalent will count
toward the total 5 credits in Islamic studies
required for the minor.
4. Students must complete a 1-credit thesis that
will count toward the minimum of 5 credits
required for the minor. The thesis must be
supervised by a member of the Islamic Studies
Program faculty. Students normally enroll for
the thesis (ISLM 096) in the fall semester of the
senior year.
To supplement classes offered at Swarthmore,
students are encouraged to explore and take
classes at other nearby colleges, especially Bryn
Mawr, Haverford, and the University of
Pennsylvania. Students are also strongly
encouraged to spend a minimum of one
semester abroad in a program approved by both
Islamic studies and Swarthmore’s Off-Campus
Study Office. In addition to furthering the
student’s knowledge of Islam and Muslim
societies, studying abroad is a unique
opportunity for personal and intellectual
growth.
Acceptance Criteria
Students interested in Islamic studies are invited
to consult with members of the Islamic Studies
Committee before developing a proposal for a
minor. The proposal should outline and
establish how a minor in Islamic studies relates
to the student’s overall program of
undergraduate study and should provide a list of
the courses to be taken. The minor is open to
students of all divisions.
Students will be admitted to the minor after
having completed at least two Islamic studies
courses at Swarthmore in different departments
with grades of B or better. Applications to the
program must be submitted by March 1st of the
sophomore year, and all programs must be
approved by the Islamic Studies Committee.
Deferred students will be re-evaluated at the
end of each semester until they are either
accepted or they withdraw their application.

Islamic Studies
Honors Minor
To complete an honors minor in Islamic studies,
a student must have completed all the course
requirements for the interdisciplinary minor
listed above. Students are encouraged to take a
2-credit honors seminar in an Islamic studies
topic in either their junior or senior year.
Honors students are required to complete a 2credit thesis under program supervision that
will count toward the minimum of 5 credits
required for the interdisciplinary minor. The
honors examination will address the themes
explored in the 2-credit thesis.

Special Major
Students are invited to consider a special major
in Islamic studies in consultation with members
of the Islamic Studies Committee. The proposal
should include the above requirements and
should provide a list of the courses.

Courses
ISLM 096. Thesis
1 credit.
Fall 2012. Staff.
ISLM 097.Thesis
1 credit.
Spring 2013. Staff.
ISLM 180. Honors Thesis
2 credits.
Fall 2012 and spring 2013. Staff.
The following courses may be applied to an
academic program in Islamic studies. See
individual departments to determine specific
offerings in 2012—2013.
Art History
ARTH 043. Islam and the West: Architectural
Cross-currents from the Middle Ages to the
21st century
Dance
DANC 046. Dance Technique I: Kathak
DANC 049.6. Performance Dance: Repertory
Kathak
History
HIST 00IT. First-Year Seminar: Cross and
Crescent: Muslim-Christian Relations in
Historical Perspective
HIST 006A. Formation of the Islamic Near East
HIST 111. Muslims, Christians, and Jews in the
Medieval Mediterranean
Modern Languages and Literatures,
Arabic
ARAB 004. Intermediate Modem Standard
Arabic II

p. 261

ARAB 011. Advanced Arabic I
ARAB 011 A. Arabic Conversation
ARAB 012. Advanced Arabic II
ARAB 012A. Advanced Arabic Conversation
ARAB 013A. Foreign Language Teaching and
Pedagogy
ARAB 020. Arabic Literature in Cross-Cultural
Context
ARAB 045. Contemporary Thought in the
Arabic World
ARAB 076. Contemporary Arab Women
Writers (Cross-listed as FREN 076 and LITR
076AF)
Modern Languages and Literatures,
French
FREN 045B. Le monde francophone: France
and the Maghreb: Postcolonial Writing in a
Transnational Context
Modern Languages and Literatures,
Russian
RUSS 023. Muslim in Russia
Religion
RELG 001C. Religion and Terror in an Age of
Hope and Fear
RELG 008B. The Qur’an and Its Interpreters
RELG 01 IB. The Religion of Islam
RELG 013. The History, Religion, and Culture
of India II: Muslim, Hindu, Sikh, and Dalit in
North India
RELG 053. Gender, Sexuality, and the Body in
Islamic Discourses
RELG 054. Power and Authority in Modem
Islam
RELG 100. Holy War, Martyrdom, and Suicide
in Christianity, Judaism, and Islam
RELG 119. Islamic Law and Society
RELG 127. Secrecy and Heresy
Sociology and Anthropology
SOAN 009C. Cultures of the Middle East
SOAN 123. Culture, Power, Islam

Latín American Studies

p. 262

Coordinator:

BRAULIO MUNOZ (Sociology and Anthropology)
Anna Everetts (Administrative Assistant)

Committee:

DiegoArmus(History)
. ta
Aurora Camacho de Schmidt (Modem Languages and Literatures, Spanish)
Kenneth Sharpe (Political Science)
Elena Valdez (Modem Languages and Literatures, Spanish)

Swarthmore’s Latin American Studies Program
explores the rich diversity—as well as the
similarities—among and within Latin American
countries and cultures. The program also
investigates the broad dynamics shaping Latino
experiences in the United States. Participants in
the program engage with a variety of disciplines
to consider what defines “Latin America.”
Spoken language; literature; pre-colonial,
colonial, and modem history; native,
immigrant, and diasporic experiences; politics;
socioeconomic conditions; religion; social
structures; architecture; and political borders
are all considered in this far-ranging and
inclusive course of study. Students in any major
may add a minor in Latin American studies.
Courses from art history, history, modem
languages and literatures, political science,
religion, sociology and anthropology contribute
to this exciting interdisciplinary program.
Most of our students spend one semester in
Latin America. Studying beyond the traditional
classroom walls provides students with
invaluable opportunities for enriching
intellectual experiences and personal growth.

The Academic Program
Students interested in the Latin American
Studies Program (LAS) are invited to consult
with the program coordinator and members of
the LAS Committee before developing a
proposal. The proposal should establish how
Latin American studies relates to the overall
program of undergraduate study and to the
departmental major. The minor is open to
students of all divisions.

Course Minor
Latin American Studies minors must complete
the following requirements:
Language:
LAS requires the successful completion of
SPAN 004 Intensive Advanced Spanish or its
equivalent
This requirement is waived for native speakers
of Spanish and for students who demonstrate
sufficient competence in this language, as
determined by the LAS Committee. Note: LAS
credit is not offered for language courses.

Courses:
Students must take a minimum of 5 credits in
Latin American studies which include approved
courses and seminars (counting as one credit for
LAS).
These 5 credits must span the two divisions
(Humanities and Social Sciences).
To give students a basic introduction to Latin
America, students are expected to take either
HIST 004: Introduction to Latin American
History or SPAN 010: En busca de
Latinoamérica.
Only 1 of the total 5 credits required by the
LAS minor may overlap with a student’s major
or other minor.
To graduate with a minor in Latin American
studies, a student must maintain a minimum
grade of “B” in the program, and a “C” average
in any other course work.
Study Abroad:
Students are required to spend a minimum of
one semester abroad in a program approved by
the Latin American Studies Program. This
requirement may be waived for students who
have lived and studied in Latin America for
more than a year, but they must apply for this
waiver at the time of being considered for the
minor.
Students can apply two credits from courses
taken abroad to their Latin American Studies
academic program.
Courses taken abroad must have a clear Latin
American focus and must be preapproved by
the appropriate department in order to count for
the LAS minor.
Study abroad must be pursued in Spanish.
Students must complete Spanish 004, or its
equivalent, before going abroad.
Language courses are not eligible for study
abroad credit.
Students are encouraged to complete the
introductory requirement (Spanish 010 or
History 004) before going abroad.
Only in exceptional cases, with the support of a
faculty member and the approval of the LAS
Committee, will a semester’s internship or a
community service project in Latin America
fulfill this requirement.

Latín American Studies
Honors Minor
To complete an honors minor in Latin
American studies, students must have
completed all requirements for the
interdisciplinary minor. From within these
offerings, they may select for outside
examination a seminar taken to fulfill the
interdisciplinary minor’s requirements.
However, the seminar chosen may not be an
offering within their major department.

Special Major
With the permission of the departments
concerned, it is possible for a student to plan an
individualized special major that includes
closely related work in one or more
departments. Students have the possibility of
designing a special major, such as Spanish and
Latin American Studies; Latin American
Studies and Political Science, Latin American
Studies and History; and Latin American
Studies with a focus on Sociology and
Anthropology, etc.
Special majors consist of at least 10 credits and
no more than 12 credits.
Students with special majors must complete the
major comprehensive requirement of the
departmental major which may consist of a
thesis or other written research project designed
to integrate the work across departmental
boundaries, or a comprehensive examination. In
all cases, this final exercise will integrate the
work done in Latin American Studies and the
department involved.

Life After Swarthmore
Swarthmore graduates who have taken part in
the Latin American Studies Program find that
their rich understanding of the cultures and
people of Latin America and Latinos in the U.S.
is attractive to employers. Graduates most
frequently pursue careers in public service, law,
government, education, humanities, social
sciences, and the media.

Courses
The following courses may be counted toward
Latin American studies:
Latin American Studies
LAS 080. Mexican Pennsylvania: the
Making of a Transnational Community
While Mexican workers came to Pennsylvania
in the 1920s, actively recruited by the steel
industry, thousands of farm workers and their
families settled in Berks and Chester counties in
the 1980s, and a large flow of urban service
workers arrived in the city of Philadelphia in
the last 20 years. In spite of the economic
downturn and aggressive law enforcement, an

p. 263

unprecedented number of Mexican immigrants
are still at work in the United States. Why are
they here? How are they perceived by the
public? What are the legislative proposals to
end or rationalize their migration? What
obstacles do they face as they look at the future
of their children? How are their ties to Mexico
maintained?
This interdisciplinary course looks for answers
to these and other questions through films,
readings, discussions, field trips, and a
community service component. The course will
be taught in English, but students must be able
to speak Spanish as they work in the
community.
1 credit.
Fall 2012. Camacho de Schmidt.
Art History
ARTH 024. Architectures of Mexico
History
HIST 00IE. First-Year Seminar: The SelfImage of Latin America: Past, Present, and
Future
HIST 004. Latin American History
HIST 049. Race and Foreign Affairs
HIST 051. Race and Poverty in the United
States
HIST 063. Voices of the Past: Oral History and
Memory
HIST 064. Migrants and Migrations: Europeans
in Latin America and Latinos in the U.S.
HIST 065. Past and Present in the Andean
World
HIST 066. Disease, Culture, and Society in the
Modem World: Comparative Perspectives
HIST 067. Peripheral Modernities: Latin
American Cities in the 20th Century
HIST 148. Issues and Debates in Modem Latin
America
HIST 149. Reforms and Revolutions in Modem
Latin America
Literatures
LITR 015S. First-Year Seminar: Children in
Latin American Literature
LITR 060S. Mexican and Central American
Literature in Translation
LITR 070S. The Persistent Power of Central
American Literature
LITR 07IS. Latin American Society Through
Its Novel
LITR 072S. The Testimonial Literature of Latin
American Women
LITR 075S. Borges: Aesthetics and Theory
LITR 076S. Latino and Latin American
Sexualities

Latin American Studies
Music
MUSI 031. Musics of Central and South
America and the Caribbean
MUSI 033. Music of Cuba and Brazil
Political Science
POLS 057. Latin American Politics
POLS 109. Comparative Politics: Latin
America
Religion
RELG 109. Afro-Atlantic Religions
Sociology and Anthropology
SOAN 010Q. First-Year Seminar: The Mexico
of Anthropology
SOAN 010R. Tales We (and They) Tell
SOAN 022H. The Americas: Cultural Politics
and Social Movements
SOAN 024B. Latin American Society and
Culture
SOAN 024C. Latin American Society Through
Its Novel
SOAN 030M. The Power of Words: Language
and Social Inequality in the Americas
SOAN 030N. Migration, Transnationalism, and
Transborder Circulation
SOAN 124. The Americas: Cultural Politics
and Social Movements
Spanish
SPAN 010. En busca de Latinoamérica
SPAN 023. Introducción a la literatura
latinoamericana
SPAN 055. La comida, los deportes y la música
en el Caribe hispánico
SPAN 057. El Caribe hispánico a través de la
literatura, la música y el cine
SPAN 070. Género y sexualidad en
Latinoamérica
SPAN 072. Seducciones literarias—traiciones
Símicas
SPAN 073. El cuento latinoamericano
SPAN 076. La novela latinoamericana
SPAN 080. Curso de literatura
mexicana/centroamericana
SPAN 081. Movimientos sociales y literatura
en México
SPAN 082. Un siglo de canto: poesía
latinoamericana contemporánea
SPAN 083. El tirano latinoamericano en la
literatura
SPAN 084. Los nifios en la literatura
latinoamericana
SPAN 085. La edad del tiempo: Carlos Fuentes
y su obra
SPAN 106. Visiones narrativas de Carlos
Fuentes

p. 264

SPAN 108. Jorge Luis Borges
SPAN 109. Elena Poniatowska la hija de
México
SPAN 110. Política y poética: los mundos de
Pablo Neruda, Octavio Paz y Ernesto Cardenal

Linguistics

p. 265

THEODORE B. FERNALD, Professor
DONNA JO NAPOLI, Professor
K. DAVID HARRISON, Associate Professor and Chair
BROOK D. LILLEHAUGEN, Assistant Professor (Tri-College)
NATHAN SANDERS, Visiting Assistant Professor
AARON J. DINKIN, Visiting Assistant Professor (part time) and Phonetics Lab Coordinator
SHELLEY DEPAUL, Instructor
DOREEN KELLEY, Instructor
DOROTHY KUNZIG, Administrative Assistant
What is Linguistics?
There are 7,000 languages in the world.
Linguistics is the scientific study of language—
we develop techniques to explore patterns that
all human languages have in common and
investigate the ways in which each is unique.
Our explorations yield insights not only about
languages, but also about the nature of the
human mind.
The relevance of linguistics to the fields of
anthropology, cognitive science, language
study, philosophy, psychology, and sociology
has been recognized for a long time. Linguistics
cross list courses from ten departments,
reflecting the diversity o f fields with strong
relevance to our field. The interdisciplinary
nature of the field, and our program, further
encourages students to broaden their horizons
and interact with a wide variety of students,
scholars, and ideas.

t A course in sounds from the following list:
LING 045,052.
2. A course in forms: LING 050.
3. A course in meanings from the following
list: LING 026,040.
4. A course in the Structure of a Non-IndoEuropean Language: typically LING 061,062,
or 064.
5. LING 100, in which students complete and
defend a two-credit senior thesis. This course
constitutes the comprehensive requirement for
the major.
6. Two electives in linguistics.
LING 001 (Introduction to Language and
Linguistics) may be included in the major at the
student’s option.

What we hope students will get from
studying Linguistics
Because the very nature of modem linguistic
inquiry is to build arguments for particular
analyses, the study of linguistics gives the
student finely honed argumentation skills,
which stand in good stead in careers in law,
business, and any other profession where such
skills are crucial.

The special course major in linguistics and
languages consists of at least twelve credits: six
credits in linguistics and three credits in each of
two languages. The languages can be ancient or
modem. Students must complete each of the
following:
1. A course in sounds from the following list:
LING 045,052.
2. A course in forms: LING 050.
3. A course in meanings from the following
list: LING 026,040.
4. A course in the Structure of a Non-IndoEuropean Language: typically LING 061,062,
or 064.
5. LING 100, in which students complete and
defend a two-credit senior thesis. This course
constitutes the comprehensive requirement for
the major.
For a language taught by the Modem
Languages and Literatures Department, there
must be one course numbered 4 or above, two
courses numbered 11 or above or a seminar. For
a language taught by the Classics Department
there must be one intermediate-level course
numbered 11-14 and one seminar.
Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.

Linguistics at Swarthmore, Bryn Mawr
College, and Haverford College
The Linguistics Department is a constituent in
the Tri-College Linguistics Department, which
includes courses at Bryn Mawr College and
Haverford College. Linguistics courses at
Swarthmore College regularly include students
from all three schools.

The Academic Program
The Linguistics Department offers a course
major, a course minor, an honors major, and an
honors minor. In addition, a special course
major and a special honors major are offered in
linguistics and languages.

Course Major: Linguistics
The course major in linguistics consists of at
least eight credits in linguistics, including all of
the following:

Special Course Major:
Linguistics and Languages

Linguistics
If one or both of the foreign languages is
modem, the student must study abroad for at
least one semester in an area appropriate for one
of the foreign languages.

Course Minor
Four minors are offered, each totaling 5 credits
(courses below plus any other two credits in
linguistics):
• Theory: LING 040, LING 045, LING 050
• Phonology/Morphology: LING 045, LING
043, and LING 052 or LING 025
• Syntax/Semantics: LING 040, LING 050,
LING 043
• Individualized: Student may choose five
courses in linguistics and provide justification
why the courses form a coherent minor.

Honors Major
The honors major in linguistics consists of at
least eight credits in linguistics, and includes all
of the following:
1. A course in sounds from the following list:
LING 045,052.
2. A course in forms: LING 050.
3. A course in meanings from the following
list: LING 026,040.
4. A course in the Structure of a Non-IndoEuropean Language: typically LING 061,062,
or 064.
5. LING 195, in which students complete and
defend a two-credit senior thesis. This course
constitutes the comprehensive requirement for
the major.
6. Two electives in linguistics.
7. Complete and defend an honors major
portfolio as explained below.
Honors Major Portfolio requirements:
Thesis: Students are required to write a twocredit thesis in LING 195 (Senior Honors
Thesis) in the fall of their senior year. The
thesis may be On any topic in linguistics. It need
not be related to course work. Work may be
collaborative with one other student at the
discretion of the faculty. The oral examination
will consist of a discussion of up to one hour
with the external reader.
Research Papers: Students are required to
write two research papers. The student will
prepare for these research papers by taking at
least four credits of course work (two credits in
each of the research paper areas). The areas will
be selected from any combination of the
following, possibly in combination with other
course work:
• phonetics
• phonology

p. 266

• morphology
• syntax
• semantics
• historical and comparative
• sociolinguistics
Students will take LING 199 (Senior Honors
Study) for one credit in the spring of their
senior year. The two research papers will be on
topics selected by the external readers and must
be directly related to course work the student
has taken.
Students will work independently on their
research papers. The oral examination will
consist of a forty-five minute discussion with
the external reader for each paper. The
discussion will cover the papers and any other
material pertinent to the two credits of course
work offered in preparation for the paper.

Honors Special Major
Linguistics and Languages
The special honors major in linguistics and
languages consists of at least twelve credits: six
credits in linguistics and three credits in each of
two languages. The languages can be ancient or
modem. Students must complete each of the
following:
1. A course in sounds from the following list:
LING 045,052.
2. A course in forms: LING 050.
3. A course in meanings from the following
list: LING 026,040.
4. A course in the Structure of a Non-IndoEuropean Language: typically LING 061,062,
or 064.
5. LING 195, in which students complete and
defend a two-credit senior thesis. This course
constitutes the comprehensive requirement for
the major.
6. Complete and defend an honors major
portfolio as explained below.
Honors Special Major Linguistics and
Languages portfolio requirements:
Thesis: Students are required to write a twocredit thesis in LING 195 (Senior Honors
Thesis) in the fall of their senior year. The
thesis may be on any topic in linguistics. It need
not be related to course work. Work may be
collaborative with one other student at the
discretion of the faculty. The oral examination
will consist of a discussion of up to one hour
with the external reader.
Research Papers: Students are required to
write two research papers in linguistics and one
research paper in a language that is
administered by the relevant language
department. The student will prepare for the
linguistics research papers by taking at least

Linguistics
four credits of course work (two credits in each
of the research paper areas). The areas will be
selected from any combination of the following,
possibly in combination with other course
work:
• phonetics
• phonology
• morphology
• syntax
• semantics
• historical and comparative
• sociolinguistics
The third research paper is administered by the
relevant language department.
Students will take LING 199 (Senior Honors
Study) for one credit in the spring of their
senior year. The three research papers will be
on topics selected by the external readers and
must be directly related to course work the
student has taken.
Students will work independently on their
research papers. The oral examination will
consist of a forty-five minute discussion with
the external reader for each paper. The
discussion will cover the papers and any other
material pertinent to the two credits of course
work offered in preparation for the paper.

Honors Minor
If a student is a course major in Linguistics as
well as an honors minor in Linguistics, the
thesis required for the course major constitutes
the portfolio for the honors minor.
Honors minors who are not course majors in
linguistics will satisfy the course minor and
complete and defend their honors minor
portfolio as explained below.
Honors Minor portfolio requirements:
A single research paper will constitute the
portfolio for honors. The areas will be selected
from any combination of the following:
• phonetics
• phonology
• morphology
• syntax
• semantics
• historical and comparative
• sociolinguistics
The program requires a one-half credit in LING
199 (Senior Honors Study) in the spring of the
senior year. The oral examination will consist
of a discussion of up to one hour with the
external reader.

p. 267

Thesis / Culminating Exercise
Every senior linguistics major or linguistics and
language major must write a thesis during the
fall semester of their senior year.

Application Process Notes for
the Major or the Minor
Please follow the process described by the
Dean’s Office and the Registrar’s Office about
how to apply for a major.
Please contact our department office and
request a Sophomore Plan form, or get it online
at www.swarthmore.edu/SocSci/Linguistics/
xlingl4.html. Submit the completed form to the
department office.

Advanced
Placement/lnternational
Baccalaureate Credit
Linguistics does not accept AP/IB credit.

T ransfer Credit
Linguistics does accept transfer credit. Please
contact the department for more information.

Off-Campus Study
Students who special major in linguistics and
languages and who focus on two modem
languages must spend at least one semester
abroad in an area appropriate for one of the
foreign languages.
Students planning on a semester abroad must
consult with their adviser and the Linguistics
Department. Upon return from study abroad,
students must present all written work to the
department in order to have the course work
considered for credit here, including class notes,
syllabi, examinations, and papers.

Sample Paths through
Linguistics
There are many acceptable paths through the
major. We urge students to talk with their
advisers to find the one that is best suited to
their interests, bearing the following
considerations in mind.
The end of the path is satisfaction of the
requirements for the major. The most intricate
of these is successful completion of the senior
thesis. While students are permitted to complete
one or more of the core requirements (courses
in sounds, forms, and meanings) during their
senior year, doing so will preclude writing a
senior thesis in one o f these areas. We strongly
recommend completing these requirements by
the end of the junior year. Because students
frequently develop thesis topics during their
courses in the Structure of a Non-IndoEuropean Language, we also recommend

Linguistics

p. 268

satisfying this requirement by the end of the
junior year. Syntax (LING 050) and Phonetics
and Phonology (LING 045) are prerequisites for
(LING 006X), the faculty urge students to take
these courses by the end of the fall semester of
the junior year.

languages in contact affect each other, issues of
sociolinguistic identity, language endangerment
and revitalization efforts, and matters of secrecy
and cultural theft.
1 credit
Spring 2013. Femald.

Courses

LING 005. First-Year Seminar: Linguistic
Underpinnings of Racism and Bias
(Cross-listed as SOAN 005L)
This seminar addresses our ongoing struggle, as
a society of thoughtful individuals, to identify
the origins of attitudes and stereotypes that give
rise to bias based on race, ethnicity, sex or other
factors. Language lies at the foundation of both
societal attitudes and power structures, and can
serve as an agent of oppression and liberation.
Linguistics as a social and cognitive science
takes an objective, scientific approach that can
help us to expose, identify and understand
usage that may—whether consciously or not—
serve to perpetuate bias. Beyond a mere metric
of political correctness or taboo speech,
linguistics allows us to reffame the debate in
terms of social praxis and individual identity,
and to build a better society.
1 credit.
Not offered 2012-2013.

LING 001. Introduction to Language and
Linguistics
Introduction to the study and analysis of human
language, including sound systems, lexical
systems, 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.
Writing course.
1 credit.
Fall 2012. Sanders. Spring 2013. Dinkin.
LING 002. First-Year Seminar: The
Linguistic Innovation of Taboo Terms
and Slang
Taboo terms vary in topic across language
communities', religion, sex, disease and death,
and bodily effluents are common, but other
topics can appear, often depending on
nonlinguistic factors (community size,
demographics, and cultural beliefs). Taboo
terms also vary in how they are used:
exclamations, name-calling, and maledictions
are common, but other uses can appear, such as
modifiers and predicates. Over time less
common uses tend to semantically bleach, so
that historical taboo terms can be used without
hint of vulgarity or rudeness. These less
common uses can fall together with slang in
exhibiting linguistic behavior unique within that
language, at the word level and the phrase and
sentence level, behavior that is telling with
respect to linguistic theory. Each student will
choose a language other than English to
investigate.
1 credit.
Not offered 2012-2013.
LING 004. First-Year Seminar: American
Indian Languages
At least 300 languages were spoken in North
America before the first contact occurred with
Europeans. Most of the surviving languages are
on the verge of extinction. Students will learn
about language patterns and characteristics of
language families, including grammatical
classification systems, animacy effects on
sentence structure, verbs that incorporate other
words, and evidential. Topics include how

LING 006. First-Year Seminar: Language
and Deafness
This course will look at many issues connected
to language and people with hearing loss in the
United States, with some comparisons to other
countries. We will consider linguistic matters in
the structure of American Sign Language (ASL)
as well as societal matters affecting users of
ASL, including literacy and civil rights. A onehour language drill outside of class is required.
All students are welcome to do a community
service credit in LING 095.
1 credit.
Not offered 2012-2013.
LING 007. Hebrew for Text Study I
(See RELG 057)
This course counts for distribution in
humanities under the religion rubric and in
social sciences under the linguistics rubric.
1 credit.
Spring 2013. Plotkin.
LING 008A. Russian Phonetics
(See RUSS 008A)
0.5 credit.
Fall 2012. Moskala-Gallaher.
LING 010. Hebrew for Text Study II
(See RELG 059)
1 credit.
Fall 2012. Plotkin.

Linguistics
LING 014. Old English/History of the
Language
(See ENGL 014)
This course counts for distribution in
humanities under the English rubric and in
social sciences under the linguistics rubric.
1 credit.
Not offered 2012-2013.
LING 015. Lenape Language Study
Students will gain a working knowledge of the
structure of the Lenape Language. The course
covers conversation, grammar, and usage, as
well as discussion of the conceptual elements
inherent in this Algonquian language. Topics
will include elements of Lenape culture, songs
in the language, and discussion of the current
status of Lenape as an endangered language.
1 credit.
Not offered 2012-2013.
LING 016. History of the Russian
Language
(See RUSS 016)
This course counts for distribution in
humanities under the Russian rubric and in
social sciences under the linguistics rubric.
1 credit.
Not offered 2012-2013.
LING 020. Computational Linguistics:
Natural Language Processing
(See CPSC 065)
Prerequisites: CPSC 035 (or the equivalent).
1 credit.
Fall 2012. Wicentowski.
LING 025. Language, Culture, and
Society
(Cross-listed as SOAN 040B)
This course is an introduction to
sociolinguistics and the study of language
variation and change, with a focus on variation
in North American English. Topics to be
examined include the following: How do social
factors such as age, gender, ethnicity, and
socioeconomic class influence the way people
use language? How do individual speakers use
language differently in different situations?
How do regional dialects differ from each other,
and why? How does language change spread
within a community and between communities?
In learning the answers to these questions,
students will carry out sociolinguistic field
projects to collect and analyze data from reallife speech.
1 credit.
Fall 2012. Dinkin.

p. 269

LING 026. Language and Meaning
(See PHIL 026)
This course counts for distribution in
humanities under the philosophy rubric and in
social sciences under the linguistics rubric.
1 credit.
Not offered 2012-2013.
LING 033. Introduction to Classical
Chinese
(See CHIN 033)
This course counts for distribution in
humanities or social sciences under either
rubric.
1 credit
Spring 2013. Berkowitz.
LING 034. Psychology of Language
(See PSYC 034)
1 credit.
Fall 2012. Grodner.
LING 040. Semantics
(Cross-listed as PHIL 040)
In this course, we look at a variety of ways in
which linguists, philosophers, and psychologists
have approached meaning in language. We
address truth-functional semantics, lexical
semantics, speech act theory, pragmatics, and
discourse structure. What this adds up to is an
examination of the meaning of words, phrases,
and sentences in isolation and in context.
This course counts for distribution in
humanities under the philosophy rubric and in
social sciences under the linguistics rubric.
Writing course.
1 credit
Fall 2012 and spring 2013. Femald.
LING 043. Morphology and the Lexicon
This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: LING 001 or 045.
1 credit.
Spring 2013. Sanders.
LING 045. Phonetics and Phonology
Phonetics explores the full range of sounds
produced by humans for use in language and
the gestural, acoustic, and auditory properties
that characterize those sounds. Phonology
investigates the abstract cognitive system
humans use for representing, organizing, and
combining the sounds of language as well as
processes by which sounds can change into
other sounds. This course covers a wide

Linguistics
spectrum of data from languages around the
world and focuses on developing analyses to
account for the data. Argumentation skills are
also developed to help determine the underlying
cognitive mechanisms that are needed to
support proposed analyses.
1 credit.
Fall 2012 and spring 2013. Sanders.
LING 050. Syntax
We study the principles that govern how words
make phrases and sentences in natural
language. Much time is spent on learning
argumentation skills. The linguistic skills
gained in this course are applicable to the study
of any modem or ancient natural language. The
argumentation skills gained in this course are
applicable to law and business as well as
academic fields.
Writing course.
1 credit.
Fall 2012. Napoli. Spring 2013. Staff.
LING 052. Historical and Comparative
Linguistics
This course is an introduction to the study of
linguistic history in the following sense: (i) The
languages we are speaking are constantly
changing. Over longer periods of time, these
small changes build up to significant changes,
(ii) As groups of speakers whose ancestors once
spoke the same language become separated,
their languages diverge. This leads to a split
into separate daughter languages, which often
end up being mutually incomprehensible. The
question is, how is it possible to figure out and
reconstruct the changes and splits that occurred
in the distant past in languages that are no
longer spoken and were perhaps never
recorded? The method applied by historical
linguists to solve this problem, the main focus
of this course, is called the ‘comparative
method.’ We will draw on material from a wide
range of languages, focusing mainly on sound
change and morphological analogy.
Prerequisite: LING 001 or 045 or permission of
the instructor.
1 credit.
Spring 2013. Sanders.
LING 053. Language Minority Education
in the U.S.: Issues and Approaches
(See EDUC 053)
1 credit.
Spring 2013. Allard.
LING 054. Oral and Written Language
(Cross-listed as EDUC 054) (Studio course)
This course examines children’s dialogue and
its rendering in children’s literature. Each
student will pick an age group to study. There

p. 270

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. All students are welcome to do a
community-service credit in LING 096.
Prerequisite: LING 001,043, or 045 and LING
040 or 050. Can be met concurrently.
Writing course.
1 credit.
Not offered 2012-2013.
LING 061. Structure of Navajo
Navajo is an Athabaskan language spoken more
commonly than any other Native American
language in the United States. This course is an
examination of the major phonological,
morphological, syntactic, and semantic
structures of Navajo. The morphology of this
language is legendary. This course also
considers the history of the language and its
cultural context.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
1 credit.
Not offered 2012-2013.
LING 062. Structure of American Sign
Language
In this course, we look at the linguistic
structures of ASL: phonetics, phonology,
morphology, syntax, semantics, and history. We
also discuss issues of culture, literacy, and
politics pertinent to people with hearing loss.
All students are required to gain a rudimentary
knowledge of ASL, or to concurrently register
for LING 062A.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
All students are welcome to do a communityservice project in LING 095.
Writing course.
1 credit (plus 0.5 credit under LING 062A).
Spring 2013. Napoli.
LING 064. Structure of Tuvan
Tuvan belongs to the Turkic branch of the
Altaic language family and is spoken in Siberia
and Mongolia by nomadic herders. It has
classically agglutinating morphology and
curious phenomena such as vowel harmony,
converbs, and switch reference. It has rich
sound symbolism, a tradition of oral (unwritten)
epic tales, riddles, and world-famous song
genres (“throat singing”). We will investigate
the sounds, structures, oral traditions, and
ethnography of Tuvan, using both printed and
digital media.

Linguistics
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
1 credit.
Fall 2012. Harrison.
LING 070R. Translation Workshop
(See LITR 070R and RUSS 070)
This course counts for distribution in
humanities under the literature rubric and in
social sciences under the linguistics rubric.
1 credit.
Fall 2012. Forrester.
LING 075. Field Methods
This course affords a close encounter with a
language, direct from the mouths of native
speakers. Students develop inference techniques
for eliciting, understanding, analyzing, and
presenting complex linguistic data. They also
gain practical experience using state-of-the-art
digital video, annotation, and archiving for
scientific purposes. A different (typically nonIndo-European) language will be investigated
each time the course is taught.
Prerequisite: LING 001.
1 credit.
Fall 2012. Napoli.
LING 094. Research Project
With permission, students may elect to pursue a
research program.
1 credit.
Fall or spring. Staff.
LING 095. Community-Service Credit:
Literacy and Hard-of-Hearing or Deaf
People
This course offers credit for community service
work. Students may work with children on
literacy skills in a mainstream environment or a
bilingual-bicultural program, locally or in the
greater Philadelphia area. Students will be
required to keep a daily or weekly journal of
experiences and to write a term paper (the
essence of which would be determined by the
student and the linguistics faculty mentor).
Prerequisites: LING 045; LING 006 or 062;
permission of the chairs of both the linguistics
and educational studies departments; and the
agreement of a faculty member in linguistics to
serve as a mentor through the project.
Fall or spring. Staff.
LING 096. Community-Service Credit:
Literacy
This course offers credit for community service
work. The prerequisites are LING/EDUC 054,
the permission of the chairs of both the
linguistics and educational studies departments,
and the agreement of a faculty member in
linguistics to mentor students through the

p. 271

project. Students will be required to keep a
daily or weekly journal of experiences and to
write a term paper (the essence of which would
be determined by the student and the linguistics
faculty mentor).
1 credit.
Fall or spring. Staff.
LING 097. Field Research
This course offers credit for field research on a
language. Prerequisites are the permission of
the chair of linguistics and the agreement of a
faculty member in linguistics to serve as a
mentor through the project.
1 credit.
Fall or spring. Staff.
LING 100. Research Seminar
All course majors in linguistics and
linguistics/language must write their senior
thesis in this seminar. Only seniors are
admitted.
2 credits.
Fall 2012. Femald, Harrison, Napoli, Sanders.
LING 195. Senior Honors Thesis
All honors majors in linguistics and honors
minors who are also course majors must write
their thesis in this seminar.
2 credits.
Fall 2012. Femald, Harrison, Napoli, Sanders.
LING 199. Senior Honors Study
Honors majors may write their two research
papers for 1 credit in this course. Honors
minors may take this course for 0.5 credit.
Fall 2012 or spring 2013. Harrison.

Seminars
LING 098. Capstone Seminar: Hero Time
Travel
(see INTP 091)
1 credit.
Spring 2013. Napoli.
LING 105. Seminar in Phonology:
Contact and Change
This seminar studies language contact and its
results; the relation between internal and
external linguistic change; dialects and koine
formation; and pidgins and creoles.
Prerequisite: LING 001,045, or 050, or
permission of the instructor.
1 or 2 credits.
Not offered 2012-2013.
LING 106. Seminar in Morphology
This seminar will consider recent developments
in the theory of morphology. Topics vary.
Prerequisite: LING 043.

Linguistics
1 or 2 credits.
Not offered 2012-2013.
LING 107. Seminar in Syntax
Prerequisite: LING 040 or 050
1 or 2 credits.
Not offered 2012-2013.
LING 108. Seminar in Semantics
This seminar will consider recent developments
in the theory of semantics. Topics vary.
Prerequisite: LING 040.
1 or 2 credits.
Not offered 2012r 2013.
LING 116. Language and Meaning
(See PHIL 116)
This seminar counts for distribution in HU
under the philosophy rubric and in SS under the
LING rubric.
2 credits.
Not offered 2012-2013.
LING 120. Anthropological Linguistics:
Endangered Languages
(Cross-listed as SOAN 080B)
In this seminar, we address some traditional
issues of concern to both linguistics and
anthropology, framed in the context of the
ongoing, precipitous decline in human linguistic
diversity. With the disappearance of languages,
cultural knowledge (including entire
technologies such as ethnopharmacology) is
often lost, leading to a decrease in humans’
ability to manage the natural environment.
Language endangerment thus proves relevant to
questions of the language/ecology interface,
ethnoecology, and cultural survival. The
seminar also addresses the ethics of fieldwork
and dissemination of traditional knowledge in
the Internet age.
Prerequisite: One course in linguistics or
anthropology or permission of the instructor.
1 credit.
Spring 2013. Harrison.
LING 134. Psycholinguistics Seminar
(See PSYC 134)
1 credit.
Spring 2013. Grodner.

p. 272

Mathematics and Statistics

p. 273

DEBORAH J. BERGSTRAND, Professor (part tim e)2
PHILIP J. EVERSON, Professor
CHARLES M. GRINSTEAD, Professor
ATMP.P. S.A. JOHNSON, Professor
STEPHEN B. MAURER Professor
HELENE SHAPIRO, Professor (part time)2
DON H. SHIMAMOTO, Professor3
JANET C. TALVACCHIA, Professor
GARUCAI CAMPBELL, Associate Professor3
CHERYL P. GROOD, Associate Professor
THOMAS J. HUNTER, Associate Professor and Chair
STEVE C. WANG, Associate Professor
LINDA CHEN, Associate Professor3
RALPH R. GOMEZ, Assistant Professor
LYNNE STEUERLE SCHOFIELD, Assistant Professor3
SCOTT COOK, Visiting Assistant Professor
NSOKIMAVINGA, Visiting Assistant Professor
MATTHEW SEDLOCK, Visiting Assistant Professor
ENRIQUE TREVINO, Visiting Assistant Professor
KAITLYN E. LITWINETZ, Academic Support Coordinator
STEPHANIE J. SPECHT, Administrative Assistant
2 Absent on leave, spring 2013.
3 Absent on leave, 2012-2013.

Overview of Curriculum
Mathematics and statistics are among the great
achievements of human intellect and at the
same time powerful tools. As Galileo said, the
book of the universe “is written in the language
of mathematics.” The goal of the department is
to enable students to appreciate these
achievements and use their power. To that end,
majors and minors in the department receive a
firm foundation in pure mathematics and the
opportunity to apply it—to statistics, physical
science, biological science, computer science,
social science, operations research, education,
and finance—the list grows.
Students typically enter our department with
strong skills, but there is always room for
improvement and new knowledge. Majors and
minors grow in:
• Reasoning skills: logical argument and
abstraction;
• Formulation skills: developing mathematical
models;
• Communication skills: expressing
mathematical ideas and information clearly and
precisely on paper, orally, and electronically;
• Comprehension skills: absorbing
mathematical ideas and information presented
on paper, orally, and electronically;
• Computation skills: mental, by hand, and by
machine, as appropriate.
Through core courses, students learn
fundamental concepts, results, and methods.
Through elective courses, they pursue special
interests. In the process, students develop a

further appreciation for the scope and beauty of
our discipline.
Graduates of the department follow many
careers paths, leading them to graduate school,
in mathematics, statistics, or other fields, to
professional schools, or to the workplace.
Introductory Courses
Most first-year students entering Swarthmore
have had calculus while in high school and
place out of at least one semester of
Swarthmore’s calculus courses, whether they
continue with calculus or decide, as is often
best, to try other sorts of mathematics. See the
discussion of placement later. However, some
entering students have not had the opportunity
to take calculus or need to begin again.
Therefore, Swarthmore offers a beginning
calculus course (MATH 015) and several
courses that do not require calculus or other
sophisticated mathematics experiences. These
courses are STAT 001 (Statistical Thinking,
both semesters), MATH 003 (Introduction to
Mathematical Thinking, spring semester), and
STAT Oil (Statistical Methods, both
semesters). MATH 003 is a writing course.
MATH 029 (Discrete Mathematics, both
semesters) also does not require any calculus
but is a more sophisticated course; thus, some
calculus is a useful background for it in an
indirect way. Once one has had or placed out of
two semesters of calculus, many other courses
are available, especially in linear algebra and
several-variable calculus.

Mathematics and Statistics
Placement and Credit on
Entrance to Swarthmore
Placement Procedure
To gain entrance to mathematics or statistics
courses at any time during one’s Swarthmore
years, students are expected to take at least one
o f the following exams: the Advanced
Placement (AP) or International Baccalaureate
(IB) exams, Swarthmore’s Calculus Placement
Exam, or Swarthmore’s Math/Stat Readiness
Exam. Students who do take AP or IB exams
may be required to take the departmental exams
as well, or parts thereof. Versions of the
Calculus Placement Exam and the Readiness
Exam are sent to entering first-year students
over the summer, along with detailed
information about the rules for placement and
credit.
Advanced Placement/lnternational
Baccalaureate Credit
Placement and credit mean different things.
Placement allows students to skip material they
have learned well already by starting at
Swarthmore in more advanced courses. Credit
confers placement as well but also is recorded
on the student’s Swarthmore transcript and
counts toward the 32 credits needed for
graduation.
The Swarthmore Calculus Placement Exam is
used for placement only, not credit. Credit is
awarded on the basis of the AP and the IB
exams, as follows:
• 1 credit (for STAT 011) for a score of 4 or 5
on the Statistics AP Test of the College Board.
• 1 credit (for MATH 015) for a score of 4 on
the AB or BC Calculus AP Test of the College
Board (or for an AB subscore of 4 on the BC
Test) or for a score of 5 on the Higher Level
Mathematics Test of the IB.
• 1.5 credits (for MATH 015 and the first half
of MATH 025) for a score of 5 on the AB
Calculus AP Test (or for an AB subscore of 5
on the BC Test) or a score of 6 or 7 on the
higher-level IB. Students who receive this
credit and want to continue calculus take
MATH 026.
• 2 credits (for MATH 015 and 025) for a
main score of 5 on the BC Calculus AP Test.
Alternatively, any entering student who places
out of MATH 015 or 025 may receive credit for
those courses by passing the final exams in
these courses with a grade of straight C or
better. These exams must normally be taken
during the student’s first semester at
Swarthmore, at the time when the final exam is
given for the course. Students who wish to take
these exams must arrange to do so with the
departmental placement coordinator and should
do so during their first semester at Swarthmore.

p. 274

Students who are eligible on entrance for credit
for a course, but who take the course anyway,
will lose the entrance credit.
First-year students seeking advanced placement
and/or credit for calculus taken at another
college or university must normally validate
their work by taking the appropriate external or
Swarthmore placement examination, as
described earlier. The department does not
grant credit directly for college courses taken
while a student is in high school. For work
beyond calculus completed before entering
Swarthmore, students should consult the
departmental placement coordinator to
determine the Swarthmore courses into which
they may be placed and additional materials
they may need to present for this placement.
The department will not normally award credit
for work above the first-year calculus level
completed before entering Swarthmore.

The Academic Program
Major and Minor Application Process
Students apply for a major in the middle of the
second semester of the sophomore year. Before
all the usual steps of the College’s Sophomore
Plan process, applicants to the Mathematics and
Statistics Department should begin by
completing our online Major/Minor Application
Form, available at
www.swarthmore.edu/NatSci/math_stat/sopho
more_form.html.
After the Sophomore Plan process is over,
students may apply to add or change a major or
minor at any time, but applications will
normally be held until the next time that
sophomore applications are considered (around
March 1).

Course Major
Acceptance into the Major
The normal preparation for a major in
mathematics is to have obtained credit for, or
placement out of, at least four of the following
five course groups by the end of the sophomore
year: Calculus I (MATH 015), Calculus II
(MATH 025 or 026), Discrete Mathematics
(MATH 029), Linear Algebra (MATH 027 or
any flavor of 028), and Several Variable
Calculus (MATH 033,034, or 035). In any
event, all majors must complete the Linear
Algebra and Several Variable Calculus
requirement by the end of the first semester of
the junior year.
To be accepted as a major or a minor, a
candidate normally should have a grade point
average of at least C+ in courses taken in the
department to date, including courses in the fall
term of the first year, for which we have
shadow grades. A candidate should have at least

Mathematics and Statistics
one grade at the B level. Students should be
aware that upper-level courses in mathematics
are typically more demanding and more
theoretical than the first- and second-year
courses. This is an important factor in
considering borderline cases. In some cases,
applicants may be deferred pending
successfulwork in courses to be designated by
the department.
Basic Requirements
By graduation, a mathematics major must have
at least 10 credits in mathematics and statistics
courses. At least 5 of the credits counted in the
10 must be for courses numbered over 040.
(Courses numbered under 10 do not count
toward the major in any event.) Furthermore,
every major is required to obtain credit for, or
place out of, each of the following course
groups: MATH 015; MATH 025, or 026;
MATH 027,028, or 028S; MATH 033,034, or
035; MATH 063; and MATH 067. The two
upper-level core courses, MATH 063
(Introduction to Real Analysis) and MATH 067
(Introduction to Modem Algebra), will be
offered at least every fall semester. At least one
of these two should be taken no later than the
fall semester of the junior year. Majors are
expected to complete both MATH 063 and 067
before the spring semester of the senior year;
permission to delay taking either course until
the senior spring must be requested in writing
as early as possible but in any event no later
than the beginning of the fall semester of the
senior year. Finally, course majors must satisfy
the departmental comprehensive requirement by
passing MATH 097, Senior Conference.
Normally, at least 3 of the 5 credits for courses
numbered over 040 must be taken at
Swarthmore, including MATH 097 and at least
one of the core courses MATH 063 and 067.
Note that MATH 097 is given in the fa ll only.
Note that placement counts for satisfying the
requirements but not for the 10-credit rule.
Those students who are placed out o f courses
without credit must take other courses to obtain
10 credits. If you believe you are eligible for
credit for courses taken before Swarthmore
(because of AP or IB scores) but these credits
are not showing on your transcript, please see
the registrar.
The two required core courses, Introduction to
Real Analysis (MATH 063) and Introduction to
Modem Algebra (MATH 067), are offered
every fall semester, and we try to create enough
sections to keep them relatively small and
seminar-like. We hope, but cannot promise, to
offer one or the other o f063 and 067 each
spring as well.
Mathematics majors are encouraged to study in
some depth an additional discipline that makes
use of mathematics. We also recommend that

p. 275

they acquire some facility with computers.
Students bound for graduate work should obtain
a reading knowledge of French, German, or
Russian.
Special Emphases
The preceding requirements allow room to
choose an optional special emphasis within the
mathematics major. For instance:
A student may major in mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: (l) the core
analysis course (MATH 063); (2) Mathematical
Statistics I (STAT 061); (3) Probability (MATH
105) or Mathematical Statistics II (STAT 111);
(4) Data Analysis and Visualization (STAT
031); (5) the Senior Conference (MATH 097);
and (6) another mathematics course numbered
over 040. Students are encouraged but not
required to select the core algebra course
(MATH 067) if they choose this emphasis.
When a student does an emphasis in statistics,
STAT 031 counts as if it were numbered over
040.
Students interested in mathematics and
computer science should consider a
mathematics major with a minor in computer
science or an Honors Program with a
mathematics major and a computer science
minor. Details on these options are in the
catalog under computer science.
Students thinking of graduate work in social or
management science, or a master’s in business
administration, should consider the following
options.
Basic courses: single-variable calculus (two
semesters), one or more practical statistics
courses (STAT 061 and 031), linear algebra,
discrete math, several-variable calculus, and
introductory computer science; advanced
courses: (1) Modeling (MATH 056); (2) at least
one of Probability (MATH 105), Mathematical
Statistics I (STAT 061), and possibly
Mathematical Statistics II (STAT 111); (3) at
least one of Combinatorics (MATH 069) or
Operations Research (ENGR 057); (4) the three
required core courses (MATH 063, MATH 067
and MATH 097); and (5) Differential Equations
(MATH 043 or 044). Because this program is
heavy (one who hopes to use mathematics in
another field must have a good grasp both of
the relevant mathematics and of the intended
applications), one of the core course
requirements may be waived with permission of
the department.
Students thinking o f graduate work in
operations research should consider the
following options. Basic courses: same as
previous paragraph. Advanced courses: (1) the
three required core courses (MATH 063,
MATH 067 and MATH 097); (2)
Combinatorics (MATH 069) and Topics in

Mathematics and Statistics
Discrete Mathematics (MATH 059 or 079); (3)
Mathematical Statistics (STAT 061); and (4) at
least one of Number Theory (MATH 058),
Modeling (MATH 056), or Probability (MATH
105).

Course Minor
Acceptance into the minors
The requirements for acceptance into either
course minor, such as prerequisite courses and
grade average, are the same as for acceptance
into the major. Students may not minor in both
mathematics and statistics.
Basic requirements to complete the
mathematics course minor (for Class of
’15 and later)
By graduation, a mathematics course minor
must have 6 credits in mathematics or statistics,
at least 3 of which must be for courses
numbered 045 or higher. Also, at least 1 of
these 3 credits must be for MATH 063 or 067.
Also, at least 2 of these 3 credits must be taken
at Swarthmore.
Basic requirements of the statistics
course minor
By graduation, a statistics course minor must
have 6 credits in mathematics or statistics.
Every statistics course minor must obtain credit
for, or place out of, STAT 031 and STAT 061.
At least one of STAT 031 and STAT 061 must
be taken at Swarthmore. Note that, starting in
2012, CPSC 021 is a prerequisite for both
STAT 031 and STAT 111. (Placement out of
CPSC 021 by the CS Department will also
suffice.)

Honors Major
All current sophomores who wish to apply for
Honors should indicate this in their Sophomore
Plan, should work out a tentative Honors
Program with their departmental adviser, and
should submit the College’s Honors Program
Application along with their Sophomore Plan.
(All Sophomore Plan forms and Honors forms
are available from the registrar or the registrar’s
website.) Honors applications are also accepted
at the end of the sophomore year or during the
junior year. Students, in consultation with their
advisers, often change their Honors Programs
anyway as time goes on.
Basic requirements
To be accepted as an Honors major in
mathematics, a student should have a grade
point average in mathematics and statistics
courses to date of at least B+.
An Honors math major program consists of
three preparations of two credits each, for a
total of six distinct credits. One preparation
must be in algebra and one in analysis (real or

p. 276

complex). The student must also satisfy all
requirements o f the mathematics major with the
exception of the comprehensive requirement
(MATH 097, Senior Conference).
Preparations
The department offers preparations in the fields
listed below. Each preparation is subject to
External Examination, including a 3-hour
written examination and a 45-minute oral
examination. Each preparation consists of a
specified pair o f credits. The specified credits
are listed after each field.
Algebra (067 and 102)
Real Analysis (063 and 101)
Complex Analysis (063 and 103)
Discrete Mathematics (069 and either 059 or
079)
Geometry (either 055 or 075, and 106)
Probability (061 and 105)
Statistics(061 and 111)
Topology (104, a 2-credit seminar)
Since no course is allowed to count in two
honors preparations, it is not possible for a
student to offer both Real Analysis and
Complex Analysis as fields. Similarly, one may
take only one of Probability and Statistics as
fields.
The external examination component of the
program is meant to prompt students to learn
their core subjects really well and to show the
examiners that they have done so—that is, show
that they deserve Honors. However, no three
fields cover everything a strong student would
ideally learn as an undergraduate. Honors
majors should consider including in their
studies a number of advanced courses and
seminars beyond what they present for Honors.
Senior Honors Study/Portfolio
None is required or offered.

Honors Minor
For the honors portion of their program, minors
must complete one preparation chosen from
those in the previous section.

Transfer Credit
Courses taken elsewhere may count for the
major. However, the number of upper-level
transfer credits for the major is limited.
Normally, at least 3 o f the 5 upper-level
courses used to fu lfill the major must be taken
at Swarthmore, including at least one o f the
core courses MATH 063 and MATH 067.
Exceptions should be proposed and approved
during the Sophomore Plan process, not after
the fact. Also, the usual College rules for
transfer credit apply: students must see the
professor in charge of transfer twice: in advance

Mathematics and Statistics
to obtain authorization, and afterwards to get
final approval and a determination of credit In
particular, for MATH 063 and 067, students are
responsible for the syllabus we use. If a course
taken elsewhere turns out not to cover it all, the
student will not get full credit (even though the
transfer course was authorized beforehand) and
the student will not complete the major until he
or she has demonstrated knowledge o f the
missing topics. Similarly, for honors
preparations students are responsible for the
syllabi we use; we will not offer special honors
exams based on work done at other institutions.

Off-Campus Study
Students planning to study abroad should obtain
information well in advance about the courses
available at the institution they plan to attend
and check with the department about selecting
appropriate courses. It may be difficult to find
courses abroad equivalent to our core upperlevel courses, or to our honors preparations,
since curricula in other countries are often
organized differently.

Teacher Certification
Swarthmore offers teacher certification in
mathematics through a program approved by
the state of Pennsylvania and administered by
the College’s Educational Studies Department.
For further information about the relevant set of
requirements, please refer to the Educational
Studies section of the Bulletin. One can obtain
certification either through a mathematics major
or through a Special Major in Mathematics and
Education, in either case if taken with
appropriate electives.

Courses
Note 1: For courses numbered under 100, the
ones digit indicates the subject matter, and the
other digit indicates the level. In most cases, a
ones digit of 1 or 2 means statistics, 3 to 6
means continuous mathematics, and 7 to 9
means noncontinuous mathematics (algebra,
number theory, and discrete math). Courses
below 10 do not count for the major, from 10 to
39 are first- and second-year courses, from 40
to 59 are intermediate, in the 60s are core
upper-level courses; from 70 to 89 are courses
that have one or more core courses as
prerequisites, and in the 90s are independent
reading courses.
Note 2: There are several sets of courses below
. where a student may not take more than one of
them for credit. For instance, see the
descriptions of MATH 033,034 and 035. In
such cases, if a student does take more than one
of them, each group is treated for the purpose of
college regulations as if they have the same

p. 277

course number. See the Repeated Course Rule
in section 8.2.4.
STAT 001. Statistical Thinking
Statistics provides methods for collecting and
analyzing data and generalizing from thenresults. Statistics is used in a wide variety of
fields, and this course provides an
understanding of the role of statistics in these
fields and in everyday life. It is intended for
students who want an appreciation of statistics,
including the ability to interpret and evaluate
statistical claims critically but who do not
imagine they will ever need to carry out
statistical analyses themselves. (Those who may
need to carry out statistical analyses should take
STAT 011.) This course cannot be counted
toward a major in mathematics, is not a
prerequisite for any other course, and cannot be
taken for credit after or simultaneously with any
other statistics course, including AP Statistics
and ECON 031.
Prerequisite: Four years of traditional high
school mathematics (precalculus).
1 credit.
Each semester.
Fall 2012. Wang. Spring 2013. Everson.
MATH 003. Introduction to Mathematical
Thinking
Students will explore the world of mathematical
ideas by sampling logic, number theory,
geometry, infinity, topology, probability, and
fractals, while we emphasize the thinking and
problem-solving skills these ideas stimulate.
Class meetings will involve presentation of new
material; group work on problems and puzzles;
and lively, maybe even passionate discussions
about mathematics. This course is intended for
students with little background in mathematics
or those who may have struggled with math in
the past. It is not open to students who already
have received credit on their Swarthmore
transcripts for mathematics, Advanced
Placement credit included, or who concurrently
are taking another mathematics course, or who
have placed out of any Swarthmore
mathematics course. (See “Placement
Procedure” earlier.) Students planning to go on
to calculus should consult with the instructor.
This course does not count toward a major in
mathematics.
Writing course.
1 credit
Spring 2013. Staff.
MATH 007. Elementary Topics in
Mathematics in Applied Contexts
This course is offered occasionally and is
interdisciplinary in nature. It provides an
introduction to some area of mathematics in the

Mathematics and Statistics
context of its use in another discipline. In fell
2010 this was a course in biomathematics.
1 credit.
Not offered 2012-2013.
STAT 011. Statistical Methods
STAT 011 prepares students to carry out basic
statistical analyses with the aid of computer
software. Topics include basic summary
statistics and graphics, design of surveys and
experiments, one and two-sample t-tests and
tests of proportions, chi-square tests, and an
introduction to linear regression and analysis of
variance. The course is intended for students
who want a practical introduction to statistical
methods and who intend to do, or think they
may eventually do, statistical analysis,
especially in the biological and social sciences.
Students who receive credit on entrance for the
Statistics AP Exam should not take this course;
they have placed out of it and will lose their AP
credit if they take it. Note that STAT Oil
overlaps considerably with ECON 031; both
courses cover similar topics, although ECON
031 focuses more on economic applications
while STAT 011 draws examples from a variety
of disciplines.
Prerequisite: Four years of traditional high
school mathematics (precalculus).
1 credit
Each semester.
Fall 2012. Sedlock. Spring 2013. Staff.
MATH 015. Elementary Single-Variable
Calculus
A first-semester calculus course with emphasis
on an intuitive understanding of the concepts,
methods, and applications. Graphical and
symbolic methods will be used. The course will
mostly cover differential calculus, with an
introduction to integral calculus at the end.
Applications to biological science and social
science will receive special attention.
Prerequisite: Four years of traditional high
school mathematics (precalculus) and
placement into this course through
Swarthmore’s Math/Stat Readiness
Examination or Calculus Placement
Examination (see “Placement Procedure”
section earlier).
1 credit.
Fall 2012. Grood.
MATH 015HA. Calculus Workshop
An honors-level workshop designed to support
MATH 015 students who plan to take at least
four other STEM courses during their time at
Swarthmore. During class, students work in
small groups on challenging problems designed
to promote deep understanding and mastery of
the material.

p. 278

Prerequisite: Students must apply for admission
to this attachment. Admission will be
determined by a commitment to both hard work
and excellence, rather than by high school
GPA, math SAT scores, or past performance in
math classes.
0.5 credit.
Graded credit/no credit.
Fall 2012. Grood.
STAT 021. Elementary Topics in
Statistics: Quantitative Paleontology
This course will explore current areas of
research in paleobiology and macroevolution.
For instance, does evolutionary change
generally occur gradually or in short bursts?
How reliably does the fossil record preserve
information about ecosystems? What factors
make species more likely to go extinct? To
answer these and other questions,
paleobiologists use a range of statistical and
mathematical techniques. We will emphasize
conceptual understanding and applications of
such quantitative methods, rather than their
underlying theory or proofs. Class meetings
will include a combination of lectures,
discussion of journal articles, and conversations
with leading paleontologists via Skype.
Prerequisite: BIOL 002, or STAT 011 or
equivalent.
1 credit.
Not offered 2012-2013.
MATH 024. Numerical MethodsEngineering Applications
(See ENGR 019)
1 credit.
Fall 2012.
MATH 025. Further Topics in SingleVariable Calculus
The continuation of MATH 015, this course
covers the fundamental theorem, integration,
geometric series, Taylor polynomials and
series, and an introduction to differential
equations.
Prerequisites: MATH 015 or placement by
examination (see “Advanced Placement and
Credit Policy” section).
1 credit.
Each semester.
Fall 2012. Johnson. Spring 2013. Staff.
MATH 026. Advanced Topics in SingleVariable Calculus
For students who place out of the first half of
MATH 025. This course goes into more depth
on sequences, series, and differential equations
than does MATH 025 and includes power series
and convergence tests. This course, or MATH
025, is required of all students majoring in

Mathematics and Statistics
mathematics, physics, chemistry, or
engineering. Students may not take MATH 026
for credit after MATH 025 without special
permission.
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy”
section).
1 credit.
Fall 2012. Grinstead.
MATH 027. Linear Algebra
This course covers systems of linear equations,
matrices, vector spaces, linear transformations,
determinants, and eigenvalues. Applications to
other disciplines are presented. Students may
take only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: A grade of C or better in some
math course numbered 025 or higher or
placement by examination (see “Advanced
Placement and Credit Policy” section).
1 credit.
Each semester.
Fall 2012. Cook. Spring 2013. Staff.
MATH 028. Linear Algebra Honors
Course
More theoretical, abstract, and rigorous than
MATH 027. The subject matter will be equally
as valuable in applied situations, but
applications will be emphasized less. MATH
028 is intended for students with exceptionally
strong mathematical skills, especially if they are
thinking of a mathematics major. Students may
take only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: A grade of B or better in some
math course numbered 025 or higher, or
placement by examination, including both
placement out of calculus and placement into
this course via Part IV of Swarthmore’s
Calculus Placement Exam (see “Placement
Procedure” section).
1 credit.
Fall 2012. Trevino. Spring 2013. Staff.
MATH 028S. First-Year Seminar: Linear
Algebra Honors Seminar
MATH 028S covers the same material as the
lecture-based MATH 028 but uses a seminar
format (maximum 12 students) with additional
meetings. Hands-on student participation takes
the place of most lectures. Students may take
only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: Placement by examination,
including both placement out of calculus and
placement into this course via Part IV of
Swarthmore’s Calculus Placement Exam (see
“Placement Procedure” section).

p. 279

1 credit.
Fall 2012. Maurer.
MATH 029. Discrete Mathematics
An introduction to noncontinuous mathematics.
The key theme is how induction, iteration, and
recursion can help one discover, compute, and
prove solutions to various problems—often
problems of interest in computer science, social
science, or management. Topics will include
algorithms, graph theory, counting, difference
equations, and finite probability with special
emphasis on how to write mathematics. While it
does not use any calculus, MATH 029 is a more
sophisticated course; thus, some calculus is a
useful background in an indirect way.
Prerequisite: Strong knowledge of at least
precalculus, as evidenced by taking another
mathematics course numbered 15 or above, or
through our placement examinations (see
“Placement Procedure” section). Familiarity
with some computer language is helpful but not
necessary.
Writing course.
1 credit.
Fall 2012. Bergstrand.
STAT 031. Data Analysis and
Visualization
This course will study methods for exploring
and modeling relationships in data. We
introduce modem techniques for visualizing
trends and formulating hypotheses. We will
also discuss methods for modeling structure and
patterns in data, particularly using multiple
regression and related methods. The format of
the course emphasizes writing assignments and
interactive problem solving using real datasets.
Statistics Prerequisites: Credit for AP Statistics,
STAT 011, STAT 061, or ECON 031; or STAT
001 and permission of the instructor.
Computer Science Prerequisite: CPSC 021.
Writing course.
1 credit.
Spring 2013. Staff.
MATH 033. Basic Several-Variable
Calculus
This course considers differentiation and
integration of functions of several variables
with special emphasis on two and three
dimensions. Topics include partial
differentiation, extreme value problems,
Lagrange multipliers, multiple integrals, line
and surface integrals, Green’s, Stokes’, and
Gauss’ theorems. The department strongly
recommends that students take MATH 034
instead, which is offered every semester and
provides a richer understanding of this material
by requiring linear algebra (MATH 027 or 028)
as a prerequisite. Students may take only one of

Mathematics and Statistics
MATH 033, MATH 034, and MATH 035 for
credit.
Prerequisite: MATH 025, or 026 or placement
by examination (see “Advanced Placement and
Credit Policy” section). Students who have
taken linear algebra at Swarthmore or elsewhere
may not take MATH 033 without the
instructor’s permission.
1 credit.
Fall 2012. Shapiro.
MATH 034. Several-Variable Calculus
Same topics as MATH 033 except in more
depth using the concepts of linear algebra. The
department strongly recommends that students
take linear algebra first so that they are eligible
for this course. Students may take only one of
MATH 033, MATH 034, and MATH 035 for
credit
Prerequisite: MATH 025, or 026; and MATH
027,028, or 028S.
1 credit.
Each semester.
Fall 2012. Gomez. Spring 2013. Staff.
MATH 035. Several-Variable Calculus
Honors Course
This version of MATH 034 will be more
theoretical, abstract, and rigorous than its
standard counterpart. The subject matter will be
equally as valuable in applied situations, but
applications will be emphasized less. It is
intended for students with exceptionally strong
mathematical skills and primarily for those who
have completed MATH 028 or 028S
successfully. Students may take only one of
MATH 033, MATH 034, and MATH 035 for
credit.
Prerequisite: A grade of C or better in MATH
028 or 028S, or permission of the instructor, or
in the fall for entering students who have placed
out of linear algebra, permission of the
departmental placement coordinator.
1 credit.
Fall 2012. Grinstead. Spring 2013. Staff.
STAT 032. Topics in Statistics: Data
Analysis Projects in Public and Social
Policy
This course is offered occasionally, when it was
last offered in spring 2011 it was a CommunityBased Learning project course in data analysis.
Students worked in teams on a semester-long
data analysis problem. Projects were drawn
from data from local organizations in order to
attempt to answer questions of direct
importance to them. A key objective of the
course is to expose students to the variety of
challenges faced by the data analyst. Topics
may include multiple regression, analysis of
variance, analysis of covariance, and other

p. 280

related methods. Students research the scientific
background of their problem and consult with
the local organizations from which their data
came. Prerequisite: STAT O il, or permission of
the instructor.
1 credit.
Not offered 2012-2013.
MATH 043. Basic Differential Equations
This course emphasizes the standard techniques
used to solve differential equations. It will
cover the basic theory of the field with an eye
toward practical applications. Standard topics
include first-order equations, linear differential
equations, series solutions, first-order systems
of equations, Laplace transforms,
approximation methods, and some partial
differential equations. Compare with MATH
044. Students may not take both MATH 043
and 044 for credit. The department prefers
majors to take MATH 044.
Prerequisites: Several-variable calculus or
permission of the instructor.
1 credit.
Spring 2013. Staff.
MATH 044. Differential Equations
An introduction to differential equations that
has a more theoretical flavor than MATH 043
and is intended for students who enjoy delving
into the mathematics behind the techniques.
Problems are considered from analytical,
qualitative, and numerical viewpoints, with an
emphasis on the formulation of differential
equations and the interpretations of their
solutions. This course does not place as strong
an emphasis on solution techniques as MATH
043 and thus may not be as useful to the more
applied student. Students may not take both
MATH 043 and 044 for credit. The department
prefers majors to take MATH 044.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Spring 2013. Staff.
MATH 046. Theory of Computation
(See CPSC 046)
1 credit.
Not offered 2012-2013.
MATH 053. Topics in Analysis
Course content varies from year to year
depending on student and faculty interest.
Recent topics have included financial
mathematics, dynamical systems, and Fourier
analysis. Prerequisites: Linear algebra and
several-variable calculus.
1 credit.

Mathematics and Statistics
Alternate years.
Spring 2013. Staff.
MATH 054. Partial Differential Equations
The first part of the course consists of an
introduction to linear partial differential
equations of elliptic, parabolic, and hyperbolic
type via the Laplace equation, the heat
equation, and the wave equation. The second
part of the course is an introduction to the
calculus of variations. Additional topics depend
on the interests of the students and instructor.
Prerequisites: Linear algebra, several-variable
calculus, and either MATH 043, MATH 044,
PHYS 050, or permission of the instructor.
1 credit.
Alternate years.
Not offered 2012-2013.
MATH 055. Topics in Geometry
Course content varies from year to year. In
recent years, the emphasis has been on
introductory differential geometry. See also
MATH 075.
Prerequisites: Linear algebra and severalvariable calculus or permission qf the
instructor.
1 credit.
Alternate years.
Fall 2012. Gomez.
MATH 056. Modeling
An introduction to the methods and attitudes of
mathematical modeling. Because modeling in
physical science and engineering is already
taught in courses in those disciplines,
applications in this course will be primarily to
social and biological sciences. Various standard
methods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, and computer simulation.
The emphasis, however, will be on how to
apply these subjects to specific modeling
problems, not on their systematic theory. The
format of the course will include projects as
well as lectures and problem sets.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Alternate years.
Not offered 2012-2013.
MATH 057. Topics in Algebra
Course content varies each year, depending on
student and faculty interest. Recent offerings
have included coding theory, groups and
representations, finite reflection groups, and
matrix theory. See also MATH 077.
Prerequisites: Linear algebra.

p. 281

1 credit.
Alternate years.
Not offered 2012-2013.
MATH 058. Number Theory
The theory of primes, divisibility concepts, and
multiplicative number theory will be developed.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Alternate years.
Fall 2012. Trevifio.
MATH 059. Topics in Discrete
Mathematics
Topics vary each year. Past topics have
included combinatorial matrix theory, graph
theory, combinatorial algorithms, number
theoretic algorithms, and representation theory
using combinatorial structures and techniques.
See also MATH 079.
Prerequisites: MATH 029 and at least one
higher-numbered mathematics course.
1 credit.
Alternate years.
Not offered 2012-2013.
STAT 061. Probability and Mathematical
Statistics t
This course introduces the mathematical theory
of probability, including density functions and
distribution fiinctions, joint and marginal
distributions, conditional probability, and
expected value and variance. It then develops
the theory of statistics, including parameter
estimation and hypothesis testing. The emphasis
is on proving results in mathematical statistics
rather than on applying statistical methods.
Students needing to learn applied statistics and
data analysis should consider STAT Oil or 031
in addition to or instead of this course.
Prerequisites: MATH 033 or 034 or permission
of the instructor. STAT 011 or the equivalent is
strongly recommended.
1 credit.
Fall 2012. Everson.
MATH 063. Introduction to Real Analysis
This course concentrates on the careful study of
the principles underlying the calculus of real
valued functions o f real variables. Topics
include continuity, compactness,
connectedness, uniform convergence,
differentiation, and integration. Required
additional meetings.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.

Mathematics and Statistics
Writing course.
1 credit.
Fall 2012. Mavinga.
MATH 067. Introduction to Modern
Algebra
This course is an introduction to abstract
algebra and will survey basic algebraic
systems—groups, rings, and fields. Although
these concepts will be illustrated by concrete
examples, the emphasis will be on abstract
theorems, proofs, and rigorous mathematical
reasoning. Required additional meetings.
Prerequisite: Linear algebra or permission of
the instructor.
Writing course.
1 credit.
Fall 2012. Hunter. Spring 2013. Staff.
MATH 069. Combinatorics
This course continues the study of
noncontinuous mathematics begun in MATH
029. The topics covered include three broad
areas: counting theory, graph theory, and design
theory. The first area includes a study of
generating functions and Polya counting. The
second area is concerned with relations between
certain graphical invariants. Topics such as
extremal graph theory and Ramsey theory may
be introduced. The third area introduces
combinatorial structures such as matroids,
codes, and Latin squares.
Prerequisites: MATH 029 and at least one other
course in mathematics.
1 credit.
Alternate years.
Fall 2012. Bergstrand.
MATH 073. Advanced Topics in Analysis
An advanced version of MATH 053, sometimes
offered instead, and requiring the core course in
analysis.
Prerequisites: Linear algebra and MATH 063.
1 credit.
Spring 2013 (if offered). Staff
MATH 075. Advanced Topics in
Geometry
An advanced version of MATH 055, sometimes
given instead, and typically requiring MATH
063,067, or both.
Prerequisites: See the instructor.
1 credit.
Not offered 2012-2013.
MATH 077. Advanced Topics in Algebra
An advanced version of MATH 057, sometimes
given instead, and requiring the core course in
algebra.
Prerequisites: Linear algebra and MATH 067.

p. 282

1 credit.
Not offered 2012-2013.
MATH 079. Advanced Topics in Discrete
Mathematics
An advanced version of MATH 059, sometimes
offered instead of MATH 059.
Prerequisites: MATH 029 and 069.
1 credit.
Not offered 2012-2013.
MATH 093/STAT 093. Directed Reading
MATH 096/STAT 096. Thesis
MATH 097. Senior Conference
This course is required of all senior
mathematics majors in the Course Program and
must be taken at Swarthmore. It provides an
opportunity to delve more deeply into a
particular topic agreed on by the student and the
instructor. This focus is accomplished through a
written paper and either an oral presentation or
participation in a poster session.
0.5 credit.
Fall 2012. Talvacchia.

Seminars
MATH 101. Real Analysis II
This seminar is a continuation of Introduction
to Real Analysis (MATH 063). Topics may
include the inverse and implicit function
theorems, differential forms, calculus on
manifolds, and Lebesgue integration.
Prerequisite: MATH 063.
1 credit.
Fall 2012. Talvacchia. Spring 2013. Staff.
MATH 102. Modern Algebra II
This seminar is a continuation of Introduction
to Modem Algebra (MATH 067). Topics
covered usually include field theory, Galois
theory (including the insolvability of the
quintic), the structure theorem for modules over
principal ideal domains, and a theoretical
development of linear algebra. Other topics
may be studied depending on the interests of
students and instructor.
Prerequisite: MATH 067.
1 credit.
Spring 2013. Staff.
MATH 103. Complex Analysis
A brief study of the geometry o f complex
numbers is followed by a detailed treatment of
the Cauchy theory of analytic functions of a
complex variable: integration and Cauchy’s
theorem, power series, residue calculus,
conformal mapping, and harmonic functions.
Various applications are given, and other
topics—such as elliptic functions, analytic

Mathematics and Statistics
continuation, and the theory of Weierstrass—
may be discussed.
Prerequisite: MATH 063.
1 credit.
Alternate years.
Not offered 2012-2013.
MATH 104. Topology
An introduction to point-set, combinatorial, and
algebraic topology: topological spaces,
classification of surfaces, the fundamental
group, covering spaces, simplicial complexes,
and homology (including related algebra).
Prerequisites: MATH 063 and 067.
2 credits.
Alternate years.
Not offered 2012-2013.
MATH 105. Probability
Advanced topics in probability theory. Topics
may include branching processes, card
shuffling, the Central Limit Theorem,
generating functions, the Laws of Large
Numbers, Markov chains, optimal stopping
theory, percolation, the Poisson process,
renewal theory, and random walks.
Prerequisite: STAT 061.
1 credit
Alternate years.
Spring 2013. Staff.
MATH 106. Advanced Topics in
Geometry
The course content varies from year to year
among differential geometry, differential
topology, and algebraic geometry. In 2013, the
topic is expected to be advanced differential
geometry.
Prerequisites: MATH 055 and 063 or
permission of the instructor.
1 credit.
Alternate years.
Spring 2013. Staff.
STAT 111. Mathematical Statistics II
This seminar is a continuation of STAT 061. It
deals mainly with statistical models for the
relationships between variables. The general
linear model, which includes regression,
variance, and covariance analysis, is examined
in detail. Topics may also include
nonparametric statistics, sampling theory, and
Bayesian statistical inference.
Prerequisites: Linear algebra and a grade of C+
or better in STAT 061; CPSC 021.
1 credit.
Spring 2013. Staff.

p. 283

Medieval Studies

p. 284

Coordinator:

CRAIG WILLIAMSON (English Literature)3

Committee:

Tariq al-Jamil (Religion)
Stephen P. Bensch (History)
Michael W. Cothren (Art History)
Steven Hopkins (Religion)
Michael Marissen (Music)3
Rosaria V. Munson (Classics)
Ellen M. Ross (Religion)
William Turpin (Classics)

3Absent on leave, 2012-2013.

Swarthmore’s Medieval Studies Program offers
students the opportunity to study in an
interdisciplinary and cross-cultural fashion a
variety of often interrelated medieval
civilizations—European, Mediterranean,
Middle Eastern, Islamic, South and West
Asian—from the 4th to the 15th centuries. The
program draws upon a variety of critical and
cross-disciplinary approaches to explore
medieval cultures, their distinctive qualities and
historical connections, their material and
spiritual productions, their artistic creations,
and their relation to earlier and later cultures.
The heart of the Medieval Studies Program is
its interdisciplinary approach. The faculty and
students in this program believe that the
medieval period, its history, languages and
literatures, art and architecture, religion and
philosophy, music and meaning, are best
studied from a variety of critical perspectives in
which discipline and dialogue go hand in hand,
where each person’s knowledge is tested and
expanded by another’s approach, and where we
come together in the words of Chaucer’s Clerk
to “gladly leme and gladly teche.”

The Academic Program
Students may major or minor in medieval
studies in either the Course or Honors Program.
Students must take work in a variety of
medieval subjects to be drawn from art history,
history, literature, music, religion, and
philosophy. Majors often do research abroad on
college-sponsored fellowships during the
summer of their junior year and then write a
thesis which they present as seniors to an
interdisciplinary Medieval Studies Committee
or a panel of honors examiners.
Requirements
All students who major or minor in medieval
studies, either in honors or course, must fulfill
the program’s distribution requirements by
taking medieval courses from the following
distribution areas: 1. art history 2. history 3.
literature (English, classics, etc.) 4. music 5.
religion or philosophy. The list of Swarthmore

medieval studies courses as well as medieval
courses at Bryn Mawr and Haverford is
regularly updated on the program website.

Course Major
Course majors must take at least 8 credits in
medieval subjects, including at least one
medieval course in four of the five distribution
areas (must include history), and pass a senior
comprehensive which includes a written and
oral exam given by the student’s instructors in
her or his medieval courses. These
examinations are intended to be a culminating
exercise to facilitate the review and integration
of the various subjects and methods involved in
the interdisciplinary field of medieval studies.

Honors Major
Honors majors must take at least one medieval
course in four o f the five distribution areas
(must include history). The Honors Program
itself will include four double-credit
preparations in medieval subjects which reflect
the interdisciplinary nature of the major and
must include work in at least three of the
distribution areas. The preparations may be
constituted by some combination o f the
following: seminars, preapproved two-course
combinations, courses with attachments, or a
thesis. Senior Honors Study for honors majors
in medieval studies will follow the policies of
the individual departmental preparations used in
the program. Honors majors will have a 90- to
120-minute oral panel examination with all four
examiners present. These examinations are
intended to be a culminating exercise to
facilitate the review and integration of the
various subjects and methods involved in the
interdisciplinary field of medieval studies.
Honors major normally do not have a separate
minor as part of their Medieval Studies Honors
Program, but they may apply one of their four
honors preparations toward an honors minor. In
such a case, a student must fulfill all the
requirements set by the relevant department or
program of that honors minor.

Medieval Studies
Course Minor
Course minors must take 5 credits in medieval
subjects in at least three distribution areas. Only
one of these credits can also be in the
department of the student’s major.

Honors Minor
Honors minors must take 5 credits in medieval
subjects in at least three distribution areas. The
honors preparation in a medieval subject should
reflect the interdisciplinary nature of the minor
and may be satisfied by one of the following: a
seminar, a preapproved two-course
combination, a course with an attachment, or in
special cases a thesis. The minor preparation
must be in a department distinct from the
student’s major. Senior Honors Study and
written and oral honors exams will follow the
pattern of the department in which the
preparation is offered.
Courses and seminars in the various
departments which are counted as medieval
studies courses are listed in the College Catalog
and online. Students may also take medieval
courses at Bryn Mawr or Haverford as part of
their program.

Courses
The following medieval studies courses are
currently offered at Swarthmore. Majors and
minors are also allowed to include medieval
courses from Bryn Mawr, Haverford, and the
University of Pennsylvania in their curriculum.
ARTH 014. Medieval Survey
ARTH 045. Gothic Art and Architecture
CLAS 060. Dante’s Divine Comedy
ENGL 010. Survey I: Beowulfto Milton
ENGL 014. (LING 014). Old English/History
of the Language
ENGL 019. Chaucer and Shakespeare
ENGL 046. Tolkien and Pullman and Their
Literary Roots
HIST 001 A. The Barbarian North
HIST 00IT. Cross and Crescent: MuslimChristian Relations in Historical Perspective
HIST 002A. Medieval Europe
HIST 006A. The Formation of the Islamic Near
East
HIST 012. Chivalric Society: Knights, Ladies,
and Peasants
HIST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the Middle Ages
HIST 015. From Rome to Renaissance
Florence: Making Urban Europe
HIST 016. Sex, Sin, and Kin in Early Europe
LATN 014. Medieval Latin
MUSI 020. Medieval and Renaissance Music

p. 285

MUSI 047. Fetter Chamber Music Program (in
which one can focus on medieval repertory)
RELG 008B. The Qur’an and Its Interpreters
RELG 01 IB. The Religion of Islam: The
Islamic Humanities
RELG 014B. Christian Life and Thought in the
Middle Ages
RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
RELG 031B. Religion and Literature: From the
Song of Songs to the Hindu Saints
RELG 053. Gender, Sexuality and the Body in
Islam
MDST 096. Thesis
MDST 180. Senior Honors Thesis

Seminars
ARTH 147. Visual Narrative in Medieval Art
ENGL 105. Tolkien and Pullman and Their
Literary Roots
HIST 111. Medieval Mediterranean
RELG 100. Holy War, Martyrdom, and Suicide
in Christianity, Judaism, and Islam
RELG 108. Poets, Saints, and Storytellers: The
Poetry and Poetics of Devotion in South Asian
Religions
RELG 114. Love and Religion
RELG 119. Islamic Law and Society
RELG 127. Heresy and Secrecy

MLL: Literatures in Translation

p. 286

HAILI KONG, Professor and Chair
ELEONORE BAGINSKI, Administrative Coordinator
JENNIFER PIDDINGTON, Administrative Assistant
Arabic
KHALED AL-MASRI, Assistant Professor
AMAN ATTIEH, Assistant Professor
BRAHIM EL GUABLI, Lecturer
Chinese
ALAN BERKOWITZ, Professor1
HAILI KONG, Professor and Chair
LALA ZUO, Assistant Professor
WOL A KANG, Lecturer
JYUN-HONG LU, Lecturer
KIRSTEN E. SPEIDEL, Lecturer
French
JEAN-VINCENT BLANCHARD, Associate Professor3
MICHELINE RICE-MAXIMIN, Associate Professor
CARINA YERVASI, Associate Professor
ALEXANDRA GUEYDAN, Assistant Professor
YASMINA VALLVERDU, Visiting Lecturer
CAROLE NETTER, Lecturer
BORNSCHEIN, ANNE, Visiting Instructor, Part-Time
German Studies
HANSJAKOB WERLEN, Professor
SUNKA SIMON, Associate Professor
CHRISTOPHER SCHNADER, Lecturer
Japanese
WILLIAM O. GARDNER, Associate Professor
YOSHBCO JO, Lecturer
ATSUKO SUDA, Lecturer
Russian
SIBELAN FORRESTER, Professor
BRIAN JOHNSON, Assistant Professor
BEATA ANNA MOSKALA-GALLAHER, Lecturer
Spanish
MARÍA LUISA GUARDIOLA, Professor
AURORA CAMACHO DE SCHMIDT, Professor
LUCIANO MARTINEZ, Associate Professor
OLGA SENDRA FERRER, Assistant Professor
ELENA VALDEZ, Assistant Professor
JULIA CHINDEMI VILA, Lecturer
PATRICIA VARGAS, Lecturer
Language Resource Center
MICHAEL JONES, Language Resource Center Director
JOHN WORD, Language Resource Center Technologist
1Absent on leave, fell 2012.
! Absent on leave, 2012-2013.

The Academic Program
Our courses balance traditional objects of study
with emerging interdisciplinary projects on
topics such as urban modernity, gender and
sexuality, and media representations and
manipulations of cultural values. Our
curriculum engages the classics of world
literature while also adapting to reflect the latest
redefinitions and debates occurring within the

Humanities. The linguistic knowledge students
acquire in our courses enables them to speak
and write confidently about texts and contexts,
to go abroad and encounter the world and its
residents in very different, more informed and
meaningful ways.
Along with demonstrated competence in the
language, a foreign literature major will
normally complete a minimum of 8 credits in

MLL: Literatures in Translation
courses in advanced language, literature, or
culture, and a culminating exercise such as a
thesis, an oral or written comprehensive
examination, or honors examinations.
Depending on the program, one or more courses
for the major may be taken in English. The
department encourages interdisciplinary
approaches and pertinent special majors.
Students interested in more than one literature
are encouraged to consider a major in
comparative literature. Students with strong
interest in learning languages and thenmechanics should also take note of the related
major in Linguistics and Languages. The
department collaborates with educational
studies to help students who wish to get teacher
certification.

The Language Requirement
To receive the degree of Bachelor of Arts or
Bachelor of Science, candidates must fulfill a
foreign language requirement. The foreign
language requirement can be fulfilled by:
(a) Successfully studying 3 years or the “block”
equivalent of a single foreign language in
grades 9 through 12 (work done before grade 9
cannot be counted, regardless of the course
level);
(b) Achieving a score of 600 or better on a
standard achievement test of a foreign
language;
(c) Passing either the final term of a collegelevel, yearlong, introductory foreign language
course or a semester-long intermediate foreign
language course; or
(d) Learning English as a foreign language
while remaining demonstrably proficient in
another.
If you have fulfilled your language requirement,
the department encourages you to use your time
at Swarthmore to become truly proficient in that
language, or to discover a new one.
Students whose placement recommendation is
above the language sequence should consider
taking introductory and/or advanced courses,
many of which fulfill the College’s writing
requirement.
Placement Tests
The Modem Languages and Literatures
Department offers placement tests so as to
appropriately position students in language
classes when they arrive on campus. New
students who have previously studied or have
fluency in a language offered at Swarthmore
should plan to take a placement test either
online (French, German, and Spanish), during
orientation week/the start of classes (Arabic,
Chinese, and Japanese), or to meet with the
section head (Russian). Students who have
French/German/Spanish AP/IB are also

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required to take the online placement test.
Upper-class students interested in taking
placement test should contact Michael Jones in
the Language Resource Center for information
and instructions (mjonesl, 610.328.8036).
For French only, first-year students with a 531
or higher on their online French placement test
are required to take the written literature/culture
essay placement test during orientation week to
be correctly placed in a French class.
Note: Placement Tests are not a substitute for an
official standard achievement test of a foreign
language (such as the College Board exam or
the International Baccalaureate). Therefore,
they do not serve as proof of achievement for
the purpose of fulfilling the language
requirement. These tests are only intended to
assist instructors in placing students in the
appropriate Swarthmore course.
For additional information on placement visit
each program’s website.

Advanced Placement and
International Baccalaureate
Credit
The department will grant 1 credit for incoming
students who achieved a score of 4 or 5 on
Advanced Placement Chinese, French, German,
Japanese, Russian or Spanish examinations
once they have successfully completed a onecredit course in that language at the College.
The department will grant 1 credit for incoming
students who have achieved a score of 6 or 7 in
a foreign language on the International
Baccalaureate once they have successfully
completed a 1-credit course in that language at
the College.
Students who took an AP or IB exam should
consult the department administrative
coordinator, Eleonore Baginski (ebaginsl) for
more information.
Note: Students with French/German/Spanish
AP-EB scores are nonetheless required to take
the online placement test.

Explanatory Note On First- And
Second-Year Language Courses
Courses numbered 001-002,003, and, in some
languages also 004, carry 1.5 credits per
semester. Four semesters in this sequence are
equivalent to two or sometimes more years of
work at the college level.
These courses encourage development of
communicative proficiency through an
interactive task-based approach and provide
students with an active and rewarding learning
experience as they strengthen their language
skills and develop their cultural competency
These courses meet alternately as sections for
grammar presentation and small groups for oral

MLL: Literatures in Translation
practice and may also require work in regular
scheduled tutorials or in the Language Resource
Center.
Students who start in the 001-002 sequence
must complete 002 to receive credit for 001.
However, students placing directly in 002 can
receive 1.5 semester credits for that course.
Please note that students must register for both
parts of the course in the 001-004 sequence.

Teacher Certification
We offer teacher certification in modem
languages (French, German, and Spanish)
through a program approved by the state of
Pennsylvania. For further information about the
relevant requirements, please refer to the
Educational Studies section of the College
Bulletin or see the Educational Studies
Department website:
www.swarthmore.edu/educationalstudies.xml.
Explanatory Note Of Foreign Language
Teaching And Pedagogy Courses
The Foreign Language Teaching and Pedagogy
program is a service-learning program designed
to give Swarthmore students practice teaching
in their target language by offering early
foreign language education to school age
children. Swarthmore students teach their
foreign languages to local elementary school
students in an after-school program that meets
two times per week for six weeks. Swarthmore
students study foreign language acquisition and
prepare goal-oriented lesson plans in the
pedagogy session that meets over the course of
the semester and concurrently with the service
(teaching) component of the program. The
program brings Swarthmore students into the
classroom as language teachers, gives them
tools to identify educational goals for language
learning, and offers support for the creation of
lesson plans. The goal of the program at the
elementary school is to help young children
expand their comprehension of the world
around them and bring them to a closer
understanding and acceptance of cultures other
than their own. This course is required for K-12
certification in Foreign Languages for majors in
Educational Studies. Prerequisites for this
course are native fluency or the equivalent of
fourth-semester language competencies in one
of the seven languages offered in MLL. Courses
are listed under the teaching target language.
See ARAB 013A, CHIN 013A, FREN 024,
GMST 024, JPNS 014A, RUSS 012A, and
SPAN 024, which are cross-listed with EDUC
072. Each course carries 0.5 credits per
semester.

Off-Campus Study
Students on financial aid may apply that aid to
designated programs of study abroad.

p. 288

Study abroad is particularly encouraged for
students of Arabic; academic credit (full or
partial) is generally approved for participation
in programs of varying duration in different
Arab countries that are recommended by the
Arabic section. These include but are not
limited to universities and programs in Egypt,
Jordan, Lebanon, Morocco, Oman, Syria,
Tunisia, and Yemen.
Study abroad is particularly encouraged for
students of Chinese; academic credit (full or
partial) is generally approved for participation
in several programs of varying duration in the
People’s Republic of China and in Taiwan,
recommended by the Chinese section. In the
People’s Republic these include, but are not
limited to, the Inter-University Program (IUP)
Program at Tsing-hua University, the
Associated Colleges in China (ACC) Program,
the CET Program in Harbin and the Middlebury
program in Kunming. In Taiwan, these include
the International Chinese Language Program
(ICLP), the Mandarin Training Center in Taipei
and the Chinese Language Center, National
Cheng Kung University in Taiwan.
All French/Francophone studies majors are
required to cpmplete a preapproved, semesterlong study abroad program in a Frenchspeaking country. Minors are strongly
encouraged to attend such semester-long
programs and should at least attend a pre­
approved six-week summer program in a
francophone country.
Students of German studies are strongly
encouraged to spend at least a semester in a
German-speaking country. There are several
excellent opportunities to participate in an
approved program, such as the Columbia
Consortium Program in Berlin, the Macalester
College German Study Program in
Berlin/Vienna, or the Dickinson college
program in Bremen. Students should consider
going abroad in the spring semester. This will
enable them to participate fully in the semester
schedule of German and Austrian Universities.
Students of Japanese are strongly encouraged
to participate in study abroad programs.
Swarthmore College participates in a regular
exchange program with Tokyo University (the
AIKOM program), and the Japanese Section
has prepared a carefully selected list of other
recommended programs in Kyoto, Nagoya, and
elsewhere. Students interested in study abroad
should consult with the head of the Japanese
Section for more information.
Students in Russian are strongly encouraged to
spend at least one semester in the A.C.T.R.,
C.I.E.E., or Middlebury programs or at the
Smolny Institute through Bard College, among
others in Russia.

MLL: Literatures in Translation
All Spanish majors and minors are required to
complete a study abroad program in a Spanish­
speaking country. Swarthmore College offers
students interested in studying abroad several
programs listed on the Spanish website
www.swarthmore.edu/academics/spanish/studyabroad.xml. To ensure full immersion, all
courses taken abroad must be taken in Spanish.
We strongly suggest that majors and minors as
well as non-specialists meet with a Spanish
faculty member to discuss the possibilities and
find the program that best suits their academic
needs and interests.
Students who plan to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge of other
languages is often required for admission to
advanced studies.
The department also certifies credit for offcampus study of languages that are not taught at
Swarthmore, such as Cantonese, Catalan, Farsi,
Hungarian, Italian, Polish, Twi, and so on.

Literatures in Translation
Students who are already proficient in a
particular foreign language are urged to select
an appropriate literature/culture course taught in
the original language. LITR courses provide
students with the opportunity to study cultural
material that they cannot read in the original
and often to study literature in a comparative
context.
In some language programs, these courses
cannot be substituted for the introductory
course sequence between 010 and 020 to satisfy
departmental prerequisites for a major or minor
in the original languages, but many of these
courses can satisfy the 8 credit requirement of a
foreign literature/studies major as each section
specifies.
LITR 009CH. First-Year Seminar:
Heaven, Earth, and Man: Ways of
Thought in Traditional Chinese Culture
(Cross-listed as CHIN 009)
This introductory course explores the most
influential currents of thought and culture in
traditional China, through directed readings and
discussions of original sources in translation.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Spring 2013. Berkowitz.
LITR 013R. The Russian Novel
(Cross-listed as RUSS 013)
The Russian novel represents one of Russia’s
most fundamental and enduring contributions to
world culture. This course surveys the
development of the Russian novel from the
early 19th century to the Soviet period by

p. 289

examining seminal works, including novels by
Dostoevsky, Tolstoy and Bulgakov. The course
examines these works in terms of their literary,
social and political context, highlighting issues
such as sexism, racism, Orientalism, terrorism,
and imperialism, as well as Russia’s national
identity.
Writing course.
1 credit.
Fall 2012. Johnson.
LITR 015G. First-Year Seminar: Between
Appetite and Aesthetics: A Cultural
History of Food
This course examines literary and other texts,
works of visual art, and films that focus on food
and taste in their gustatory and metaphoricalsymbolic representations. Topics discussed are
food and knowledge, the physiology/metaphor
of taste, food and memory, eroticism and food
(“eye candy,” oral pleasures), food/religion,
anthropophagy/communion, production/
consumption, and hospitality/sacrifice. The
reading list includes, among others, Walter
Benjamin, Georg Simmel, Marcel Proust, Franz
Kafka, Vladimir Nabokov, Sigmund Freud,
Claude Lévi-Strauss, Stanley Ellin, F.T.
Marinetti, Roland Barthes, Elias Canetti, Emile
Zola, and Tanja Blixen.
1 credit.
Not offered 2012-2013.
LITR 015R. East European Prose in
Translation
(Cross-listed as RUSS 015)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of appreciating the
religious, linguistic, and historical diversity of
Eastern Europe in an era of war, revolution,
political dissent, and outstanding cultural and
intellectual achievement. Readings, lectures,
writing and discussion in English; qualified
students may do some readings in the original
language(s).
Writing course.
1 credit.
Fall 2013. Forrester.
LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CHIN 016)
This course will explore the literary and
intellectual world of traditional Chinese culture,
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the
religious dimension, disengagement, and the

MLL: Literatures in Translation
appreciation of the natural world. The course
also will address cultural and literary
formulations of conduct and persona and the
expression of individualism in an authoritarian
society.
1 credit.
Spring 2013. Berkowitz.
LITR017J. First-Year Seminar: The
World of Japanese Drama
(Cross-listed as JPNS 017 and THEA 017)
This first-year seminar will explore the unique
dramatic traditions of Japan from diverse
angles, including a study of dramatic texts,
videos of performance, and films based on
famous dramatic works. Our seminar will focus
on the three great dramatic traditions of Noh
masked drama, Bunraku puppet theater, and
Kabuki. We will also examine the cultural
background of these dramatic forms, including
the influence of Buddhism, Shinto, and
shamanism, as well as the philosophical
background and methodology of training and
performance.
1 credit.
Not offered 2012-2013.
LITR 017R. First-Year Seminar: Love and
Sex in Russian Literature
(Cross-listed as RUSS 017)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern of
love and sex. We will read significant and
provocative works from traditional folk tales
through the 21st century to discuss their
construction of these most “natural” impulses—
and how they imagine the relationship of
human attraction to art, politics and philosophy.
Writing course.
1 credit.
Spring 2014. Forrester.
LITR 020A. Arab Literature in Its Cultural
Context
This course presents an overview of the
development of literature in the Arabic
language, from the pre-Islamic period and early
Muslim writings through the flowering of AlAndaluz, the Nahda that followed the Ottoman
period, and the rise of new Arab states to the
brilliant creativity of contemporary novelists.
The course is taught in English translation,
though students with sufficient skills in Arabic
are welcome to do some or all of the reading in
the original. Eligible for Islamic Studies.
1 credit
Spring 2014. Al-Masri.

p. 290

LITR 020G. Expressions of Infinite
Longing: German Romanticism and its
Discontents
In this course, we will first read works by the
young Goethe that demonstrate a radical
reshaping of subjectivity in the later part of the
18th century. This modem subjectivity is at the
center of writings by early German romantics,
texts that mark the beginning of a revolutionary
period in German literature whose critical
recastings of aesthetic, philosophical, and social
questions are still echoed in modem literary
criticism. After the failed enlightenment view
of history as human progress, the search for
novel poetic representations created a new
mythology intended to fuse “poetry and prose,
originality and criticism, the poetry of art and
the poetry of nature” (F. Schlegel). The second
part of the course will focus on writers
struggling with the failures of that promise and
the disenchantment of the romantic world.
Authors read include Friedrich Schlegel, Johann
Ludwig Tieck, Novalis, Friedrich Hölderlin,
Heinrich von Kleist, E.T.A. Hoffmann, and
Wilhelm Müller. In English.
1 credit.
Not offered 2012-2013.
LITR 021J. Modern Japanese Literature
(Cross-listed as JPNS 021)
An introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day,
focusing on how literature has been used to
express the personal voice and to shape and
critique the concept of the modem individual.
We will discuss the development of the mode of
personal narrative known as the “I novel” as
well as those authors and works that challenge
this literary mode. In addition, we will explore
how the personal voice in literature is
interwoven with the great intellectual and
historical movements of modem times,
including Japan’s encounter with the West and
rapid modernization, the rise of Japanese
imperialism and militarism, World War II and
its aftermath, the emergence of an affluent
consumer society in the postwar period, and the
impact of global popular culture and the
horizon of new transnational identities in the
21st century. All readings and discussions will
be in English.
1 credit.
Not offered 2012-2013.
LITR 021R. Dostoevsky (in Translation)
(Cross-listed as RUSS 021)
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one of the great writers of the
modem age. His work inspired Nietzsche,
Freud, Woolf, and others and continues to exert
a profound influence on thought in our own
society to the present. Dostoevsky confronts the

MLL: Literatures in Translation

p. 291

“accursed questions” of truth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with knowledge of Russian may read
some or all of the works in the original.
1 credit.
Spring 2014. Johnson.

films) spanning more than a thousand years, to
introduce actual interactions of Russians and
Muslims, images of Muslims in Russian
literature (and a few Muslim images of Russia),
the place of Muslim writers in Soviet literature,
and the current position of Muslims in Russia
and in Russian discourse.
Eligible for ISLM credit.
1 credit.
Fall 2012. Forrester.

LITR 022G. Food Revolutions: History,
Politics, Culture
Behind our current unsustainable system of
industrialized food production lies a long
history of technical and market innovations,
political exigencies, and shifts in consumer
culture. In our class, we will focus on key
moments that set this chain of events in motion,
including: the French revolution, Napoleon’s
food requirements for LaGrande Armée, slavery
and colonial food production, nutritional
welfare for the emerging proletariat,
technological breakthroughs (canning,
freezing), the homogeneization of taste, and the
convergence of military and agricultural
production methods (mechanization of scale)
after WWII. As the social and environmental
costs of a commodified food system become
evident, a great number of resistance centers to
these exploitative practices have emerged,
especially in the Global South. We will discuss
the social, ethical, and ecological aspects of
these movements, and reflect on possibilities of
our own involvement in this important “food
fight.”
Eligible for ENVS credit.
1 credit.
Not offered 2012-2013.

LITR 024J. Japanese Film and
Animation
(Cross-listed as JPNS 024/FMST 057)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development of Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki.
1 credit.
Not offered 2012-2013.

LITR 023CH. Modern Chinese Literature:
A New Novelistic Discourse (1918-1948)
(Cross-listed as CHIN 023)
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas
underlying 20th-century Chinese history. The
class will discuss fundamental issues of
modernity and new literary developments under
the impact of the May Fourth Movement. No
previous preparation in Chinese required. All
texts are in English translation, and the class is
conducted in English.
1 credit.
Not offered 2012-2013.
LITR 023R. The Muslim in Russia
(Cross-listed as RUSS 023)
The long and strong relationship of Russia and
Islam has been neglected in scholarship until
recently. This course will examine texts (and

LITR 026R. Russian and East European
Science Fiction
(Cross-listed as RUSS 026)
Science fiction enjoyed surprisingly high status
in Russia and Eastern Europe, attracting such
prominent mainstream writers as Karel Capek,
Mikhail Bulgakov, and Evgenii Zamiatin. In the
post-Stalinist years of stagnation, science
fiction provided a refuge from stultifying
official Socialist Realism for authors like
Stanislaw Lem and the Strugatsky brothers.
This course will concentrate on 20th-century
science fiction (translated from Czech, Polish,
Russian and Serbian) with a glance at earlier
influences and attention to more recent works,
as well as to Western parallels and contrasts.
1 credit.
Spring 2013. Forrester.
LITR 028R. Tolstoy
(Cross-listed as RUSS 028)
Novelist, Christian philosopher, pacifist, and
educator, Leo Tolstoy’s monumental thought
inspired communities o f “Tolstoyans” and
influenced Gandhi, Martin Luther King, Jr., and
Nelson Mandela. Tolstoy’s treatment of moral
and historical issues in literature continues to
inspire and provoke readers today. This course
will examine Tolstoy’s major novels (War and

MLL: Literatures in Translation
Peace, Anna Karenina), along with earlier and
later works, and explore his context in the
culture, literature, and history of the time.
1 credit.
Not offered 2012-2013.
LITR 040R. Revolutions in Theater:
Chekhov, Bulgakov, and the Moskow Art
Theater.
(Cross-listed as RUSS 040)
This course covers two revolutions in Russian
theater: the revolutionary innovations of
Stanislavsky and the Moscow Art Theater and
the Soviet revolution’s affect on artistic
freedom. First we will examine the history of
the Moscow Art Theater, focusing in particular
on the central role played by Anton Chekhov’s
full-length plays. Then we will look at Mikhail
Bulgakov’s tortured and tempestuous
relationship with the theater and his struggle to
maintain his artistic integrity in the face of
Soviet ideology and censorship. Class projects
may include public performance.
1 credit
Spring 2013. Johnson.
LITR 041J. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as JPNS 041)
As Japanese society has transferred rapidly in
the 20th century and beyond, a number of
authors have turned to die fantastic to explore
the pathways of cultural memory, the
vicissitudes of interpersonal relationships, the
limits of mind and body, and the nature of
storytelling itself. In this course, we will
consider the use of anti-realistic writing genres
in Japanese literature from 1900 to the present,
combining readings of novels and short stories
with related critical and theoretical texts.
Fictional works examined will include novels,
supernatural tales, science fiction, and cyber­
fiction by authors such as Tanizaki Junichiro,
Abe Kôbô, Kurahasi Yumiko, and Murakami
Haruki.
Writing course.
1 credit.
Fall 2012. Gardner.
LITR 045A. Contemporary Thought in
the Arab World
(Cross-listed as ARAB 045)
This survey course will trace some of the main
themes, problems and issues debated among
Arab thinkers and intellectuals since the latter
part of the 19th century. The course will start
with the 19th century but emphasize discussions
following the military defeat of 1967 and the
ensuing cultural and political crisis. Within this
discussions related to “turath” (Islamic tradition
or heritage), the different strategies of its

p. 292

reading and interpretation, and the possibilities
of using these readings of Islam to confront the
contemporary challenges of a globalized world
will be the center of attention in the course.
Readings for the course will comprise three
types of texts: historical and social background,
translations of texts by the different thinkers
under discussion, and articles and essays that
interpret and critique these thinkers.
Eligible for ISLM credit.
1 credit.
Not offered 2012-2013.
LITR 045R. Poetry in
Translation/Translating Poetry
(Cross-listed as RUSS 045)
This course will study the history, practice, and
politics of poetic translation from antiquity to
the present, including work from Arabic,
Chinese, French, German, Greek, Hebrew,
Irish, Japanese, Latin, Polish, Russian, Sanskrit,
and Spanish. The course has a strong practical
component: All students will work on
translations of their own throughout die
semester (from languages they know or with
native speakers or literal versions), and the final
project may include a portfolio of translations.
Especially suitable for students interested in
comparative literature.
1 credit.
Not offered 2012-2013.
LITR 047R. Russian Fairy Tales
(Cross-listed as RUSS 047)
Folk beliefs are a colorful and enduring part of
Russian culture. This course introduces a wide
selection of Russian fairy tales in their esthetic,
historical, social, and psychological context.
We will trace the continuing influence of fairy
tales and folk beliefs in literature, music, visual
arts, and film. The course also provides a
general introduction to study and interpretation
of folklore and fairy tales, approaching Russian
tales against the background of the Western
fairy-tale tradition (the Grimms, Perrault,
Disney, etc.).
No fluency in Russian is required, although
students with adequate language preparation
may do some reading, or a course attachment,
in the original.
1 credit.
Spring 2014. Johnson.
LITR 051G. European Cinema
(Cross-listed as FMST 051)
The course introduces post-war directors
(Bergman and Fellini), British and French New
Waves, Eastern European Cinema (Tarkovsky,
Wajda), Post-New Wave Italian auteurs,
Spanish cinema after Franco (Erice, Saura,
Almodovar), New German cinema (Fassbinder,

MLL: Literatures in Translation
Herzog, Wenders), British cinema after 1970
(Roeg, Leigh, Loach, Greenaway) and Danish
Cinema: Dogme 95 and others. The course
addresses key issues and concepts in European
cinema such as realism, authorship, art cinema,
and political modernism, with reference to
significant films and filmmakers and in the
context of historical, social, and cultural issues.
1 credit.
Fall 2012. Simon.
LITR 051J. Japanese Poetry and Poetics
(Cross-listed as JPNS 051)
Japanese poetic forms such as haiku, renga, and
tanka have had a great impact on modem poetry
across the world, and have played a central role
in the development of Japanese literature and
aesthetics^ This course will examine Japanese
poetry from its roots in ancient oral tradition
though the internet age. Topics include the role
of poetry in courtship, communication, religion,
and ritual; orality and the graphic tradition; the
influence of poetic models from China and the
West; social networks and game aesthetics in
renga linked poetry; and haiku as a worldwide
poetic form. Course projects will include
translation and composition in addition to
analytical writing. Readings will be in English,
and there are no language requirements or other
prerequisites; however, the course will include
a close examination of Japanese poetic sound,
syntax, meter, and diction, or how the poems
“work” in the original language.
1 credit
Not offered 2012-2013.
LITR 054G. German Cinema
(Cross-listed as GMST 054/FMST 054)
This course is an introduction to German
cinema from its inception in the 1890s until the
present. It includes an examination of early
exhibition forms, expressionist and avant-garde
films from the classic German cinema of the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
of popular and avant-garde films while
discussing mass culture, education, propaganda,
and entertainment as identity- and nation­
building practices.
Eligible for FMST credit, fulfills national
cinema requirement.
Writing course.
1 credit.
Not offered 2012-2013.

p. 293

LITR 055CH. Contemporary Chinese
Cinema: The New Waves (1984—2005)
(Cross-listed as CHIN 055/FMST 055)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
All films are English subtitled, and the class is
conducted in English.
1 credit.
Fall 2012. Kong.
LITR 061FJ. Manga, Bande Dessinée,
and the Graphic Novel: A Transnational
Study of Graphic Fiction
(Cross-listed as JPNS 061)
1 credit.
Not offered 2012-2013.
LITR 069CH. Taste and Aesthetics in
Chinese Cultural Traditions
(Cross-listed as CHIN 069)
This course will explore various dimensions of
taste and aesthetics in traditional Chinese
culture, from the earliest times into the recent
past. Broader aspects of the course will include
concept, form, and substance in classical
literary, and philosophical formulations; ritual
practice and ceremonial performance; and
continuities and disjunctures in private vs.
public and individual vs. societal taste. More
focused readings and discussions will concern
food, alcohol, tea, and the culinary arts;
appreciation, aesthetics, and poetics in music,
painting, calligraphy, literature, sculpture, and
theater; the harmony of the human body and the
evaluation of beauty and suitability in men and
women; landscape appreciation and visions of
the natural world; leisure and the passa tempo
pursuits of Go, flower and tree arrangement and
elegant gatherings.
1 credit.
Not offered 2012-2013.
LITR 069S. Building Barcelona
This course seeks to examine the physical and
cultural construction of Barcelona through the
ways it has been understood across artistic
mediums, social and historical periods, and
political spectrums, especially along its
margins. Taking the approach of Cultural
Studies, a concept that we will also try to
define, this course explores some of the
tensions between modernization projects and
cultural production during the twentieth and

MLL: Literatures in Translation
twenty-first centuries, examining
representations of the city in literature (poetry
and prose), maps, film, and photography.
1 credit.
Spring 2013. Sendra Ferrer.
LITR 070R. Translation Workshop
(Cross-listed as LING 070R and RUSS 070)
This workshop in literary translation
concentrates on translation theory and practice,
working in poetry, prose, and drama as well as
editing. Students will participate in an
associated series of bilingual readings and will
produce a substantial portfolio of work.
Students taking the course for LING credit will
write a final paper supported by a smaller
portfolio of translations.
Excellent knowledge of a language other than
English (equivalent to a 004 course at
Swarthmore or higher) is highly recommended
or, failing that, access to at least one very
patient speaker of a foreign language.
1 credit.
Fall 2012. Forrester.
LITR 072F. French Literature in
Translation
This course is designed to provide students with
a broad knowledge of French literature, from
before the Revolution to the present. Among the
authors included on the syllabus are: Molière,
Voltaire, Balzac, Baudelaire, Proust, Camus
and Sartre. Students will read works in their
entirety, discuss their significance in class, and
listen to short lectures to situate the readings in
a historical and cultural context.
1 credit.
Spring 2013. Staff. Spring 2014. Blanchard.
LITR 075F. Caribbean literature and
culutre in translation
Fall 2013. Rice-Maximin.
LITR 075S. Borges: Aesthetics & Theory
Jorge Luis Borges is one of the most influential
writers of the twentieth century. He devoted his
entire life to literature, as a writer but also as an
irreverent reader. Hated or held dear, Borges is
incessantly quoted.
In his texts Borges not only anticipated but also
discussed the major topics of contemporary
literary theory: the theory of intertextuality, the
limits o f the referential illusion, the relationship
between knowledge and language, and the
dilemmas of representation and of narration.
We will explore how Borges fictionalized these
theoretical problems without ever allowing the
development of the tale to lose its aesthetic
brilliance. We will also read Borges as a
universal writer working inside all the cultural
traditions, and also as a writer who seeks to

p. 294

reinvent the history and the traditions of his
own country.
1 credit.
Fall 2012. Martinez.
LITR 076AF. Contemporary Arab Women
Writers
(Cross-listed as ARAB 076, FREN 076)
This course examines the literary production by
Arab women in the context of nationalism, and
political struggles against neo-colonialism and
imperialism. We will move beyond the
gendered terms that often frame the interest
regarding Arab women, and lead to a discourse
o f victimization, to focus on how women
writers articulate their subjectivities and agency
through innovative aesthetics. How have
specific Arab women writers successfully
challenged societal roles? Can their aesthetics
dismpt narratives of violence of the civil wars?
How do they negotiate with imperialist
gendered fantasies and the trafficking in exotic
images? And how does Arab feminism differ
from Western feminist discourse on Arab
women? Sources include short stories, novels,
memoirs and polemical essays spanning from
North Africa to the Middle East.
Eligible for GSST and ISLM credit.
1 credit.
Fall 2012. Attieh, Gueydan.
LITR 081CH. Transcending the
Mundane: Taoism in Chinese Literature
and Culture
(Cross-listed as CHIN 081)
Chinese civilization has been imbued with
Taoism for some two and one-half millennia,
from popular belief and custom to intellectual
and literary culture. In addition to consideration
of the texts and contexts of both philosophical
and religious Taoism, the class will examine the
articulation and role of Taoism in Chinese
literature and culture and the enduring
implications of the Taoist ethos. All readings
will be in English.
Prerequisite: One introductory course on
Chinese culture or religion or permission of the
instructor.
1 credit.
Not offered 2012-2013.
LITR 083J. War and Postwar in
Japanese Culture
(Cross-listed as JPNS 083)
What was the Japanese experience of the World
War II and the Allied Occupation? We will
examine literary works, films, and graphic
materials (photographs, prints, advertisements,
etc.), together with oral histories and historical

MLL: Arabic

p. 295

studies, to seek a better understanding of the
prevailing ideologies and intellectual struggles
of wartime and postwar Japan as well as the
experiences of individuals living through the
cataclysmic events of midcentury. Issues to be
investigated include Japanese nationalism and
imperialism, women’s experiences of the war
and home front; changing representations and
ideologies of the body, war writing and
censorship, the atomic bombings of Hiroshima
and Nagasaki, Japanese responses to the
occupation, and the war in postwar memory.
Prerequisite: HIST 075 or permission of the
instructor.
1 credit
Spring 2013. Gardner.

participation in programs recommended by the
Arabic section. These include, but are not
limited to universities and non-university
programs in Egypt, Jordan, Lebanon, Morocco,
Oman, Syria, Tunisia, and Yemen.
Courses in Arabic Language, Literature, and
Culture
As a Tri-College language program, Arabic is
offered at the first- and second-year level at
Swarthmore, Bryn Mawr, and Haverford
Colleges. Third-year Arabic language, other
advanced language courses, and introductory
courses in Arabic literature and culture are
offered at Swarthmore. Other courses are
available at the University of Pennsylvania and
elsewhere in the Philadelphia area.

LITR 091CH. Special Topics in Chinese
Literature and Culture in Translation
(Cross-listed as CHIN 091)
No prerequisite and no knowledge of China
required; all readings in English.
1 credit.
Not offered 2012-2013.

The Academic Program

Arabic
Knowledge of Arabic contributes not only to
our geopolitical connectivity with Arabic
speaking countries; it also contributes to the
interdisciplinary program of studies in Islamic
studies and to students’ work in programs in
anthropology, comparative literature, history,
linguistics, religion, sociology, and other fields.
Study of Arabic language through the third year
and study abroad are particularly recommended
for students who want to develop proficiency
for research or fieldwork. Interested students
are urged to begin studying the language early
in their academic careers, to have time to
develop a useful level of language proficiency
and to be prepared to study in an immersive
program abroad.
First-, second-, and third-year Arabic are
offered every year; first-year Arabic has no
prerequisites and is open to everyone except
native speakers. Native or heritage speakers of
Arabic should consult with the Arabic faculty
for placement. Courses in literature in
translation, culture, and film, when available,
are also open to all students. Students o f Arabic
language are urged to take these courses and
others related to the Arab world in Islamic
studies, sociology and anthropology, history,
political science, and religion to gain
perspective on classical and contemporary
Arabic culture.
Introductory and Intermediate Arabic are
intensive courses that carry 1.5 credits per
semester. Study abroad is particularly
encouraged for students o f Arabic; academic
credit (full or partial) is generally approved for

Coursework in Arabic can be part of a special
major or a special honors major, as well as part
of a major or minor in comparative literature.
Arabic is a central component of Swarthmore’s
Islamic Studies program, an interdisciplinary
program that focuses on the diverse range of
lived experiences and textual traditions of
Muslims as they are articulated in various
countries and regions throughout the world.
Arabic is also a valuable addition to programs
in Humanities and the Social Sciences and can
be part of the major in Languages and
Linguistics, through the Linguistics
Department.

Special Major
Students may arrange to do a special major or
an honors special major in Arabic after
consultation with faculty in Arabic and the
department chair. Work abroad will be
incorporated when appropriate. Independent
study or courses at the University of
Pennsylvania will usually be necessary for this
special major.

Application Process Notes for
the Major or the Minor
Applicants for a Special Major in Arabic must
consult with the Arabic section head and be
approved by the relevant faculty members and
the department of Modem Languages and
Literatures.

International Baccalaureate
Credit
Students presenting IB credit in Arabic
language or literature should consult with the
faculty in Arabic.

MLL: Arabie

p. 296

Transfer Credit

Courses

The Arabie faculty will assist students in
estimating credit for study of Arabic language
and related topics abroad. Transfer credit (from
study abroad or from courses taken at other
institutions in North America) will be evaluated
after students return to campus.

ARAB 001-002. Intensive Elementary
Modern Standard Arabic
Students who start in the 001—002 sequence
must complete 002 to receive creditfo r 001.
The purpose of this course is to develop
students’ proficiency and communication in
modem standard Arabic in the four basic
language skills: listening, speaking, reading
(both oral and for comprehension), and writing.
Cultural aspects are built into the course. This
course as well as subsequent Arabic-language
courses helps students to advance rapidly in this
language and prepares them for more advanced
work on literary Arabic, as well as to work,
travel, or study abroad. By the end of this
course, the majority of students should be
expected to reach a level of intermediate low,
according to the ACTFL proficiency rating.

Off-Campus Study
Study abroad is crucial to gaining proficiency in
Arabic because it allows immersion and
significant cultural exposure, especially
important given the longer time needed to
acquire a language less similar to English.
Modem Standard Arabic is the official or co­
official language of Algeria, Bahrain, Chad,
Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon,
Libya, Morocco, Oman, Palestinian West Bank
and Gaza, Qatar, Somalia, Sudan, Syria,
Tunisia, Mauritania, United Arab Emirates, and
Yemen. In addition to the Arab countries, large
numbers of Arabic speakers live in Iran and
France (about 600,000 speakers each), and
Turkey (about one million), and a substantial
number of speakers live in Israel and in parts of
Africa. Students are urged to consult closely
with the faculty in Arabic as well as the OffCampus Study Office in planning study abroad.

Research and Service-Learning
Opportunities
Academic Year Opportunities
Arabic participates in the Modem Languages
and Literatures Service-Learning Pedagogy
course, and several students have taught Arabic
in the local elementary school. Some study
abroad programs can arrange internships or
other kinds of special opportunities for students.
Summer Opportunities
Like other programs in the Humanities, Arabic
welcomes student proposals for guided summer
research and will advise students applying for a
Humanities Research Fellowship at the College.

Life After Swarthmore
Career possibilities that utilize foreign language
skills parallel the opportunities of liberal arts
graduates in general, but with a stronger focus
on international or multicultural aspects.
Obvious career paths for Arabic Special Majors
are the professions in which foreign language is
a primary skill—language teaching, translation
and interpretation, or working with non­
governmental agencies (NGOs). But as
communication, travel, and business endeavors
have expanded in the global marketplace, now
even relatively small organizations may need to
communicate with partners, clients, or
customers in other languages, in the U.S. as
well as in other countries.

ARAB 001.
1.5 credits.
Fall 2012. Attieh, El Guabli.
ARAB 002.
1.5 credits.
Spring 2013. Attieh, El Guabli.
ARAB 003. Intermediate Modern
Standard Arabic I
This course builds on skills in comprehension,
listening, reading and writing developed at
earlier levels. Students will gain increased
vocabulary and understanding of more complex
grammatical structures. They will begin to
approach prose, fiction, and non-fiction written
in the language. Students will also increase their
proficiency in the Arabic script and sound
system, widen their working vocabulary, learn
key grammatical concepts, and practice
conversation and dictation.
1.5 credits.
Fall 2012. Al-Masri, El Guabli.
ARAB 004. Intermediate Modern
Standard Arabic II
This course is the continuation of ARAB 003.
Because the material covered in this course
relies heavily on the previous Course, students
are expected to review and be familiar with the
previous work in Arab 001,002 and 003.
Eligible for ISLM credit.
1.5 credit.
Prerequisites: ARAB 003 or equivalent or
permission of the department.
Spring 2013. Staff, El Guabli.
ARAB 011. Advanced Arabic I
This course will: (1) conduct a quick review of
the basic structures, grammar, and the 1000
most frequent words of Modem Standard

MLL: Arabic
Arabic (MSA) learned in earlier courses, (2)
introduce the next 750 high frequency words in
a variety of contexts with strong cultural
content, (3) drill students in the more advanced
grammatical structures of MSA, and (4) train
students in developing reading skills that will
assist them in comprehending a variety of MSA
authentic reading passages of various genres
and performing reading tasks ranging from
Intermediate to Intermediate High on the
ACTFL scale. Prerequisites: Successful
completion of ARAB 004 and consent of the
instructor.
1 credit.
Fall 2012. Al-Masri.
ARAB 011 A. Arabic Conversation
A conversation course concentrating on the
development of intermediate skills in speaking
and listening through texts and multimedia
materials in Modem Standard Arabic. The aim
of the course is for the student to acquire wellrounded communication skills and socio­
cultural competence. The selected materials
seek to stimulate students’ curiosity and
engagement with the ultimate goal of
awakening a strong desire to express
themselves in the language. Students are
required to read chosen texts (including Internet
materials) and prepare assignments for
discussion in class. Moreover, students will
write out skits or reports for oral presentation in
Arabic before they present them in class. The
class is conducted entirely in Arabic. The class
may be divided into smaller groups if needed to
facilitate conversation.
Prerequisite: For students who have taken or are
presently taking ARAB 011 or the equivalent.
0.5 credit.
Fall 2012. El Guabli.
ARAB 012. Advanced Arabic II
This course will: (1) conduct a quick review of
the basic structures, grammar, and the first 1750
most frequent words of Modem Standard
Arabic (MSA) learned in earlier courses, (2)
introduce the next 750 high frequency words in
a variety of contexts with strong cultural
content, (3) drill students in the more advanced
grammatical structures of MSA, and (4) train
students in developing reading skills that will
assist them in comprehending a variety of MSA
authentic reading passages of various genres
and performing reading tasks ranging from
Intermediate to Intermediate High on the
ACTFL scale.
Prerequisites: Successful completion of ARAB
011 and consent of the instructor.
1 credit.
Spring 2013. Al-Masri.

p. 297

ARAB 012A. Advanced Arabic
Conversation
A conversation course concentrating on the
development of advanced skills in speaking and
listening through texts and multimedia
materials in Modem Standard Arabic. The aim
of the course is for students to acquire wellrounded communication skills and socio­
cultural competence. The selected materials
seek to stimulate students’ curiosity and
engagement with the ultimate goal of
awakening a strong desire to express
themselves in the language. Students are
required to read chosen texts (including Internet
materials) and prepare assignments to generate
discussion in class. Moreover, students will
write out skits or reports for oral presentation in
Arabic before they present them in class. The
class is conducted entirely in Arabic. The class
may be divided into smaller groups if the
needed to facilitate conversation.
Prerequisite: For students who have taken or are
presently taking ARAB 012 or the equivalent.
0.5 credit
Spring 2013. El Guabli.
ARAB 013A. Foreign Language
Teaching and Pedagogy
(Cross-listed as EDUC 072)
Students can serve the Swarthmore community
by teaching a foreign language to local
elementary school students in an after-school
program that meets two times/week. Students
must teach for the entire 6-week session, two
days per week. During the evening pedagogy
sessions held on campus, we will discuss
writing weekly lesson plans, foreign language
acquisition in children, teaching methodologies
and approaches. We use a common goaloriented curriculum among all the languages.
Students must register for the language or
educational studies course that they will be
teaching and for a service time (A) M/W or (B)
T/Th.
0.5 credit.
Fall 2012, spring 2013. Staff.
ARAB 020. Arab Literature in Its Cultural
Context
(Cross-listed as LITR 020A)
This course presents an overview of the
development of literature in the Arabic
language, from the pre-Islamic period and early
Muslim writings through the flowering of AlAndaluz, the Nahda that followed the
Ottomanperiod, and the rise of new Arab states
to the brilliant creativity of contemporary
novelists.

MLL: Chinese
The course is taught in English translation,
though students with sufficient skills in Arabic
are welcome to do some or all of the reading in
the original.
Eligible for ISLM credit.
1 credit
Not offered 2012-2013, next offered in 20132014.
ARAB 045. Contemporary Thought in
the Arab World
(Cross-listed as LITR 045A)
This survey course will trace some of the main
themes, problems and issues debated among
Arab thinkers and intellectuals since the latter
part of the 19th century. The course will start
with the 19th century but emphasize discussions
following the military defeat of 1967 and the
ensuing cultural and political crisis. Within this
discussions related to “turath” (Islamic tradition
or heritage), the different strategies of its
reading and interpretation, and the possibilities
of using these readings of Islam to confront the
contemporary challenges will be the center of
attention in the course. Readings for the course
will comprise three types of texts: historical and
social background, translations of texts by the
different thinkers under discussion, and articles
and essays that interpret and critique these
thinkers.
Eligible for ISLM credit.
1 credit.
Not offered 2012-2013.
ARAB 054. Cinema in the Arab World
1 credit.
Not offered 2012-2013.
ARAB 076. Contemporary Arab Women
Writers
(Cross-listed as LITR 076AF and FREN 076)
This course examines the literary production by
Arab women in the context of nationalism, and
political struggles against neo-colonialism and
imperialism. We will move beyond the
gendered terms that often frame the interest
regarding Arab women, and lead to a discourse
of victimization, to focus on how women
writers articulate their subjectivities and agency
through innovative aesthetics. How have
specific Arab women writers successfully
challenged societal roles? Can their aesthetics
dismpt narratives of violence of the civil wars?
How do they negotiate with imperialist
gendered fantasies and the trafficking in exotic
images? And how does Arab feminism differ
from Western feminist discourse on Arab
women? Sources include short stories, novels,
memoirs and polemical essays spanning from
North Africa to the Middle East. Taught in
English.

p. 298

Eligible for ISLM and GSST credit.
1 credit.
Fall 2012. Attieh, Gueydan.
ARAB 093. Directed Reading
Attieh.

Chinese
The Academic Program
Students may major or minor in Chinese in both
the Course and Honors Programs. The Chinese
major contains components of language,
literature and culture. Study abroad is strongly
encouraged and supported, and contributes
directly to a major or minor in Chinese.
Students of Chinese also may choose a special
major in interdisciplinary Chinese studies (see
below), or a major in Asian studies (see under
Asian studies), where Chinese language courses
above the first-year level as well as Chinese
literature and culture courses and credit for
study abroad normally may be counted toward
the major.
Students interested in majoring or minoring in
Chinese should consult with the section head of
Chinese as soon as possible.
First- through fourth-year Chinese language
courses are offered each year, as is an
introductory course on reading Classical
Chinese. First-year Chinese and the
Introduction to Classical Chinese have no
prerequisites and are open to the entire student
community. Literature, culture, and film
courses in translation also are offered each year
and are open to all students. Students of
Chinese are particularly urged to take these
classes as a means of gaining perspective on
traditional and modem Chinese literature and
culture over more than two millennia, from
early times into the contemporary. Seminars
welcome students not majoring or minoring in
Chinese, with permission o f the instructor.
Introductory and intermediate Chinese language
courses are intensive and carry 1.5 credits per
semester. Students should plan to take these
courses as early as possible so that studying in
China can be incorporated into their curriculum.

Course Major in Chinese
1. A minimum of nine credits in courses
numbered 003B and above.
2. Mandatory completion of the following
courses: 020,021,033 or equivalent; at least
one course or seminar on modem Chinese
literature/film in translation, and at least one
course or seminar on pre-modem
literature/culture in translation.
3. Study abroad in a program approved by the
section is strongly recommended; transferred

MLL: Chinese
credits normally may be counted toward the
major.
4. A minimum of six credits of work must be
completed at Swarthmore.
5. A culminating exercise, honors seminar, or
thesis.
6. Senior Colloquium.

Course Minor in Chinese
1. A minimum of five credits of work in
courses numbered 004B and above.
2. At least two credits in Chinese language
courses numbered 004B and above.
3. At least two credits in classical or modem
literature/culture/film.
4. A minimum of three credits of work must be
completed at Swarthmore.
5. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
minor.
6. Senior Colloquium.

Honors Major in Chinese
Requirements for the honors major in Chinese
essentially are the same as those for the course
major, excepting the culminating exercise. An
honors major in Chinese will consist of
examinations in Chinese language, literature
and culture. Work done abroad may be
incorporated, where appropriate. Honors
preparations in Chinese consist of 2-credit
seminar; designated pairs of courses (or 1-credit
attachment to designated 1-credit course); or a
2-credit thesis. Senior honors study is
mandatory and normally is done in the spring
semester of the senior year. Work is arranged
on an individual basis, and candidates may
receive up to one credit for completion of the
work. Honors examinations normally will
consist of three 3-hour written examinations
and a 30-minute oral for each examination.
Honors students of Chinese may also consider a
special major in interdisciplinary Chinese
studies that is coordinated by the section head
of Chinese, or an honors major in Asian studies
(see under Asian studies).

Honors Minor in Chinese
It is possible to prepare for an honors minor in
Chinese in either Chinese language or in
Chinese literature in translation. Requirements
for the honors minor in Chinese essentially are
the same as those for the course minor. The
honors preparation will consist of a 2-credit
seminar, or a designated pair o f courses (or a 1credit attachment to a designated 1-credit
course). Senior honors study is mandatory and
normally is done in the spring semester of the

p. 299

senior year; work is arranged on an individual
basis, and candidates will have the option of
receiving 0.5 credit for completion of the work.
The Honors examination normally will consist
of one 3-hour written examination and a 30minute oral examination.
Students of Chinese may also consider an
honors minor in Asian studies (see under Asian
studies).

Special Major in
Interdisciplinary Chinese
Studies
1. A minimum of 10 credits in courses
numbered 003B and higher.
2. Must complete the following courses: 012 or
higher; at least three additional courses on
language/literature/culture/film, at least one
concerning the modem period and at least one
concerning the pre-modem period.
3. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
major.
4. A minimum of six credits of work must be
completed at Swarthmore.
5. At least one and up to three credits can be
earned from other departments on China-related
subjects with the approval of the Chinese
section.
6. A culminating exercise, honors seminar or
thesis.
7. Senior Colloquium.

Off-Campus Study
Study abroad is particularly encouraged for
students of Chinese; academic credit (full or
partial) is generally approved for participation
in several recommended programs of varying
duration in the People’s Republic of China and
in Taiwan. In the People’s Republic, these
include, but are not limited to, the InterUniversity Program (IUP) Program at Tsinghua University, the Associated Colleges in
China (ACC) Program, the CET Program in
Harbin, and the Middlebury program in
Kunming. In Taiwan, these include the
International Chinese Language Program
(ICLP), the Mandarin Training Center in
Taipei, and the Chinese Language Center,
National Cheng Kung University in Taiwan.

Courses
CHIN 001B-002B. Introduction to
Mandarin Chinese
Students who start in the 001B-002B sequence
must complete 002B to receive creditfo r 001B.
An intensive introduction to spoken and written
Mandarin Chinese, with emphasis on oral

MLL: Chinese
practice. Designed to impart an active
command of basic grammar. Introduces 350 to
400 characters and develops the ability to read
and write in simple modem Chinese.
1.5 credits.
CHIN 001B.
Fall 2012. Speidel, Kang.
CHIN 002B.
Spring 2013. Speidel, Kang.
CHIN 003B, 004B. Second-Year
Mandarin Chinese
Designed for students who have mastered basic
grammar and 350 to 400 characters. Combines
intensive oral practice with writing and reading
in the modem language. Emphasis is on rapid
expansion of vocabulary, idiomatic expressions,
and thorough understanding of grammatical
patterns. Prepares students for advanced study
at the College and in China.
1.5 credits.
CHIN 003B.
Fall 2012. Zuo, Lu.
CHIN 004B.
Spring 2013. Zuo, Lu.
CHIN 005. Chinese for Advanced
Beginners I
Designed for students of Chinese heritage who
are able to communicate in Chinese on simple
daily life topics and perhaps read Chinese with
a limited vocabulary (about 100 characters). An
intensive introduction to spoken and written
Mandarin Chinese, with emphasis on the
development of reading and writing ability.
Prepares students for advanced studies at the
College and in China.
Prerequisite: Permission of the instructor.
1 credit.
Fall 2012. Kang.
CHIN 006. Chinese for Advanced
Beginners II
Designed for students of Chinese heritage who
are able to communicate in Chinese with a
command of basic grammar and a vocabulary
(about 800 characters). An intensive
introduction at the intermediate level to
Mandarin Chinese, with emphasis on the
development of reading and writing ability.
Prepares students for advanced studies at the
College and in China.
Prerequisite: CHIN 005, or CHIN 002B, or
equivalent language skills.
1 credit.
Spring 2013. Staff.

p. 300

CHIN 009. First-Year Seminar: Heaven,
Earth, and Man: Ways of Thought in
Traditional Chinese Culture
(Cross-listed as LITR 009CH)
This introductory course explores the most
influential currents of thought and culture in
traditional China, through directed readings and
discussions of original sources in translation.
1 credit.
Spring 2013. Berkowitz.
CHIN 011. Third-Year Chinese
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modem Chinese, through a diversity of
materials and media.
Classes are conducted in Chinese, with precise
translation also a component.
Prerequisite: CHIN 004B or equivalent
language skills.
1 credit.
Fall 2012. Zuo.
CHIN 011 A. Third-Year Chinese
Conversation
This course meets once a week for 75 minutes
and concentrates on the further development of
skills in speaking and listening through
multimedia materials (including selected
movies and clips). Students are required to read
chosen texts (including Internet materials and
short stories) and prepare assignments for the
purpose of generating discussion in class.
Moreover, students will write out skits or
reports for oral presentation in Chinese before
they present them in class. The class is
conducted entirely in Chinese.
Prerequisite: CHIN 004B or equivalent
language skills.
0.5 credit.
Fall 2012. Kang.
CHIN 012. Advanced Chinese
A multimedia course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety of cultural
and literary contexts, through a diversity of
authentic materials in various media, including
the Internet.
Prerequisite: CHIN 011 or equivalent language
skills.
1 credit.
Spring 2013. Zuo.
CHIN 012A. Advanced Chinese
Conversation
This 0.5-credit course meets once a week for 75
minutes and concentrates on the Anther
development of skills in speaking and listening

MLL: Chinese
through multimedia materials (including movies
and clips). Students are required to read chosen
texts (including Internet materials and short
stories) and prepare assignments for the purpose
of generating discussion in class. Moreover,
students will write out skits or reports for oral
presentation in Chinese before they present
them in class.
The class is conducted entirely in Chinese.
Prerequisite: CHIN Oil and/orOllAor
equivalent language skills.
0.5 credit.
Spring 2013. Kang.
CHIN 013A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an afterschool program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week. During the evening
pedagogy sessions held on campus, we will
discuss writing weekly lesson plans, foreign
language acquisition in children, teaching
methodologies and approaches. We use a
common goal-oriented curriculum among all
the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2012. Staff. Spring 2013. Staff.
CHIN 015. Architecture and Space in
Pre-Modern China
(Cross-listed as ARTH 015)
This course emphasizes four issues in the
history of architecture and urbanism in pre­
modem China: (1) the development of
traditional Chinese timber frames; (2) the
emergence of architectural forms on the basis of
different social identities, such as the Buddhist,
Taoist, Confucian and literati cultures; (3) the
spatial strategies of urban planning in imperial
cities; and (4) the influence of traditional
Chinese architecture on the form and structure
of the architecture in Japan and Korea. Through
visual analysis and critical reading, special
attention will be given to how architectural and
urban structures deliver political ideologies and
sanctify social relations, both symbolically and
practically.
1 credit
Not offered 2012-2013.

p. 301

CHIN 016. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as LITR 016CH)
This course will explore the literary and
intellectual world o f traditional Chinese culture
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the
religious dimension, disengagement, and the
appreciation of the natural world. The course
also will address cultural and literary
formulations of conduct and persona, and the
expression of individualism in an authoritarian
society.
1 credit.
Spring 2013. Berkowitz.
CHIN 020. Readings in Modern Chinese
This course aims to perfect the student’s
Mandarin Chinese skills and at the same time to
introduce a few major topics concerning
Chinese literature and other types of writing
since the May Fourth Movement. All readings,
writing, and discussion are in Chinese.
Prerequisite: Three years of Chinese or the
equivalent.
1 credit.
Fall 2012. Staff.
CHIN 021. Topics in Modern Chinese
Reading and examination of individual authors,
selected themes, genres, and periods, for
students with strong Chinese-language
proficiency. All readings, writings, and
discussions are in Chinese.
Prerequisite: CHIN 020 or its equivalent.
Writing course.
1 credit.
Spring 2013. Staff.
CHIN 023. Modern Chinese Literature: A
New Novelistic Discourse (1918-1948)
(Cross-listed as LITR 023CH)
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas
underlying 20th-century Chinese history. The
class will discuss fundamental issues of
modernity and new literary developments under
the impact o f the May Fourth Movement. All
texts are in English translation, and the class is
conducted in English.
1 credit.
Not offered 2012-2013.

MLL: Chinese
CHIN 033. Introduction to Classical
Chinese
(Cross-listed as LING 033)
This is an introductory course on reading one of
the world’s great classical languages. Classical
Chinese includes both the language of China’s
classical literature as well as the literary
language used for writing in China for well over
2 millennia until earlier this century.
Complemented with readings in English about
Chinese characters and classical Chinese, this
course imparts the principal structures of the
classical language through an analytical
presentation of the rudiments of the language
and close reading of original texts. It is not a
lecture course and requires active, regular
participation on the part of the student, with
precise translation into English an integral
component. The course is conducted in English.
The course is open to all interested students and
has no prerequisites; no previous preparation in
Chinese is required.
1 credit.
Spring 2013. Berkowitz.
CHIN 035. Readings in Classical
Chinese
In this class, we will read some fantastic,
enduring writings from Classical China, all in
the original. Readings will cover many genres,
including stories, biographies, history,
philosophy, and poetry, and will range over the
centuries of ancient and imperial China.
Prerequisite: one semester of classical Chinese
or permission of the instructor.
1 credit.
Not offered 2012-2013.
CHIN 055. Contemporary Chinese
Cinema: The New Waves (1984-2005)
(Cross-listed as LITR 055CH/FMST 055)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding o f changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
All films are English subtitled, and the class is
conducted in English.
1 credit.
Fall 2012. Kong.
CHIN 069. The Art of Living: Taste and
Aesthetics in Chinese Cultural
Traditions
(Cross-listed as LITR 069CH)
This course will explore various dimensions of
taste and aesthetics in traditional Chinese
culture—from the earliest times into the recent

p. 302

past. Broader aspects of the course will include
concept, form, and substance in classical
literary, and philosophical formulations; ritual
practice and ceremonial performance; and
continuities and disjunctures in private vs.
public and individual vs. societal taste. More
focused readings and discussions will concern
food, alcohol, tea, and the culinary arts;
appreciation, aesthetics, and poetics in music,
painting, calligraphy, literature, sculpture, and
theater; the harmony of the human body and the
evaluation of beauty and suitability in men and
women; landscape appreciation and visions of
the natural world; leisure and the passa tempo
pursuits of Go, flower and tree arrangement,
and elegant gatherings.
No prerequisites, no knowledge of Chinese
required; all readings in English.
1 credit.
Not offered 2012-2013.
CHIN 078. In Search of A National
Identity: Architecture and Urban
Planning in Modern China
(Cross-listed as LITR 078CH)
This course studies Chinese architecture and
urban planning through major architects,
monuments and cities that display the
rethinking of Chinese national and cultural
identity in the modem period. Four major
periods to be covered include the late Qing
Dynasty (1840-1912), the Republican China
(1912-1949), Mao’s era (1949-1978) and postMao Reform era (1978-present). Beijing and
Shanghai will be intensively focused. The class
will examine the role of tradition and
modernism in shaping the architecture and
urban planning of modem China, and changes
and continuities between traditional and modem
China through people’s reception of new
architectural and urban form. All readings will
be in English.
1 credit.
Fall 2012. Zuo.
CHIN 081. Transcending the Mundane:
Taoism in Chinese Literature and
Culture
(Cross-listed as LITR 081CH)
Chinese civilization has been imbued with
Taoism for some 2.5 millennia, from popular
belief and custom to intellectual and literary
culture. In addition to consideration of the texts
and contexts of both philosophical and religious
Taoism, the class will examine the articulation
and role of Taoism in Chinese literature and
culture and the enduring implications of the
Taoist ethos. All readings will be in English.
Prerequisite: One introductory course on
Chinese culture or religion or permission of the
instructor.

MLL: Chinese
1 credit
Not offered 2012-2013.
CHIN 088. Governance and
Environmental Issues in China
(Cross-listed as POLS 088)
This course examines China’s environmental
challenges and the range of governmental
policies and institutions that have an impact on
those challenges. Topics include air pollution,
food supply, energy consumption, urbanization,
and environmental activism. Students will be
guided through an examination of China’s
historical approach to environmental issues, its
contemporary pattern of environmental
governance, and its engagement with global
institutions and environmental diplomacy.
Special attention will be given to the
transformation of Beijing and other major
cities, to China’s policy-making process, and
the role of environmental NGOs and global
institutions in shaping domestic policy
outcomes. Literary works (Chinese novels and
short stories) and feature films/documentary
films reflecting environmental issues will be
combined with readings from social science and
environmental science to provide an
interdisciplinary perspective. All required
readings/screenings are in English or English
translation/subtitled. Chinese language ability is
preferred, but not required.
1 credit.
Spring 2013. White, Kong.
CHIN 088A. Governance and
Environmental Issues in China
(Cross-listed as POLS 088A)
This is an attachment to Chinese 088. Students
who complete the course have the option of
adding a 0.5 credit field work component. Field
work will be conducted in China under the
supervision of Professors King and White, and
will include specific Chinese language training
in vocabulary used in the field of environmental
studies.
0.5 credit.
Spring 2013. White, Kong.
CHIN 090. Practicum in Bridging
Swarthmore and Local Chinese
Communities
Students will engage in directed projects in
local Chinese communities under the
supervision of the instructor. The projects will
concern tutoring and translation or other social
services within the immigrant groups.
Fieldwork will be tied to theoretical and applied
academic learning and will foster intercultural
understanding and intellectual growth. A final
written project will be required for credit.
Speakers of any Chinese language/dialects are
particularly welcome, as are students of

p. 303

Chinese language and others who wish to
develop their interest in this area. Credit is
awarded CR/NC.
1 credit.
Not offered 2012-2013.
CHIN 091. Special Topics in Chinese
Literature and Culture in Translation:
(Cross-listed as LITR 091CH)
No prerequisite and no knowledge of Chinese
required; all readings in English.
1 credit.
Not offered 2012-2013.
CHIN 092. Special Topics in Chinese
Literature and Culture in Chinese
This course will concentrate on selected
themes, genres, or critical problems in Chinese
literature.
All readings are in Chinese.
Prerequisite: Four years of Chinese or the
equivalent.
1 credit.
Not offered 2012—2013.
CHIN 093. Directed Reading
CHIN 096. Thesis
CHIN 099. Senior Colloquium

Seminars
CHIN 103. Lu Xun and His Legacy in
20th-Century China
This seminar is focused on topics concerning
modernity, political/social change, gender, and
morality through close examination of
intellectuals’ responses to the chaotic era
reflected in their literature writings in 20thcentury China. Literary forms, styles, and
changing aesthetic principles are also included
for discussion. Literary texts, chosen from Lu
Xun to Gao Xingjian, will be analyzed in a
social and historical context. All texts are in
English translation, and the seminar is
conducted in English.
2 credits.
Not offered 2012-2013.
CHIN 104. Chinese Poetry
This seminar will explore Chinese poetry
throughout ancient and imperial China. We will
read and discuss a good many of the most
renowned poems and poets, and trace the
immutable role of poetry in Chinese traditional
culture. We will learn how to read a Chinese
poem, investigate predominant styles and
genres, and trace texts and writers in context.
And we will follow the development and
significance of themes and imagery, examine

MLL: French and Francophone Studies

p. 304

the formulation of a literary aesthetics, and
savor the telling of stories and the expression of
feeling and philosophy through the medium of
poetry. Readings will be in English, with many
poems also explicated through the original
Chinese. No knowledge of Chinese is required,
but previous background in some aspect of
Chinese literature, history, and culture will be
helpful.
2 credits.
Not offered 2012-2013.

cosmology and alchemy; gods, saints, priests,
and recluses; aesthetics and the arts.
All readings will be in English.
Eligible for ASIA credit.
2 credits.
Not offered 2012-2013.

CHIN 105. Fiction in Traditional China:
People and Places, Journeys, and
Romances
In this seminar, we will explore the most
celebrated and influential examples of
novelistic literature in traditional, premodem
China. We will look at these extended,
elaborate writings in terms of overt structure
and content as well as backgrounded literary
and cultural material, and we will address their
production and consumption in literati and
popular contexts. We also will consider these
writings in terms of the formulation of enduring
cultural contours of allegory and lyricism,
individual and society, aesthetics and emotion,
imagination and realism, heroism and valor.
All readings will be in English translation.
2 credits.
Not offered 2012-2013.

CHIN 008. First-Year Seminar: Literary and
Cinematic Presentation of Modem China
(Cross-listed as LITR 008CH)
CHIN 009. First-Year Seminar: Heaven, Earth,
and Man: Ways of Thought in Traditional
Chinese Culture (Cross-listed as LITR 009CH)
CHIN 017. The Legacy of Chinese Narrative
Literature: The Story in Dynastic China (Crosslisted as LITR 017CH)
CHIN 018. The Classical Tradition in Chinese
Literature (Cross-listed as LITR 018CH)
CHIN 019. First-Year Seminar: Singular Lives
and Cultural Paradigms in Early and Imperial
China (Cross-listed as LITR 019CH)
CHIN 025. Contemporary Chinese Fiction:
Mirror of Social Change (1949-2005) (Crosslisted as LITR 025CH)
CHIN 027. Women Writers in 20th-Century
China (Cross-listed as LITR 027CH)
CHIN 056. History of Chinese Cinema (19052005) (Cross-listed as LITR 056CH)
CHIN 063. Comparative Perspectives: China in
the Ancient World (Cross-listed as LITR
063CH)
CHIN 066. Chinese Poetry (Cross-listed as
LITR 066CH)
CHIN 069. The Art o f Living: Taste and
Aesthetics in Chinese Cultural Traditions
(Cross-listed as LITR 069CH)
CHIN 071. Invaded Ideology and Translated
Modernity: A Comparative Study of Modem
Chinese and Japanese Literatures at Their
Formative Stages (1900-1937) (Cross-listed as
LITR 071CH)

CHIN 106. Seminar in Traditional
Chinese Literature
2 credits.
Not offered 2012-2013.
CHIN 108. The Remaking of Cinematic
China: Zhang Yimou, Wong Kar-wai, and
Ang Lee
The seminar focuses on three leading
filmmakers, Zhang Yimou, Wong Kar-wai, and
Ang Lee, and their cinematic products, which
have not only won international praises but also
fundamentally reconstructed the national
cinemas. We will explore their impact on the
formation of the new wave of Chinese-language
cinemas since the mid-1980s and its recent new
developments by examining all possible aspects
in the context of social and cultural change.
2 credits.
Spring 2013. Kong.
CHIN 109. Daoism
This seminar will look at the texts and contexts
of both philosophical and religious Daoism,
from intellectual and literary culture to popular
belief and custom. It will explore the ways of
Daoism from early into modem times: texts and
contexts; sectarian religion and individual
praxis; cultural taproot and personal mindset;

CHIN 199. Senior Honors Study

Chinese Courses Not Currently
Offered

French and Francophone
Studies
In French and francophone studies, you will be
introduced to important periods and figures of
literatures written in French and films made in
the French-speaking world. You will expand
your knowledge and appreciation of the
diversity of French-speaking cultures and
develop an appreciation of literary value by
receiving training in literary and critical
analysis. Courses in French and Francophone
studies provide an opportunity to understand the

MLL: French and Francophone Studies
historical and social forces underlying these
various literatures and cultures.

The Academic Program
French and francophone studies is offered as a
major or minor in the Course Program and as a
major or minor in honors. The prerequisite to
take upper-level courses (numbered 20 and
higher) for both course and honors students is
FREN 012, the equivalent, or evidence of
special competence.
All French and francophone studies majors and
minors, including students preparing a
secondary school certificate, are required to
complete a study abroad program in a Frenchspeaking country.
Majors and minors in the Course and Honors
Programs are expected to be proficient in
spoken and written French to do the larger part
of their work in French, i.e., discussions and
papers in courses and seminars and all oral and
written examinations, including oral defense of
the senior paper and Honors examinations.

Course Major
Requirements
1. Take eight advanced courses or seminars
numbered 004 or above for a minimum of 8
credits. Note that AP, IB credits and FREN 005
will not count toward the major. FREN 007 can
only count once to fulfill the major credit
requirement.
2. Off-campus study is required for all majors.
Students who participate in preapproved
programs may only count 3 credits toward their
major. See the “Off-Campus Study” section for
rules on transfer of credit.
3. Take one advanced course with a
Francophone component.
4. Take Senior Colloquium (FREN 091) in fall
semester of senior year. This includes the
writing of an original, independent research
paper of 30 pages on a topic chosen in
discussion with the senior colloquium professor
and adviser or one other professor in the
program. The defense of the paper with the
entire French and Francophone faculty takes
place at the end of the fall semester.
French and Francophone Studies also offers
courses in French literature in translation, but
no more than one such course may count to
satisfy the requirements in the major.
To graduate with a major in French and
Francophone studies, students must have a
grade average of C or better within the
discipline, have studied in a French-speaking
country, and have completed our culminating
exercise, described below.

p. 305

Acceptance Criteria
To be accepted as a course major, students must
have taken French 004 or the equivalent,
earning grades no less than a C.

Course Minor
Requirements
1. Complete 5 credits in courses or seminars
numbered 004 or above. Three or four of these
credits must be completed on the Swarthmore
campus (See #2 below). Note that AP, IB
credits and FREN 005 will not count toward the
minor. FREN 007 can only count once to fulfill
the minor credit requirement.
2. Minors are strongly encouraged to complete
at least a six-week summer program of study in
a French-speaking country. Students who
participate in preapproved programs may only
count two credits toward their minor. See the
study abroad section for rules on transfer of
credit.
3. Complete Senior Colloquium (FREN 091) in
the fall semester of the senior year, which
includes the writing of an original, independent
research paper of 20 pages on a topic chosen in
discussion with the senior colloquium
professor.
French and Francophone studies also offers
courses in French literature in translation, but
no more than one such course may count to
satisfy the requirements in the minor.
To graduate with a minor in French and
Francophone studies, you must have a grade
average o f C or better within the discipline,
studied in French-speaking country, and have
completed FREN 091 Senior Colloquium.
Acceptance Criteria
To be accepted as a course minor, you must
have taken French 004 or the equivalent,
earning grades no less than a C.

Honors Major
Requirements
Majors in the Honors Program are expected to
complete the requirements of majors in course,
including taking Senior Colloquium (FREN
091) in the fall semester of the senior year.
1. Take eight advanced courses or seminars
numbered 004 or above for a minimum of 8
credits. Note that AP, IB credits and FREN 005
will not count toward the honors major. FREN
007 can only count once to fulfill the honors
major credit requirement.
2. Study abroad in a francophone country, for
one semester is required for all honors majors.
See the study abroad section for rules on
transfer of credit.

MLL: French and Francophone Studies
3. Take one advanced course with a
Francophone component.
4. Take Senior Colloquium (FREN 091) in fall
semester of senior year. This includes the
writing of an original, independent research
paper of 30 pages on a topic chosen in
discussion with the senior colloquium professor
and adviser or one other professor in the
program. The defense of the paper with the
entire French and Francophone faculty takes
place at the end of the fall semester.
5. Complete at least two advanced courses
(above FREN 012) before taking a seminar.
6. Work on three preparations, two of which
must be done through seminars while the third
may be a seminar, a two-credit thesis, or an
approved paired course preparation.
French and Francophone Studies also offers
courses in French literature in translation but no
more than one such course may count to satisfy
the requirements in the honors major.
The Honors Exam for Majors and
Preparations
Majors in the Honors Program must do three
preparations (consisting of six units of credit).
Two of the preparations must be done through
seminars chosen from the list below. The third
preparation may be a seminar, a two-credit
thesis, or an approved paired course
preparation.
Seminars (spring semester only; not all are
offered every two years):
FREN 102. Le monde comique de Molière
FREN 104. Roman du XIXe siècle
FREN 106. La Modernité
FREN 108. Littérature et cinéma modernes
et contemporains
FREN 110. Histoires d’îles
FREN 111. Représentations coloniales
FREN 112. Ecritures francophones
FREN 114. Théâtre d’écritures francophones
FREN 115. Paroles de femmes
Mode of Examination:
A three-hour written examination, and a onehalf hour oral examination, both in French, will
be required for each preparation.
Acceptance Criteria
Candidates are expected to have a “B” average
in course work both in the department and at
the College, have taken FREN 004 or the
equivalent, and have demonstrated interest in
and aptitude for the study of literature or culture
in the original language.

p. 306

Honors Minor
Requirements
Minors in the Honors Program are expected to
complete the requirements of minors in course,
including taking Senior Colloquium (FREN
091) in the fall semester of the senior year.
1. Complete 5 credits in courses or seminars
numbered 004 or above. Three of these credits
must be completed on the Swarthmore campus.
Note that AP, IB credits and FREN 005 will not
count toward the minor. FREN 007 can only
count once to fulfill the minor credit
requirement.
2. Complete at least a six-week program o f
study in a French-speaking country. It is
strongly recommended that honors minors
spend at least one semester abroad. See the
study abroad section for rules on transfer of
credit.
3. Complete Senior Colloquium (FREN 091) in
the fall semester of the senior year, which
includes the writing of an original, independent
research paper of 20 pages on a topic chosen in
discussion with the senior colloquium
professor.
4. Complete at least two advanced courses
(above FREN 012) before taking a seminar.
5. Work on one two-credit seminar preparation
or an approved paired course preparation.
French and Francophone studies also offers
courses in French literature in translation but no
more than one such course may count to satisfy
the requirements in the honors minor.
The Honors Exam for Minors and
Preparations
Minors must do a single, two-credit seminar
preparation (consisting of two units of credit) or
an approved paired course preparation.
Seminars (spring semester only, not all are
offered every two years):
FREN 102. Le monde comique de Molière
FREN 104. Roman du XIXe siècle
FREN 106. La Modernité
FREN 108. Littérature et cinéma modernes
et contemporains
FREN 110. Histoires d’îles
FREN 111. Représentations coloniales
FREN 112. Ecritures francophones
FREN 114. Théâtre d’écritures francophones
FREN 115. Paroles de femmes
Mode of Examination
A three-hour written examination, and a onehalf hour oral examination, both in French, will
be required for the preparation.

MLL: French and Francophone Studies
Acceptance Criteria
Candidates are expected to have a “B” average
in course work both in the department and at
the College, have taken FREN 004 or the
equivalent, and have demonstrated interest in
and aptitude for the study of literature or culture
in the original language.

Thesis / Culminating Exercise
The culminating exercise in French and
Francophone studies consists o f completing
FREN 091 Senior Colloquium in which you
will write an independent research thesis of 2030 pages and defend it in front of a panel of
faculty members.

Application Process Notes for
the Major or the Minor
In addition to the process described by the
Dean’s Office and the Registrar’s Office for
how to apply for a major, we also ask that you
speak with the French and Francophone Studies
section head or one of your professors in French
and Francophone Studies to discuss your
options.
If after applying you are deferred, you may
apply again in the fall by addressing the reasons
for your deferral.

Off-Campus Study
Study abroad programs are vital to the French
and Francophone program. Majors may count
up to 3 credits toward their French major.
Minors may count 2 of these credits toward
their French minor. To receive more than one
credit, students must take a 1-credit course in
French immediately upon their return. Students
should contact a French faculty member to
obtain the current list of preapproved programs.
Students wishing to seek credit from other
disciplines must consult the rules in the
appropriate credit-granting department. There
are also other options to study abroad available
to students who have completed course work
above the equivalent of fourth semester.
Any student attending a preapproved program
in a non-francophone country, and planning to
enroll in a French course there, may petition for
one credit upon their return to campus. To earn
this credit, students must take a one-credit
French course in the semester immediately
following their return to campus.
Preapproved Summer Programs
Any student may study in a preapproved
summer program that is at least 6 weeks long
and earn 1 credit in MLL (French). Only
Minors in French and Francophone studies may
have this credit count towards the completion of
their course requirements.

p. 307

Research and Service-Learning
Opportunities
Both independent research and service-learning
student-teaching are important ways to continue
using your language and critical analysis skills.
Academic Year Opportunities
Each semester MLL offers a Service-Teaching
Pedagogy course in which students teach
French to local elementary students after or
while completing FREN 004 (or 4th semester
course of foreign language equivalent). It offers
first-hand experience teaching in the classroom
and provides training in classroom
management, writing lesson plans, and effective
use o f communicative method language
instruction. Student-teachers share common
curricular goals, use a communicative method
without a textbook, and teach exclusively in the
target language. To enhance the studentteachers’ professionalism, this course includes a
weekly pedagogy session for help with learning
how to prepare lessons with goal-oriented
curriculum, teaching practice, debriefing on the
weeks’ teaching, and discussion of readings
about foreign language acquisition,
methodologies, and approaches.
Summer Opportunities
Students are encouraged to use the summer to
travel to Francophone countries and explore
research for their senior thesis papers. Please
speak with French and Francophone studies
faculty to find out about options for doing this
summer work.

Teacher Certification
Students may choose to use French and
Francophone studies as a specialization in a
teacher certification program or for a special
major in educational studies. Although students
may develop their own course of study, they
must complete FREN 012, or the equivalent,
and study abroad for at least one semester in a
French-speaking country.

Life After Swarthmore
Opportunities for a major/minor in French and
Francophone studies after graduation are varied.
Our curriculum provides students with valuable
skills in cultural analysis, communication in
another language, and the ability to understand
and adapt to cross-cultural situations. Many
majors and minors in French and Francophone
studies continue their research with Fulbright
awards, go to graduate school, law school, and
medical school, and follow diverse career paths
in teaching, journalism, business, and NGOs.
Recent French and Francophone alumni who
are Fulbright recipients are continuing their
studies in North Africa and the Middle East;
those who have gone to graduate school are

MLL: French and Francophone Studies
studying library science, ethnomusicology,
French history, public policy, educational
policy, and public health. Many alumni are
lawyers, teachers, and journalists.

Courses
N ot all advanced courses are offered every
year. Students wishing to m ajor or m inor in
French/Francophone studies should plan their
program in consultation with the department.

# = Francophone
FREN 001-002, 003. Intensive French
Students who start in the 001-002 sequence
m ust com plete 002 to receive creditfo r 001.

For students who begin French in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary and expository prose.
1.5 credits.
FREN 001. Intensive First Year of French
Fall 2012. Rice-Maximin, Vallverdu.
FREN 002. Intensive First Year of French
Spring 2013. Gueydan, Netter, Vallverdu.
FREN 003. Intensive Intermediate
French
Fall 2012. Gueydan, Netter, Valleverdu.
FREN 004. Advanced French: La France
Contemporaine: Culture et Société
Transformation in culture and society in the
Francophone World will be explored primarily
through literary texts and also films and
historical documents. Particular attention will
be paid to perfecting analytical skills in written
and spoken French.
Writing course.
1 credit.
Fall 2012 and spring 2013. Yervasi.
FREN 005. Ultimate French
Ultimate French aims to bring students’
language skills to an advanced level that will
allow interactive practice in communication
skills through conversation, presentations,
and written expression. This course provides
immersion into French/Francophone cultures,
featuring readings from popular press and
newspapers and such visual documents as
newscasts, television shows, comic strips,
videos, and film. Students study targeted
vocabulary and grammar to develop different
styles of speaking, a stronger use of syntactical
structures in writing, and engage
in progressively sophisticated cultural and
visual texts. This class is particularly well
suited for non major/minor students who wish
to perfect their French before going abroad.

p. 308

Note: FREN 005 cannot be applied toward the

requirements for the major or minor.
Fall 2012. Yervasi.
FREN 007. French Conversation
A 0.5-credit conversation course concentrating
on the development of the students’ ability to
speak French. May be repeated once for credit,
but can only count once to fulfill major/minor
credit requirement.
Prerequisite: For students previously in FREN
004 or the equivalent Placement Test score.
0.5 credit.
Each semester. Vallverdu.
FREN 012. Introduction aux études
littéraires et culturelles françaises et
francophones
This course offers students the opportunity to
develop skills in textual and cultural analysis
through the study o f literary works (including
prose, poetry, and theater), films, and other
documents (articles, essays, and images) from
France and the Francophone World.
Prerequisite: FREN 004, the equivalent
Placement Test score, 5 on the AP examination,
or the equivalent with permission.
Note: FREN 012 is required to take any other
French literature or culture courses.
Writing course.
1 credit.
Fall 2012. Gueydan. Spring 2013. RiceMaximin.
FREN 020. Panorama de la Littérature
française
This course is designed to provide students with
a broad knowledge of French literature, from
the Renaissance to the present. Among the
authors included on the syllabus are: Corneille,
Graffigny, Balzac, Proust and Genet. Students
will read works in their entirety, discuss their
significance in class, and listen to short lectures
to situate the readings in a historical and
cultural context.
1 credit.
Fall 2012. Bomschein. Spring 2013. Staff.
FREN 024. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an after­
school program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week. During the evening
pedagogy sessions held on campus, we will
discuss writing weekly lesson plans, foreign

MLL: French and Francophone Studies
language acquisition in children, teaching
methodologies and approaches. We use a
common goal-oriented curriculum among all
the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2012 and spring 2013. Staff.
FREN 045B. Le monde francophone :
France and the Maghreb : Postcolonial
Writing in a Transnational Context#
This course examines the relationship between
France and the Maghreb, two cultural spaces
that are simultaneously united and divided by
their common violent colonial history. Through
the study of novels, films, art work and
theoretical texts, we will trace the evolution of
this conflicted relationship from the 1950’s to
present times. We will focus, in particular, on
the folowwing topics: (post) colonialism and
nationalism, diglossia and Francophonie,
gendered representation, immigration and exile,
transculturation and globalization.
Eligible for ISLM credit.
1 credit.
Spring 2014. Gueydan.
FREN 045D. Le monde francophone :
African Cinema#
This course is an introduction to the history of
Francophone West African cinemas. Students
will study the colonial and postcolonial history
and culture of this region, be introduced to key
film concepts, and develop their ability to do indepth film analysis. Student must attend weekly
screenings.
Eligible for BLST credit.
1 credit.
Spring 2013. Yervasi.
FREN 053. Littérature et cinéma: La
pensée géographique
We will explore the central ideas of Bakhtin’s
“chronotopes”; Bidima’s “constellations” and
“crossings”; Deleuze and Guattari’s “nomadic
thought”; Glissant’s “relationality”; and
Rajchman’s “geography of living” in
conjunction with the study o f French and
Francophone literature and film.
1 credit.
Fall 2012. Yervasi.
FREN 055. Révolutions, Romantisme,
Réalisme
One often forgets that the period follwoing the
great revolution of 1789 was marked by many
other uprisings. The goal of this course is to
understand literary movements in the context of
historical upheaval from 1789 to the commune

p. 309

of Paris in 1871. Works from Balzac, Flaubert,
Zola.
1 credit.
Fall 2013. Blanchard.
FREN 056. Ces femmes qui
écrivent.../Reading French Women#
A study of the work of women from Africa, the
Caribbean, France, and Vietnam. Material will
be drawn from diverse historical periods and
genres.
Eligible for BLST or GSST credit.
1 credit.
Spring 2013. Rice-Maximin.
FREN 076. Contemporary Arab Women
Writers
(Cross-listed as LITR 076AF and ARAB 076)
This course examines the literary production by
Arab women in the context of nationalism, and
political struggles against neo-colonialism and
imperialism. We will move beyond the
gendered terms that often frame the interest
regarding Arab women, and lead to a discourse
of victimization, to focus on how women
writers articulate their subjectivities and agency
through innovative aesthetics. How have
specific Arab women writers successfully
challenged societal roles? Can their aesthetics
disrupt narratives of violence of the civil wars?
How do they negotiate with imperialist
gendered fantasies and the trafficking in exotic
images? And how does Arab feminism differ
from Western feminist discourse on Arab
women? Sources include short stories, novels,
memoirs and polemical essays spanning from
North Africa to the Middle East. Taught in
English.
Eligible for ISLM and GSST credit.
1 credit.
Fall 2012. Attieh, Gueydan.
FREN 077. Littérature du XXe siècle
Spring 2014. Staff.
FREN 091. Senior Colloquium:
This course will be dedicated to discussions of
the various topics chosen by majors and minors
for their senior thesis. Although this course is
required of French/Francophone majors and
minors, it is open to other advanced students.
Writing course. Offered each fall.
1 credit.
Fall 2012. Rice-Maximin. Fall 2013. Blanchard.
FREN 093. Directed Reading
FREN 096. Thesis

MLL: German Studies
Seminars
FREN 111. Le Désir colonial:
représentations de la différence dans
l’imaginaire français#
This course addresses how the colonial
encounter has shaped modem perceptions
ofrace, ethnicity, gender, and sexuality through
the production, circulation and consumption of
deformed images of its colonial subjects. From
noble savages and whimpering slaves to
hideous monsters and seductive harem girls, we
will examine the dynamics of representation
embedded in colonial narrations and visual
constructions of the “Other,” focusing on
conceptualizations of power as they relate to
race, sexual politics and the gendering of the
colonial subject. Primary texts include literature
of the slave trade, orientalist fictions and
photographs, colonial films, museum
exhibitions and world’s fairs, and contemporary
works of fiction that deal with the legacy and
sometimes continue the colonial desire.
Eligible for BLST or GSST credit.
2 credits.
Spring 2013. Gueydan.
FREN 114. Théâtre d’écritures
francophones
Spring 2014. Rice-Maximin.
FREN 180. Honors Thesis

p. 310

FREN 115. Paroles de femmes#
LITR 061FJ. Manga, Bande Dessinée, and the
Graphie Novel: A Transnational Study of
Graphie Fiction
LITR 071F. French Cultural and Critical
Theory
LITR 073F. Postwar France: The French New
Wave (French and Francophone Literature and
Film in Translation)
LITR 075F. Caribbean literature and culture in
Translation
LITR 078F. Francophone Cinema
LITR 059FG. Re-invisioning Diasporas
LITR 071F. French Culture and Critical Theory

German Studies
Core Faculty
Hansjakob Werlen, Professor, Coordinator
Sunka Simon, Associate Professor
Christopher Schnader, Lecturer
Affiliated Faculty
Peter Baumann, Professor (Philosophy)23
Richard Eldridge, Professor (Philosophy)
Pieter Judson, Professor (History)
Tamsin Lorraine, Professor (Philosophy)2
Michael Marissen, Professor (Music)3
Braulio Munoz, Professor (Sociology and
Anthropology)
Robert Weinberg, Professor (History)
Thomas Whitman, Associate Professor (Music)

FREN 199. Senior Honors Study
2Absent on leave, spring 2013.

Courses with a Francophone com ponent are
m arked with a #.

French Courses Not Currently
Offered
FREN 022. Panorama du cinéma fiançais et
francophone#
FREN 043. Fictions d’enfance#
FREN 044. Tyrants and Revolutionaries
FREN 045A. Le monde francophone:
Postcolonial cities in the Francophone World#
FREN 045C. Le Monde francophone: Carricean
literatures and culture#
FREN 046. Poésies d’écritures françaises#
FREN 054. Cinéma Française: Jeunesse et
Résistance
FREN 058. The Representation of Alterity in
French Literature and Cinema#
FREN 104. Le Roman du XIXe siècle
FREN 106. La Modernité
FREN 108. Littérature et cinema moderne et
contemporains: La question de représentation
FREN 110. Histoires d’îles#
FREN 112. Ecritures Francophones

3Absent on leave, 2012-2013.

The German Studies Program offers students a
wide variety o f courses in language, literature,
film, and culture taught in German, as well as
classes in anthropology and sociology, history,
music, philosophy, and political science.
Stressing the interrelatedness of linguistic
competency and broad cultural literacy, German
studies classes cover a wide range of literary
periods, intellectual history, and film and visual
culture. The diverse approaches to German
culture(s) prepare students for graduate work in
several academic disciplines, as well as for a
variety of international careers. German studies
can be pursued as course major or minor or as a
major and minor in the Honors Program.
Students are expected to be sufficiently
proficient in German to do written and oral
work in German. To this end, we strongly
advise students to spend an academic
semester—preferably spring semester—in a
German-speaking country before their senior
year.

MLL: German Studies
The Academic Program
Not all advanced courses or seminars are
offered every year. Students wishing to major
or minor in German studies should plan their
program in consultation with the program
coordinator. All German courses numbered 50
and above are open to students after GMST 008
or 020. Seminars in German are taught in fall
semesters only and are open to students with
advanced skills in reading and writing German.
For seminar enrollment in our affiliated
departments, please consult the guidelines and
German studies adviser of those departments
(art, history, music, philosophy, political
science, religion, sociology and anthropology).

Course Major: Options,
Requirements, and Acceptance
Criteria
• Completion of a minimum o f 8 credits in
courses numbered 003 and above.
• Majors in course are required to take GMST
091: Special Topics, and enroll in at least one
seminar taught in German in their junior or
senior year. (See the note on enrolling in
seminars)
• Three of the 8 credits may be taken in
English from among the courses relevant to
German studies listed in the catalog under
literature in translation (e.g., LITR 054G or
LITR 066G) or from courses listed as eligible
for German studies (see list below).
• Comprehensive requirement: Seniors in
course are required to submit a bibliography of
20 works to form the basis of a discussion and
an extended, integrative paper (approximately
15 double-spaced pages in length) on a topic
agreed to by the program coordinator. This
paper, due before the date for the
comprehensive examination, is complemented
by a discussion of the paper with members of
the program, in German.
• Students are strongly encouraged to spend a
semester in Germany or at least participate in a
summer program in a German-speaking
country. O f the classes taken abroad, a
maximum of 2 credits will normally count
toward the major. In cases of double majors,
this number might be increased in consultation
with the German studies chair. After studying
abroad, majors must take two additional
German studies classes.
Typical Course of Study:
Minimum of 5 credits in German above GMST
001 and 002:
GMST 003
GMST 008
GMST 020
GMST 091

p. 311

GMST Seminar (104 and above, 2 credits)
Maximum of 3 credits taught in English from
LITR, such as:
LITR 020: Expressions of Infinite Longing.
German Romanticism and its Discontents
LITR 051G: European Cinema
LITR 054G: German Cinema
LITR 066G: History of German Drama
Or the equivalent, taught in English, and from
List of Courses eligible for German Studies
(taught in English in other departments, e.g.
HIST 035 and PHL 049 or SOAN 101)

Course Minor: Options,
Requirements, and Acceptance
Criteria
• Students must complete a minimum of 5
credits in courses and seminars, at least 3 of
which are taught in German and numbered 003
or above. O f these courses, GMST 008,020 and
GMST 091: Special Topics are required.
• Up to two credits can come from courses
eligible for German studies numbered 008 or
above.
• Students are strongly encouraged to spend a
semester in Germany or at least participate in a
summer program in a German-speaking
country. O f the classes taken abroad, a
maximum of 2 credits will normally count
toward the minor. In case of double majors, this
number can be increased in consultation with
the German Studies chair.
Typical Course of Study:
GMST 003
GMST 008
GMST 020
GMST 091
1-2 advanced courses or 1 seminar taught in
English from the list of courses eligible for
German studies (from LITR or from an
affiliated department, e.g. HIST 036 and
MUSI 035 or PHL 137)

Honors Major and Minor in
German Studies
Majors and minors in the Honors Program are
expected to fulfill the minimum requirements
for course majors above and be sufficiently
proficient in spoken and written German to
complete all their work in the language. All
majors and minors in honors are strongly
advised to spend at least one semester of study
in a German-speaking country. Candidates are
expected to have a B average in coursework
both in the department and at the College.
Preparations
Honors Major: The honors major requirements
are identical to the course major requirements.

MLL: German Studies
All honors majors must include GMST 020 and
GMST 091 in their course of study. In addition:
1. Honors majors in German studies take three
seminars, two taught in German and one taught
in English from an affiliated program. In
consultation with the German studies chair, two
advanced courses in German studies (such as
GMST 054 and a second special topics course,
GMST 091) may be taken in lieu of one
seminar.
2. Honors majors participate in the external
examination process required of all Swarthmore
honors students and the Senior Honors Study
process explained below. (Total: Minimum of 8
credits, 6 credits for seminars + 1 credit for
GMST 091 + 1 credit for GMST 020)
Honors Minor: The honors minor prepares for
the examination in German studies by following
the minimum course minor requirements. All
honors minors must take one seminar taught in
German for their honors preparation and
complete Senior Honors Study (described
below). (Total: 5 credits)
Senior Honors Study (SHS) and Mode of
Examination
For SHS, students are required to present an
annotated bibliography of criticism—articles or
books—concerning at least five of the texts in
each seminar offered for external examination.
Students are required to meet with the
respective instructors) of the seminars being
examined by Feb. 15 to discuss their planned
bibliography and to meet with the instructors
for a second time when the approved
bibliography is handed in by May 1. The
annotated bibliography, which carries no credit,
will be added to course syllabi in the honors
portfolio. The honors examination will take the
form of a 3-hour written examination based on
each seminar and its SHS preparation as well as
a 1-hour oral panel examination based on the
three written examinations for majors or a 30to 45-minute oral examination for minors.

Off-Campus Study
Students of German are strongly encouraged to
spend at least a semester in a German-speaking
country. There are several excellent
opportunities to participate in an approved
program, such as the Columbia Consortium
Program in Berlin, Duke University in Berlin,
the Macalester College German Study Program
in Berlin/Vienna, or the Dickinson College
Program in Bremen. Students should consider
going abroad in the spring semester. This will
enable them to participate fully in the semester
schedule of German and Austrian Universities.

p. 312

Eligible Courses in German
Studies
ARTH 005. Modem Art
ARTH 019. Contemporary Art
ARTH 077. Exhibiting the Modem
ARTH 166. Avant-Gardes
GMST 008. Texts in Content: Topics in
German Culture and Society from the
Reformation Until Today
GMST 020. Introduction to German Studies
GMST 024. German: Teaching and Pedagogy
GMST 052. The Gender of Modernity
GMST 054. German Cinema (Cross-listed
LITR054G and FMST 054)
GMST 091. Special Topics: TBA
GMST 104. Goethe und seine Zeit
GMST 108. Wien und Berlin
GMST 111. Genres
HIST 028. Nations & Nationalism-E. Europe
HIST 029. Sexuality and Society in Modem
Europe
HIST 035. From Emancipation to
Extermination: European Jewry’s Encounter
with Modernity
HIST 036. Modem Germany
HIST 037. History and Memory; Perspectives
on the Holocaust
HIST 125. Fascist Europe
LITR 016. First-Year Seminar: Transcultural
Mediations: How Texts Travel
LITR 020. Expressions of Infinite Longing:
German Romanticism and its Discontent
LITR 051. European Cinema (Cross-listed as
FMST 051)
LITR 066G. History of German Drama
MUSI 003A. Jazz Today: USA, Europe & the
African Heritage
MUSI 006B. Music o f Holocaust & WW II Era
MUSI 007A. W.A. Mozart
MUSI 007B. Beethoven and the Romantic
Spirit
MUSI 022. 19th Century European Music
MUSI 034. J.S. Bach
MUSI 101. J.S. Bach
MUSI 103. Mahler and Britten
MUSI 105. Beethoven
PHIL 029. Philosophy of Modem Music
PHIL 039. Existentialism
PHIL 048. German Romanticism
PHIL 049. Marx, Nietzsche, Freud
PHIL 114. 19th Century Philosophy
PHIL 139. Phenomenology, Existentialism, and
Poststructuralism

MLL: German Studies
POLS 053. The Politics of Eastern Europe:
Polities in Transition
POLS 059. Contemporary Euro Politics
POLS 073A. Migration, Immigration and
Globalization in Europe
POLS 107. Comparative Politics: Greater
Europe
SOAN 044D. Colloquium: Critical Social
Theory
SOAN 044E. Colloq: Modem Social Theory

Courses
Not all advanced courses or seminars are
offered every year. Students wishing to major
or minor in German should plan their program
in consultation with the section. All courses
numbered 050 and above are open to students
after GMST 020. (See note on enrolling in
seminars.)
GMST 001-002, 003. Intensive German
Students who start in the 001-002 sequence
m ust com plete 002 to receive creditfo r 001.

For students who begin German in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
expository and literary prose. See the
explanatory note on language courses earlier.
Normally followed by 008, or 020.
1.5 credits.
GMST 001. Intensive Elementary
German
Fall 2012. Werlen, Schnader.
GMST 002. Intensive Elementary
German
Spring 2013. Werlen, Schnader.
GMST 003. Intensive Intermediate
German
Fall 2012. Simon, Schnader.
GMST 005. German Conversation
A 0.5-credit conversation course, concentrating
on the development of the students’ speaking
skills.
Prerequisite: GMST 008 in a current or a
previous semester or the equivalent placement
test score.
0.5 credit.
Fall 2012. Schnader.
GMST 006. German Conversation
A 0.5-credit conversation course, concentrating
on the development of the students’ speaking
skills.
Prerequisite: GMST 008 in a current or a
previous semester or the equivalent placement
test score.

p. 313

0.5 credit
Spring 2013. Schnader.
GMST 008. Texts in Contexts: Topics in
German Culture and Society from the
Reformation until Today
GMST 008 is a 4th semester course integrating
the continued work on advancing the students’
linguistic skills with the acquisition of cultural,
historical, and literary content about German­
speaking countries. This course is the gateway
to all upper level courses in the German studies
curriculum. Topics alternate every year.
Prerequisite: placement test score or GMST
003.
Topic for Spring 2013: Deutsche
Popmusik-Von G assenhauer bis Hip
Hop
In this course, we will trace the development of
German popular music from Weimar era street
and vaudeville hits, musical films of the Third
Reich and the postwar decades, to post-1968
protest songs, German Schlager, New German
Wave, and Hip Hop. While fine-tuning your
knowledge of German cultural history,
advancing your stylistic, lexical and
grammatical competency in German will be the
overall goal.
1 credit.
Spring 2013. Simon.
GMST 020. Introduction to German
Studies: Topics in German Literature
and Culture
This course serves as the introduction to the
interdisciplinary field of German studies. What
is German “culture,” how has it been defined,
which narratives, theories, and events have
shaped the national imaginary from the 18th
century to today? Students will develop
speaking and writing skills through short
assignments and presentations intended to
familiarize them with the vocabulary of literary
and cultural analysis in German. Topics change
every year.
Prerequisite: placement test score or GMST
008.
Topic for Fall 2012: The German Literary
Canon
Poems by Johann Wolfgang Goethe, stories by
Heinrich Kleist, E.T.A. Hoffmann and Gottfried
Keller, plays by Buchner and Brecht—these are
some of the texts read and analyzed in this
introduction to the critical and cultural context
of the German literary canon.
1 credit.
Fall 2012. Werlen.

MLL: German Studies
GMST 024. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an afterschool program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week. During the evening
pedagogy sessions held on campus, we will
discuss writing weekly lesson plans, foreign
language acquisition in children, teaching
methodologies and approaches. We use a
common goal-oriented curriculum among all
the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit
Fall 2012, spring 2013. Staff.
GMST 054. German Cinema
(Cross-listed as LITR 054G/FMST 054)
This course is an introduction to German
cinema from its inception in the 1890s until the
present. It includes an examination of early
exhibition forms, expressionist and avant-garde
films from the classic German cinema of the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
of popular and avant-garde films while
discussing mass culture, education, propaganda,
and entertainment as identity- and nation­
building practices.
Eligible for FMST credit, fulfills national
cinema requirement.
Writing course.
1 credit.
Not offered 2012-2013.
GMST 091. Special Topics
Advanced literature and culture course in
German required for all German majors and
minors. For honor students, this class together
with an attachment counts as an honors
preparation.
Topics change each year and include (partial
list):
• Der neue deutsche Krimi
• Die Romantik
• Die deutsche Postmodeme
• Gegenwartsliteratur
• Heinrich von Kleist and E.T.A. Hoffmann
• Popularliteratur

p. 314

Topic for Spring 2013: German Literary
Modernisms
The severe economic and political crises and
the subsequent unraveling of social relations in
early twentieth-century Germany find
expression in various aesthetic movements that
mark a radical break with nineteenth-century
culture. In literature, differing modemist
visions—fascist, leftist and bourgeois
individualist—respond to this profound sense of
social disorientation with competing aesthetic
and political visions. The texts read in our
course will exemplify these divergent answers
to the crisis of the modem subject and include
(among others): Rilke: Die Aufzeichnungen des
Malte Laurids Brigge; Musil: Die
Verwirrrungen des Zöglings Törless; Hesse:
Steppenwolf, Graf: Bolwieser: Roman einer
Ehe; Jünger: In Stahlgewittem; T. Mann: Mario
und der Zauberer; Berman: The Rise o f the
Modem German Novel.
1 credit.
Spring 2013. Werlen.
GMST 093. Directed Reading

Seminars
Five German seminars are normally scheduled
on a rotating basis. Preparation of topics for
honors may be done by particular courses plus
attachments only when seminars are not
available.
Note. Students enrolling in a seminar are
expected to have done file equivalent of at least
one course beyond the GMST 020 level.
GMST 104. Goethe und seine Zeit
This seminar familiarizes students with
arguably the greatest German writer whose
literary works revolutionized German poetry,
drama, and the novel. Often regarded as the
founder of German classicism, Goethe’s literary
writings, spanning over six decades, defy easy
categorization. Texts read in the seminar
include the early drama Gotz von Berlichingen
and the influential epistolary novel The Sorrows
o f Young Werther, the classical drama Iphigenie
aufTauris, the novels Wilhelm Meisters
Lehtjahre and Die Wahlverwandtschaften, early
essays on Shakespeare and Gothic architecture,
poetry from all periods of his life, and, of
course, Faust. We will also look at Goethe’s
scientific ideas (morphology of plants and
theory of optics) in his philosophical and
economic worldview.
2 credits.
Fall 2012. Werlen.
GMST 105. Die deutsche Romantik
Romanticism as the dominant movement in
German literature, thought, and the arts from

MLL: Japanese
the 1790s through the first third of the 19th
century. Focus on Romantic aesthetics and
poetics, including the influence of German
Idealism.
2 credits.
Not offered 2012-2013.
GMST 108. Wien und Berlin
Between 1871 and 1933, Vienna and Berlin
were two cultural magnets drawing such diverse
figures as Sigmund Freud, Ludwig
Wittgenstein, Gustav Klimt, Gustav Mahler,
Leon Trotsky, Gerhard Hauptman, Käthe
Kollwitz, Rainer Maria Rilke, Bertolt Brecht,
Kurt Tucholsky, Else Lasker-Schiiler, Richard
Strauss, Arnold Schönberg, and Adolf Hitler.
This course will examine the multiple tensions
that characterized “fm-de-siecle” Vienna and
Berlin, such as the connection between gender
and the urban landscape, the pursuit of pleasure
and the attempt to scientifically explore human
sexuality, and the conflict between avant-garde
experimentation and the disintegration of
political liberalism.
2 credits.
Not offered 2012-2013.
GMST 110. German Literature After
World War II
The aim of the seminar is to acquaint students
with literary developments in the German­
speaking countries after the end of World War
II. The survey of texts will address questions of
“Vergangenheitsbewältigung” and social
critique in the 1950s, the politicization of
literature in the 1960s, the “Neue Innerlichkeit”
of the 1970s, and literary postmodemity of the
1980s. We will also study the literature of the
German Democratic Republic and texts dealing
with post-wall, unified Germany. Authors
included are Böll, Eich, Grass, Frisch,
Bachmann, Handke, Bernhard, Jelinek, Strauss,
Wolf, Delius, Plenzdorf, Siiskind, and Menasse.
2 credits.
Not offered 2012-2013.
GMST 111. Genres
This seminar will explore in depth a particular
genre of literary and media production.
Scheduled topics include the following:
• Deutsche Lyrik
• Populärliteratur
• Der deutsche Film
• Das deutsche Drama
• Der deutsche Roman
GMST 199. Senior Honors Study

p. 315

Japanese
The Academic Program
Courses in Japanese language, literature, and
culture may be combined with courses taken at
Haverford, Bryn Mawr and with study abroad
toward a special major or a minor in Japanese
or may be counted toward a major or minor in
Asian studies (see Asian studies). Interested
students should consult with the section head of
Japanese or with the chair of Asian studies.

Special Majoring and Minoring
in Japanese
Students may construct a special major in
Japanese, featuring intensive study in Japanese
language, literature, and culture. Japanese
special majors will complete their coursework
through a combination of study at Swarthmore,
courses at Haverford or Bryn Mawr, and study
abroad. Students interested in a Japanese
special major or minor should consult with the
section head of Japanese as soon as possible.
Students seeking a broader exposure to East
Asian society and culture may consider a
Japanese concentration within the Asian studies
major. Students who wish to concentrate on
linguistics rather than Japanese literature and
culture may construct a special major in
Japanese Language and Linguistics, with a
combination of advanced language study at
Haverford and Bryn Mawr, study abroad and
courses and seminars in the Linguistics
department at Swarthmore College. Students
wishing to pursue this possibility should consult
with the Japanese section head.

Special Major in Japanese
Language, Literature and
Culture
At least 10 total credits starting with 001,
including at least one credit outside the
department, are required for a special major in
Japanese. Special majors should complete the
following sequence of language courses JPNS
001,002,003,004,012,012A, 013,013A or
their equivalent. Japanese special majors are
strongly encouraged to study abroad in a
program approved by the section; transfer
credits normally may be counted toward the
special major.
Special majors should complete at least two
courses on Japanese culture of level 015 and
higher and at least two additional courses of
level 30 and higher or their equivalent in
coursework outside the department. Students
are encouraged to combine their study of
Japanese literature and culture with coursework
in Japanese history, anthropology and
sociology, religion, art, music, economics,
political science, education, comparative

MLL: Japanese
literature, and other related fields within the tri­
college consortium. At least two courses on
Japanese literature and culture should normally
be taken within the department.
All special majors will complete a culminating
project.

Minor in Japanese Language,
Literature and Culture
A minimum of 5 credits numbered 004 and
above is required for the course minor. At least
one credit must be taken in Japanese literature,
film or culture in translation, either in
coursework offered by the Japanese section or
its equivalent in coursework outside of
Swarthmore, with the approval of the section. A
minimum of 3 credits should be taken at
Swarthmore.
The section strongly encourages study abroad in
a section-approved program; transferred credits
normally may be counted toward the minor.
One credit may be earned from another
department on a Japan-related subject with the
approval of the section.

Honors Special Majors and
Minors in Japanese
Honors study for qualified students may be
substituted for the culminating project in the
major. Students are encouraged to consult with
the Japanese section head to discuss Honors
special majors and honors minors.

Courses
JPNS 001-002. Introduction to Japanese
Students who start in the 001-002 sequence
m ust com plete 002 to receive creditfo r 001.

This intensive introduction to Japanese
develops the four language skills of speaking,
writing, listening, and reading. The spoken
component will cover both formal and casual
forms of speech; the written component will
introduce the hiragana and katakana syllabaries;
and about 200 kanji characters.
1.5 credits.
JPNS 001.
Fall 2012. Suda, Jo.
JPNS 002.
Spring 2013. Suda, Jo.
JPNS 003-004. Second-Year Japanese
Combines intensive oral practice with writing
and reading in the modem language. The course
attempts to increase students’ expressive ability
through the introduction of more advanced
grammatical patterns and idiomatic expressions.
The course will introduce approximately 300

p. 316

new kanji characters in addition to the 200
covered in JPNS 001-002.
1.5 credits.
JPNS 003.
Fall 2012. Gardner, Suda.
JPNS 004.
Spring 2013. Gardner, Suda.
JPNS 012-013. Third-Year Japanese
These courses aim to lead Japanese students
into the intermediate-advanced level, deepening
students’ exposure to Japanese culture through
the study of authentic materials and the
application of language skills in diverse
linguistic contexts. They will combine oral
practice with reading, viewing, and discussion
of authentic materials including newspaper
articles, video clips, and literary selections.
Students will continue to develop their
expressive ability through use of more
advanced grammatical patterns and idiomatic
expressions, and will gain practice in
composition and letter writing. These courses
will introduce approximately 300 new kanji
characters in addition to approximately 500
covered in first- and second-year Japanese.
Prerequisite: Completion of JPNS 004 or
demonstration of equivalent language skills.
These courses are recommended to be taken
together with JPNS 012A in the fall semester
and JPNS 013A in the spring semester, which
will provide additional opportunities for
application and extension of newly acquired
skills.
1 credit.
Fall 2012, spring 2013. Jo.
JPNS 012A. Japanese Conversation
This course aims to improve students’
command of spoken Japanese at the
intermediate level. It meets for 90 minutes each
week. Can be repeated for credit. Prerequisite:
completion of JPNS 004, or instructor’s
permission.
0.5 credit.
Fall 2012. Jo.
JPNS 013A. Readings in Japanese
This course aims to improve students’
intermediate-advanced reading skills, while
introducing them to the world of Japanese
literature in the original. We will examine texts
in various genres, such as personal essays, short
stories, folk tales, manga, haiku, and free-verse
poetry, and discuss the distinctive features of
each genre as well as the cultural context for
each work. Readings and discussion will be in
Japanese. The course may be repeated for
credit. Prerequisite: completion of JPNS 012, or
instructor’s permission.

MLL: Japanese
0.5 credits.
Spring 2013. Gardner.
JPNS 014A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an afterschool program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week. Dining the evening
pedagogy sessions held on campus, we will
discuss writing weekly lesson plans, foreign
language acquisition in children, teaching
methodologies and approaches. We use a
common goal-oriented curriculum among all
the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2012, spring 2013. Staff.
JPNS 017. First-Year Seminar: The
World of Japanese Drama
(Cross-listed as LITR 017J/THEA 017)
This first-year seminar will explore the unique
dramatic traditions of Japan from diverse
angles, including a study of dramatic texts,
videos of performance, and films based on
famous dramatic works. Our seminar will focus
on the three great dramatic traditions of Noh
masked drama, Bunraku puppet theater, and
Kabuki. We will also examine the cultural
background of these dramatic forms, including
the influence of Buddhism, Shinto, and
shamanism, as well as the philosophical
background and methodology of training and
performance.
1 credit.
Not offered 2012-2013.
JPNS 019. Topics in Japanese
This fourth-year level advanced Japanese
course aims to develop students’ language
proficiency in reading, writing, listening, and
speaking, through examination and discussion
of a variety of authentic materials on selected
topics such as literature, language, history,
education, and society. Readings and discussion
will be in Japanese.
Prerequisite: completion of JPNS 013 or
equivalent
1 credit.
Not offered 2012-2013.

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JPNS 021. Modern Japanese Literature
(Cross-listed as LITR 021J)
An introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day,
focusing on how literature has been used to
express the personal voice and to shape and
critique the concept of the modem individual.
We will discuss the development of the mode of
personal narrative known as the “I novel” as
well as those authors and works that challenge
this literary mode. In addition, we will explore
how the personal voice in literature is
interwoven with the great intellectual and
historical movements of modem times,
including Japan’s encounter with the West and
rapid modernization, the rise of Japanese
imperialism and militarism, World War II and
its aftermath, the emergence of an affluent
consumer society in the postwar period, and the
impact of global popular culture and the
horizon of new transnational identities in the
21st century. All readings and discussions will
be in English.
1 credit
Not offered 2012-2013.
JPNS 024. Japanese Film and Animation
(Cross-listed as LITR 024J/FMST 057)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development of Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki.
1 credit.
Not offered 2012-2013.
JPNS 041. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as LITR 041 J)
As Japanese society has transformed rapidly in
the 20th century and beyond, a number of
authors have turned to the fantastic to explore
the pathways of cultural memory, the
vicissitudes of interpersonal relationships, the
limits of mind and body, and the nature of
storytelling itself. In this course, we will
consider the use o f anti-realistic writing genres
in Japanese literature from 1900 to the present,
combining readings of novels and short stories
with related critical and theoretical texts.

MLL: Russian
Fictional works examined will include novels,
supernatural tales, science fiction, and
mysteries by authors such as Tanizaki
Junichiro, Edogawa Rampo, Kurahashi
Yumiko, and Murakami Haruki. Readings will
be in English; no previous experience in
Japanese studies is required.
Writing course.
1 credit.
Fall 2012. Gardner.
JPNS 051. Japanese Poetry and Politics
(Cross-listed as LITR 051J)
Japanese poetic forms such as haiku, renga, and
tanka have had a great impact on modem poetry
across the world, and have played a central role
in the development of Japanese literature and
aesthetics. This course will examine Japanese
poetry from its roots in ancient oral tradition
though the internet age. Topics include the role
of poetry in courtship, communication, religion,
and ritual; orality and the graphic tradition; the
influence of poetic models from China and the
West; social networks and game aesthetics in
renga linked poetry; and haiku as a worldwide
poetic form. Course projects will include
translation and composition in addition to
analytical writing. Readings will be in English,
and there are no language requirements or other
prerequisites; however, the course will include
a close examination of Japanese poetic sound,
syntax, meter, and diction, or how the poems
“work” in the original language.
1 credit.
Not offered 2012-2013.
JPNS 061. Manga, Bande Dessinée, and
the Graphic Novel: A Transnational
Study of Graphic Fiction
(Cross-listed as LITR 061FJ)
1 credit.
Not offered 2012-2013.
JPNS 074. Japanese Popular Culture
and Contemporary Media
(Cross-listed as LITR 074J)
Japanese popular culture products such as
manga (comics), anime (animation), television,
film, and popular music are an increasingly
vital element of 21st-century global culture,
attracting ardent fans around the world. In this
course, we will critically examine the postwar
development of Japanese popular culture,
together with the proliferation of new media
that have accelerated the global diffusion of
popular cultural forms. Engaging with
theoretical ideas and debates regarding popular
culture and media, we will discuss the
significance of fan cultures, including the
“otaku” phenomenon in Japan and the United
States, and consider how national identity and

p. 318

ethnicity impact the production and
consumption of popular cultural products. We
will also explore representations of technology
in creative works, and consider the global and
the local aspects of technological innovations,
including the internet, mobile phones, and other
portable technology. Readings and discussion
will be in English. The course will be
conducted in a seminar format with student
research and presentations comprising an
important element of the class. Previous
coursework in Japanese studies or media studies
is recommended but not required.
1 credit.
Not offered 2012-2013.
JPNS 083. War and Postwar in Japanese
Culture
(Cross-listed as LITR 083J)
What was the Japanese experience of World
War II and the Allied Occupation? We will
examine literary works, films, and graphic
materials (photographs, prints, advertisements,
etc.), together with oral histories and historical
studies, to seek a better understanding of the
prevailing ideologies and intellectual struggles
of wartime and postwar Japan as well the
experiences of individuals living through the
cataclysmic events of midcentury. Issues to be
investigated include Japanese nationalism and
imperialism; women’s experiences of the war
and home front; changing representations and
ideologies of the body; war writing and
censorship; the atomic bombings of Hiroshima
and Nagasaki; Japanese responses to the
Occupation; and the war in postwar memory.
The course readings and discussions will be in
English.
1 credit.
Spring 2013. Gardner.
JPNS 094. Independent Study
JPNS 096. Japanese Thesis
Writing course.

Russian
The Academic Program
The major in Russian language and literature
covers the rise and development of Russian
literature and culture up to the present. Students
will encounter critical theory and develop skill
in critical analysis, approaching Russian and
Soviet literature and culture in relationship to
historical and social forces. The emphasis in our
courses is on culture as well as literature:
indeed, understanding Russian literature and
other arts is impossible without some
background in the history and culture. Because
Russian is a small program, we are very
responsive to student demand and can develop

MLL: Russian
courses almost to order, if there is sufficient
interest. Students interested in a combined
Russian language and linguistics major may
develop a program with advanced courses and
seminars in the language offered at Bryn Mawr
or the University of Pennsylvania and the
Linguistics Department at Swarthmore College.
Russian in Combination with Other
Programs
In the Course Program, Russian can contribute
toward majors in comparative literature, film
and media studies, linguistics, and theater, and
to the concentrations in interpretation studies
and gender and sexuality studies. Thematic
courses in Russian culture can support majors
or minors in history, music, philosophy, and
political science and concentrations in Asian
studies, environmental studies, and Islamic
studies. A Russian honors minor fits well into
an honors major in the humanities or social
sciences, and nicely rounds out majors in
engineering or the natural sciences. In the
Honors Program, Russian contributes toward
the major or minor in comparative literature. By
including coursework in second language
acquisition at Bryn Mawr College, Russian can
be part of a special major in educational studies
for teacher certification.
There is no distinction between qualification for
the Russian Course Program and for the Honors
Program. We recommend a minimum of one
semester or summer of study in Russia. Majors
and minors are urged to buiid and maintain
fluency by taking Russian Conversation (RUSS
006A) and Russian Phonetics (RUSS 008A),
and to support their work in the field with
courses in anthropology, art, cognitive science,
film and media studies, history, music,
philosophy, political science, religion,
sociology, theater, and other literatures.
RUSS 091, the seminar attachment, may be
added to any course numbered 020 or above to
convert it to a seminar, for a total of two credits.
The additional work is done in the original
language and supported by regular meetings
with the professor, readings, discussions, and
significant writing assignments in Russian. We
anticipate that most seminar work will be done
in this format. If there is sufficient student
demand, we can offer advanced seminars in any
of the following areas:
Seminar Topics:
RUSS 101. Tolstoy
RUSS 102. Russian Short Story
RUSS 103. Pushkin and Lermontov
RUSS 104. Dostoevsky
RUSS 105. Literature of the Soviet Period
RUSS 106. Russian Drama
RUSS 107. Russian Lyrical Poetry

p. 319

RUSS 108. Russian Modernism
RUSS 109. Chekhov
RUSS 110. Bulgakov
RUSS 111. Tsvetaeva and Mayakovsky
RUSS 112. Akhmatova and Mandelshtam
RUSS 113. Russian and Soviet Cinema
RUSS 114. Folklore in Russian Literature
RUSS 115. The Many Faces of the Russian
Literary Anecdote
RUSS 116. The Petersburg Myth in Russian
Literature
RUSS 117. Post-Soviet Russian Literature
RUSS 118. Russian Jewish Writers
RUSS 119. Russian Women Writers
RUSS 120. Russian Science Fiction and
Fantasy
The Russian section webpage includes
descriptions of the possible seminar topics
listed above.
The Russian Program offers a course major or
minor and an honors major and minor. Courses
in Russian literature and culture (and courses in
allied subjects, such as East European Prose or
the Translation Workshop) may also be part of
a special major.

Course Major
Requirements
A minimum of eight credits, which must
include:
1. RUSS 004 (or placement above 004)
2. RUSS 011 (or equivalent course in Russia)
3. RUSS 013
4. RUSS 091 (Special Topics)
5. Another course in translation
6. Two seminars in Russian literature and
culture, or the equivalent of two seminars (see
note on Seminars in the summary o f the
academic program). Students who study abroad
in Russia may use one seminar or spetskurs per
semester of study in lieu of a Swarthmore
seminar.
Acceptance Criteria
To be accepted as a major or minor, you must
have earned a minimum grade of “B” in
Russian language and literature courses taken at
Swarthmore and present linguistic ability and
clear potential for sophisticated study in the
original literature, criticism, and cultural history
of imperial Russia, the Soviet Union, and PostSoviet Russia.

Thesis / Culminating Exercise
The culminating exercise for a course major in
Russian is one three-hour written examination
(answering two questions in Russian, one in

MLL: Russian
English), scheduled after the end of regular
exams in the spring semester of senior year.

Course Minor
Requirements for a minor in course in
Russian
Five or 5.5 credits, which must include:
1. RUSS 004 (or placement above 004);
2. RUSS 011 or RUSS 013, or an equivalent
course taken in Russia;
3. One of the following: RUSS 013 (if not used
to fulfill #2 above), another literature/culture
course in translation, or a comparable course in
Russia or at Bryn Mawr or University of
Pennsylvania;
4. One seminar in Russian or the equivalent.
Only one of these courses may overlap with a
second minor or the student’s major. Study
abroad in Russia is strongly encouraged.

Honors Major
Prerequisites for Majors:
E RUSS 004
2. RUSS 011 (or a comparable course)
3. RUSS 013 plus one other literature course in
translation, or one advanced literature course in
another language or literature
4. At least two seminars or courses with the
seminar attachment in Russian
5. Seminars may be replaced by a course on
Russian literature in translation plus an
attachment with work in the original language
after consultation with the section.
6. The minimum grade for acceptance into the
Honors Program is “B” level work in Russian
language courses taken at Swarthmore and in
RUSS Oil or its equivalent.
At least one semester of study in Russia is
strongly encouraged.
Senior Honors Study
Please see the information on seminars and
seminar attachments, above.
At the beginning of final semester, seniors will
meet with the Russian section head.
1. Honors majors write three 3,000-3,500 word
papers in Russian, one for each honors
preparation, or else one 6,000-word paper
which integrates the three honors preparations.
These three papers (or one long paper) become
part of the portfolio presented to the external
examiners, along with the syllabi o f the three
(2-credit) honors preparations and any other
relevant material.
2. Minors will be expected to write one 3,0003,500-word paper in Russian. This paper will
become part of the portfolio presented to the
examiner along with the syllabus of the one (2-

p. 320

credit) honors preparation and any other
relevant material.
3. Majors will take three three-hour written
examinations prepared by external examiners,
plus one half-hour oral exam for each, based on
the contents of the written examination and
materials submitted in the portfolio. Minors will
take one three-hour written examination
prepared by an external examiner and one halfhour oral examination based on the written
examination and materials submitted in the
portfolio.

Honors Minor
Prerequisites for Minors:
1. RUSS 004
2. RUSS Oil (or a comparable course)
3. RUSS 013 plus another course in translation
4. At least one seminar in Russian
5. The minimum grade for acceptance into the
Honors Program is “B” level work in language
courses taken at Swarthmore and in RUSS Oil
or it’s equivalent.
At least one semester of study in Russia is
strongly encouraged.

Special Major
Courses in Russian language, literature, and
culture may be integrated into special majors of
a variety of kinds, for example: Russian area
studies, Russian cinema in history, or Russian
and East European literature and/or culture.

Off-Campus Study
Study abroad is strongly encouraged for
students of Russian. We recommend four
programs (ACTR, CŒE, Middlebury, and the
Smolny Institute) for semester and academicyear study in Russia. Credit may also be
available for study through other programs,
with appropriate documentation. Consult your
professor for more information on programs
and sources of funding support.

Research and Service-Learning
Opportunities
Russian participates in the Service-Teaching
Pedagogy course and can offer support in
various ways to students teaching Russian in
the elementary school.
Summer Opportunities
Besides summer abroad study or internships,
and the possibility of arranging for summer
humanities research under the supervision of
Russian program faculty, students interested in
summer language study in Russia or in summer
programs in the U.S. may apply for financial
support from the Olga Lamkert Fund.

MLL: Russian
Russian is certified as a critical language by
U.S. government agencies, meaning that for
both summer study and study abroad there is
funding available to support students working
in Russian, especially if they are working to
reach a high level of proficiency. Ask us for
information on this financial assistance and
support in applying.

Life After Swarthmore
A major or minor in Russian can enhance a
variety of career choices: strong language skills
enhance any other program of work, research or
study, while knowledge of literature and culture
offers subtle or obvious advantages in business,
politics, science and medicine. Like other less
commonly taught languages, Russian on your
college transcript suggests to potential
employers or graduate school admissions
committees that you are smart and adventurous,
willing to try a challenging new subject of
study—and able to master it by completing a
major or a minor.
Graduate School and Other Study
Several recent Russian majors and minors have
completed area studies M.A. degrees at Harvard
University; others have entered the Flagship
Program, which aims to bring students to the
highest levels of language fluency for
subsequent work in politics, scholarship, or
NGOs. Students with majors in Russian
Literature have gone on to doctoral work in
Political Science. Others have done graduate
study in Linguistics, English Literature, and
Comparative Literature. The systematic nature
of Russian grammar makes it no surprise that
some of our majors and minors have gone on to
medical school or to graduate work in Physics
and Astronomy. One graduate received a
Fulbright fellowship to study Russian authors
who covered the Spanish Civil War as
journalists, and how their writing influenced the
later development of Soviet literature as well;
another received a Fulbright to study plant
genetics in southern Russia and Kazakhstan.
One of our former students left the Swarthmore
area to dance with the Boston Ballet.
Career Options/Opportunities
As the paths of study above suggest, Russian
can be combined with almost any field to
enhance the possibilities available. Whether
immediately after graduation or later, our
alumni have found work as editors or English
teachers in Russia. Some have gone into the
State Department and have become medical
doctors. Graduate study may lead to careers as
college and university professors or directors of
university Title VI centers.
Whatever your career choice, chances are we
can put you in touch with alumni of

p. 321

Swarthmore’s Russian program who will be
able to offer you advice, support, and
connections in the field.

Courses
Not all advanced courses or seminars are
offered every year. Students wishing to major
or minor in Russian should plan their program
in consultation with the department faculty.
Course majors are required to take Special
Topics (RUSS 091).
Seminars in Russian are only offered when
there is sufficient demand. Otherwise students
who wish to take a literature course in
translation for seminar credit must register for a
Seminar Attachment (1 additional credit),
adding an A to the course number: 21 A, 33A,
41 A, etc. Courses numbered under 20 cannot be
taken as seminars.
RUSS 001-002, 003. Intensive Russian
Students who start in the 001-002 sequence
must complete and pass 002 in order to receive
creditfor 001.
For students who wish to begin Russian in
college or who did not move beyond an
introduction in high school. Designed to impart
an active command of the language. Combines
the study of grammar with intensive oral
practice, work on phonetics, writing, web
materials, and readings in literary and
expository prose. Conducted primarily in
Russian; normally followed by RUSS 004,
RUSS 011 and ideally by RUSS 010, and
RUSS 008A. See the explanatory note on
language courses in the first section of modem
languages and literatures.
1.5 credits.
RUSS 001.
Fall 2012. Johnson, Moskala-Gallaher.
RUSS 002.
Spring 2013. Johnson, Moskala-Gallaher.
RUSS 003.
Fall 2012. Forrester, Moskala-Gallaher.
RUSS 004. Intermediate Intensive
Russian
For majors and those interested in reaching
advanced levels of proficiency in the language.
Advanced conversation, composition,
translation, and stylistics. Considerable
attention to writing skills, phonetics, and
spontaneous speaking. Readings include short
stories, poetry, newspapers, and the Russian
web.
1.5 credits.
Spring 2013. Forrester, Moskala-Gallaher.

MLL: Russian
RUSS 006A. Russian Conversation
This course meets once a week for 1.5 hours.
Students will read newspapers, explore the
Internet, and watch videos to prepare for
conversation and discussion. Each student will
design and complete an individual project based
on his or her own interests and goals. This
course may be repeated once for credit.
Prerequisite: 004 in current or a previous
semester or permission of the instructor.
0.5 credit.
Spring 2013. Moskala-Gallaher.
RUSS 008A. Russian Phonetics
(Cross-listed as LING 008A)
This course will enable Russian speakers and
non-speakers alike to leam to pronounce
Russian fluently. Focused work on individual
phonemes and the Russian “articulation
foundation” will accompany the study of
phonetic rules and intonational constructions.
We will devote practical attention to issues in
both Russian language acquisition and
linguistics; individual assignments will reflect
each student’s experience, interests, and goals.
0.5 credit.
Offered on demand.
RUSS 009. Cross-Cultural Pragmatics
Students in this course will explore how
American and Russian speakers perceive
politeness, and how sociocultural values
underlying both cultures affect the performance
and perception of speech acts, such as
greetings, requests, apologies, compliments,
complaints, and gratitude. This course will
focus on language and culture-specific features
of speech acts. This class will help American
learners of Russian to improve their pragmatic
competence so that they can successfully
interact with Russian native speakers in
everyday-life situtations. Students will read
primarilty in English and analyze Russian and
English examples in various sociocultural
contexts. Russian 001 required.
0.5 credit.
Fall 2012. Moskala-Gallaher.
RUSS 010. Advanced Russian
The course includes practice in speaking,
understanding, reading and writing Russian
through the use of authentic Russian language
materials, including film. Students will
consolidate previous knowledge of Russian
grammar, and will significantly increase their
vocabulary and improve their ievel of coherent
language and writing. Students will acquire
conscious knowledge of the meanings of the
grammatical forms applied to discourse, i.e. to
specific verbal situations, based not only on the
underlying linguistic phenomena, but also on
the content of lingua-cultural situations.

p. 322

1 credit
Offered on demand.
RUSS 011. Introduction to Russian
Culture
This advanced intensive writing course will
reinforce previous stages of work in Russian
and will focus on composition rather than
translation from English. Students will develop
advanced skills in comprehension and active
use of the written language through the use of
authentic Russian language materials. The
course will concentrate on contemporary
Russian culture and also on changes in the
Russian language—with a wide variety of
materials from fiction, newspapers, journals and
other media sources.
Conducted in Russian.
Prerequisite: RUSS 004 or permission from the
instructor.
Writing course.
1 credit.
Not offered 2012—2013.
RUSS 012A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an afterschool program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week. During the evening
pedagogy sessions held on campus, we will
discuss writing weekly lesson plans, foreign
language acquisition in children, teaching
methodologies and approaches. We use a
common goal-oriented curriculum among all
the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2012, spring 2013. Staff.
RUSS 013. The Russian Novel
(Cross-listed as LITR 013R)
The Russian novel represents one of Russia’s
most fundamental and enduring contributions to
world culture. This course surveys the
development of the Russian novel from the
early 19th century to the Soviet period by
examining seminal works, including novels by
Dostoevsky, Tolstoy and Bulgakov. The course
examines these works in terms of their literary,
social and political context, highlighting issues
such as sexism, racism, Orientalism, terrorism,
and imperialism, as well as Russia’s national
identity.

MLL: Russian
Writing course.
1 credit
Fall 2012. Johnson.
RUSS 015. First-Year Seminar: East
European Prose in Translation
(Cross-listed as LITR 015R)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and
turbulent region. Analysis of individual works
and writers to appreciate the religious,
linguistic, and historical diversity of Eastern
Europe in an era of war, revolution, political
dissent, and outstanding cultural and intellectual
achievement. Readings, lectures, writing, and
discussion in English; students who are able
may do some readings in the original languages.
Writing course.
1 credit.
Fall 2013. Forrester.
RUSS 017. First-Year Seminar: Love and
Sex in Russian Literature
(Cross-listed as LITR 017R)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern of
love and sex. We will read significant and
provocative works from traditional folk tales
through the 20th century to discuss their
construction of these most “natural” impulses
—and how they imagine the relationship of
human attraction to art, politics and philosophy.
Writing course.
1 credit.
Spring 2014. Forrester.
RUSS 021. Dostoevsky (in Translation)
(Cross-listed as LITR 021R)
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one of the great writers of the
modem age. His work influenced Nietzsche,
Freud, Woolf, and others and continues to exert
a profound influence on thought in our own
society to the present. Dostoevsky confronts the
“accursed questions” of truth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with knowledge of Russian may read
some or all of the works in the original.
1 credit.
Spring 2014. Johnson.
RUSS 023. The Muslim in Russia
(Cross-listed as LITR 023R)
The long and strong relationship of Russia and
Islam has been neglected in scholarship until

p. 323

recently. This course will examine texts (and
films) spanning more than a thousand years, to
introduce actual interactions of Russians and
Muslims, images of Muslims in Russian
literature (and a few Muslim images of Russia),
the place of Muslim writers in Soviet literature,
and the current position of Muslims in Russia
and in Russian discourse.
1 credit.
Fall 2012. Forrester.
RUSS 026. Russian and East European
Science Fiction
(Cross-listed as LITR 026R)
Science fiction enjoyed surprisingly high status
in Russia and Eastern Europe, attracting such
prominent mainstream writers as Karel Capek,
Mikhail Bulgakov, and Evgenii Zamiatin. In the
post-Stalinist years of stagnation, science
fiction provided a refuge from stultifying
official Socialist Realism for authors like
Stanislaw Lem and the Strugatsky brothers.
This course will concentrate on 20th-century
science fiction (translated from Czech, Polish,
Russian and Serbian) with a glance at earlier
influences and attention to more recent works,
as well as to Western parallels and contrasts.
1 credit.
Spring 2013. Forrester.
RUSS 028. Tolstoy
(Cross-listed as LITR 028R)
Novelist, Christian philosopher, pacifist, and
educator, Leo Tolstoy’s monumental thought
inspired communities o f‘Tolstoyans” and
influenced Gandhi, Martin Luther King, Jr., and
Nelson Mandela. Tolstoy’s treatment of moral
and historical issues in literature continues to
inspire and provoke readers today. This course
will examine Tolstoy’s major novels (War and
Peace, Anna Karenina), along with earlier and
later works, and explore his context in the
culture, literature, and history of the time.
1 credit.
Not offered 2012-2013.
RUSS 040. Revolutions in Theater:
Chekhov, Bulgakov, and the Moscow Art
Theater.
(Cross-listed as LITR 040R)
This course covers two revolutions in Russian
theater: the revolutionary innovations of
Stanislavsky and the Moscow Art Theater and
the Soviet revolution’s affect on artistic
freedom. First we will examine the history of
the Moscow Art Theater, focusing in particular
on the central role played by Anton Chekhov’s
full-length plays. Then we will look at Mikhail
Bulgakov’s tortured and tempestuous
relationship with the theater and his struggle to
maintain his artistic integrity in the face of

MLL: Spanish
Soviet ideology and censorship. Class projects
may include public performance.
1 credit.
Spring 2013. Johnson.
RUSS 045. Poetry in
Translation/Translating Poetry
(Cross-listed as LITR 045R)
This course will study the history, practice, and
politics of poetic translation from antiquity to
the present, including work from Arabic,
Chinese, French, German, Greek, Hebrew,
Irish, Japanese, Latin, Polish, Russian, Sanskrit,
and Spanish. The course has a strong practical
component: All students will work on
translations of their own throughout the
semester (from languages they know or by
working with native speakers or literal
versions), and the final project may include a
portfolio of translations. Especially suitable for
students interested in comparative literature or
creative writing.
1 credit.
Not offered 2012-2013.
RUSS 047. Russian Fairy Tales
(Cross-listed as LITR 047R)
Folk beliefs are a colorful and enduring part of
Russian culture. This course introduces a wide
selection of Russian fluty tales in their
aesthetic, historical, social, and psychological
context. We will trace the continuing influence
of fairy tales and folk beliefs in literature,
music, visual arts, and film. The course also
provides a general introduction to study and
interpretation of folklore and fairy tales,
approaching Russian tales against the
background of the Western fairy-tale tradition
(the Grimms, Perrault, Disney, etc.). No fluency
in Russian is required, though students with
adequate language preparation may do some
reading, or a course attachment, in the original.
1 credit.
Spring 2014. Johnson.
RUSS 070. Translation Workshop
(Cross-listed as LING 070 and LITR 070R)
This workshop in literary translation will
concentrate on both theory and practice,
working in poetry, prose, and drama as well as
editing. Students will participate in an
associated series of bilingual readings and will
produce a substantial portfolio of work.
Students taking the course for linguistics credit
will write a final paper supported by a smaller
portfolio of translations. No prerequisites exist,
but excellent knowledge of a language other
than English (equivalent to a 004 course at
Swarthmore or higher) is highly recommended
or, failing that, access to at least one very
patient speaker of a foreign language.

p. 324

1 credit.
Fall 2012. Forrester.
RUSS 091. Special Topics
For senior course majors. Study of individual
authors, selected themes, or critical problems.
1 credit.
Offered on demand.
RUSS 093. Directed Reading
RUSS 094. Independent Study

Seminars
Seminars in Russian are offered when there is
sufficient demand. See the summary of the
academic program for a list of seminar topics.
The Russian section webpage includes
descriptions of possible seminar topics.

Russian Courses Not Currently
Offered
RUSS 016. History of the Russian Language
RUSS 024. Russian and East European Cinema
RUSS 025. The Poet and Power
RUSS 033. Terror in Russia: Method, Madness,
and Murder
RUSS 041. War and Peace in Russian
Literature and Culture
RUSS 067. Jews in Russia: Culture, Film,
Literature
RUSS 075. Comedy, Satire, Humor

Spanish
Spanish, the second national language of the
United States, is the official language of twenty
countries—spoken by close to 500 million
people in the world. A living and migrating
language with a long history, Spanish is the
gateway to one of the most vital and
heterogeneous literatures and cultures in the
world.

The Academic Program
Our program incorporates a wide range of
themes, texts and geographic areas. While we
pay close attention to canonical texts that have
shaped a certain understanding of Iberian and
Latin American literatures, we also explore the
marginal voices and texts that challenge our
preconceived notions. We cross the boundaries
of literature, incorporating films and
documentaries, as we consider new critical
methods and reading practices.
The Spanish Program provides a strong
foundation for graduate studies in Spanish and
Latin American literatures, and our students
pursue careers in a wide range of disciplines.
Whether you plan to be an engineer, biologist,

MLL: Spanish
historian, or political scientist, the study of
Spanish language and its cultures will open
your mind to unexplored worlds.

Course Major
The Spanish major consists of eight courses and
a culminating senior exercise. The Spanish
major seeks to provide training in literary and
cultural analysis, as it enables students to
acquire linguistic proficiency.
Requirements
1. Students majoring in Spanish must spend one
semester in a Spanish-speaking country
enrolled in a program approved by the Section.
Only two courses taken abroad that pertain to
the curriculum of the section may count toward
fulfillment of the major. For full immersion, all
courses taken abroad must be taken in Spanish.
Language courses taken abroad may receive
Spanish credit but will not count toward the
major.
2. Upon returning from abroad, students must
enroll in a one-credit advanced course in the
Section.
3. Students must complete a minimum of eight
credits of work in courses numbered 008 and
above. One of these courses must be SPAN 022
or 023, except in special cases when the section
waives this requirement or approves a similar
course taken abroad.
4. Students may count only one of these
courses toward the major: 008,010 or 011.
SPAN 006A and SPAN 024 will not count
toward fulfillment of the major. Note that
neither AP nor IB credits will count towards the
major.
5. One of the eight credits of advanced work
may be taken in English from the courses listed
in the catalog under “Literatures in Translation”
(LITR) provided it is pertinent to the student’s
Spanish major.
6. All majors are encouraged to take at least
one seminar in the section. Students can take a
seminar after one advanced course (numbered
050 to 089) or with permission of the instructor.
Only one seminar in the major will count for
two credits.
7. A minimum of four of the eight courses must
be taken at Swarthmore College. Only two
courses taken abroad may count toward the
major.
8. Majors are strongly encouraged to maintain a
balance in their overall program, taking
advanced work in different historical periods
from Spain and Latin America.
Acceptance Criteria
For admission to the course major, the student
needs a minimum of B level work in courses
taken at Swarthmore taught in Spanish or the

p. 325

required introductory-level literature course
(SPAN 022 or 023), demonstrated ability and
interest in language and literature, and a
minimum C average in course work outside the
department.
Prerequisite: SPAN 004 or its equivalent is the
language prerequisite for entering the Spanish
major. It does not count as one of the 8 credits
required for the major.

Thesis / Culminating Exercise
Along with development of analytical literary
and cultural abilities, majors are expected to
reach an advanced level of linguistic
proficiency. The Spanish comprehensive exam
has oral and written components, both entirely
in Spanish.
In their senior year, majors will re-write one of
the best term papers they wrote for courses in
the section. The new research paper will: a)
deepen the original analysis; b) enhance the
critical work on which it is based to include
ample documentation; and c) increase the
paper’s length to at least 25 pages, plus
bibliography. This first draft of this paper will
be turned in to Spanish faculty in the last week
of November. The final version will be turned
one week after spring break, in March. The oral
examination is based on the content of the
written essay and on overall course preparation.
This essay—and the student’s overall course
preparation—will provide the basis for the oral
examination in May, conducted exclusively in
Spanish. The Spanish language ability of
majors, revealed in this paper and the oral
examination, will be part of the final evaluation.

Course Minor
Requirements
1. Completion of at least one semester of study
abroad in a Spanish-speaking country in a
program approved by the Spanish section. Only
two courses taken abroad that pertain to the
curriculum of the section may count towards
fulfillment of the minor. To ensure full
immersion, all courses taken abroad must be
taken in Spanish. In special cases, depending on
the student’s language proficiency, this
requirement may be fulfilled with a summerlong study abroad program identified and
approved by the section. For summer programs,
only one relevant course taken abroad may
count towards fulfillment of the minor.
Language courses taken abroad may receive
Spanish credit but will not count toward the
minor.
2. Upon returning from study abroad, students
are expected to register in a one-credit
advanced course in the section.

MLL: Spanish
3. All minors must take a total of five courses
and/or seminar offerings numbered 008 and
above. Only one of these may overlap with the
student’s major or other minor. Note that
neither AP nor IB credits will not count towards
the minor.
4. Students may count only one of the
following towards their minor: 008,010 and
011. SPAN 006A, SPAN 024 and courses in
English translation will not count toward
fulfillment of the minor.
5. All minors must take either SPAN 022 or
023, except in special cases when the section
waives this requirement or approves a similar
course taken abroad.
6. All minors are strongly encouraged to take
seminars offered by the section. Seminars count
as one credit toward the minor.
7. To graduate with a minor in Spanish, a
student must maintain a minimum grade of B in
the discipline, and a C average in course work
outside die department. Candidates to the minor
must prove their ability and interest in the
language, cultures and literatures of the
Spanish-speaking world.
Prerequisite: SPAN 004 or its equivalent is the
language prerequisite for entering the Spanish
minor. It does not count as one of the 5 credits
required for the minor.

Honors Major and Minor
Requirements
Candidates for the major or minor in Spanish
must meet these requirements to be accepted
into Honors:
1. A “B” average in Spanish coursework at the
College.
2. Completion at Swarthmore of either SPAN
022 or 023 (except in cases when the section
waives this requirement or approves a similar
course taken abroad) and one course numbered
050 to 089.
3. Completion of one semester of study in a
Spanish-speaking country in a program
approved by the Spanish Section. In special
cases, depending on the student’s language
proficiency, honors minors may fulfill this with
a summer-long study abroad program identified
and approved by the Spanish section.
4. Demonstrated linguistic ability in the
language.
5. Present fields for external examination based
on either two-credit seminars offered by the
section, or the combination o f two advanced
courses numbered between 050-089 that form a
logical pairing.

p. 326

6. All majors in the Honors Program must do
three (3) preparations for a total of six units of
credit while all minors must complete one (1)
preparation consisting of two units of credit.
The Honors Exam for Majors and Minors
Majors will take three (3) three-hour written
examinations prepared by external examiners,
as well as three (3) half-hour oral exams based
on the contents o f each field of preparation.
Minors will take one (1) three-hour written
examination prepared by the external examiner,
as well as one (1) half-hour oral exam based on
the contents of the written examination and
their overall preparation in the field presented.
All Honors exams will be conducted
exclusively in Spanish.

Special Majors
Students have the possibility of designing a
special major, such as Spanish and Latin
American Studies; Spanish within comparative
literature; Spanish and linguistics; etc.
Special Major in Spanish and
Educational Studies
The Spanish Program prepares students who
wish to pursue a special major in Spanish and
educational studies, and also those who are
seeking certification to teach Spanish in
primary and secondary schools in the
Commonwealth of Pennsylvania or the 45 states
with which Pennsylvania certification is
reciprocal.
Requirements for the Special Major in
Spanish and Educational Studies
1. Complete six courses in Spanish. None of
those courses may be taught in English.
2. A student may only count one o f these
courses for the major: 008,010 or 011.
3. Complete a minimum of five courses in
Educational Studies.
4. In consultation with the Spanish adviser, as a
culminating exercise, develop a set of original
teaching materials with the following criteria:
• Focus on a grammar topic and a specific
aspect of language acquisition, such as
listening comprehension, speaking skills,
discrete reading or writing.
• Incorporate a variety of class exercises or
activities.
• Take into account different learning
styles.
• The total volume o f this portfolio may be
the equivalent of a 15-20 page paper.
Note: The special major itself does not
constitute preparation toward certification.

MLL: Spanish
Requirements for the Special Major in
Spanish and Educational Studies with
Teacher Certification
In addition to the requirements of the
Educational Studies Department (Introductionto
Education; Educational Psychology;
Adolescence; one additional course in
educational studies; and Curriculum and
Methods/Practice Teaching), including LING
001, students must meet the following
requirements:
1. Complete the requirements for the Spanish
major. No course taught in English, however,
may be included among their 8-credit total.
2. By the middle of the fall semester of the
senior year, complete 10 hours of observation
of language classes in the Spanish Program in
consultation with the Spanish adviser.
3. Under the guidance of the Spanish adviser,
write a short paper on the relevance of observed
pedagogical approaches to a K-12 Spanish
classroom.
4. In consultation with the Spanish adviser, as a
culminating exercise, develop a set of original
teaching materials with the following criteria:
• Focus on a grammar topic and a specific
aspect of language acquisition, such as
listening comprehension, speaking skills,
discrete reading or writing.
• Incorporate a variety of class exercises or
activities.
• Take into account different learning
styles.
• The total volume of this portfolio may be
the equivalent of a 15-20 page paper.

p. 327

best study abroad programs are those that
maximize these benefits by fully immersing
students in the host country’s culture and
society. This goal can only be effectively
achieved by choosing full immersion study
abroad programs. Pursuing academic
coursework in English in a Spanish-speaking
country does not comply with the academic
goals and mission of the Spanish section.
The Spanish section encourages students to
choose programs that build on previous
language study. In order to be better prepared
for academic work in Spanish, we recommend
that students take a writing course in Spanish
(010,011,022,023) at Swarthmore prior to
going abroad.
Upon returning from abroad, majors or minors
must enroll in an advanced literature course in
the section.

Courses
Students wishing to major in Spanish should
plan their program in consultation with the
department. Spanish is the only language used
in class discussions, readings, and assignments
in all courses, except in LITR courses. Students
must have taken SPAN 022 or 023 before they
can take an advanced literature or film course in
Spanish unless they receive special permission
from the instructor. Courses numbered 50 to 89
belong to the same level o f complexity,
requiring the same level of preparation. The
numbering does not imply a sequence.

Off-Campus Study

SPAN 001-002. Intensive First Year of
Spanish
Students who start in the SPAN 001/002
sequence must complete SPAN 002 to receive
creditfo r SPAN 001.
Note: SPAN 001 is offered in the fall semester
only. Students must take SPAN 001 before
proceeding to SPAN 002. This course is
intended for students who begin Spanish in
college. The first year of Spanish is designed to
encourage the development of communicative
proficiency through an integrated approach to
the teaching of all four language skills—
listening and understanding, reading, writing,
and speaking. It also fosters awareness of the
Spanish-speaking world through authentic
cultural materials (films, music, news) and
information, thus deepening the student’s living
understanding of the multi-faceted Spanish­
speaking world.
1.5 credits.

Study abroad is an enriching intellectual
experience when it is fully integrated into the
student’s overall academic experience at
Swarthmore. Since the principal educational
advantages of study abroad are in-depth crosscultural exposure and language learning, the

SPAN 001.
Offered each fall.
1.5 credits.
Fall 2012. Camacho de Schmidt, Chindemi
Vila.

Application Process Notes for
the Major or the Minor
In addition to the process described by the
Dean’s Office and the Registrar’s Office for
how to apply for a major/minor, we recommend
you to meet with the Spanish faculty to discuss
your plans.
If after applying you are denied admission to
the major/minor, you may apply again once you
have addressed the recommendations made by
the Spanish section. If your application is
deferred, the Spanish section will make a
decision immediately after you have taken the
necessary steps to address the reasons for being
deferred.

MLL: Spanish
SPAN 002.
Offered each spring.
1.5 credits.
Spring 2013. Sendra Ferrer, Chindemi Vila.
SPAN 002B. Intensive Spanish for
Advanced Beginners
SPAN 002B is intended for those students who
have had at least a year of Spanish but have not
yet attained the level of SPAN 003. This
intensive, accelerated course covers the
materials of SPAN 001 / SPAN 002 in one
semester, allowing for the review of basic
concepts learned in the past. It encourages
development of communicative proficiency
through an interactive task-based approach, and
provides students with an active and rewarding
learning experience as they strengthen their
language skills and develop their cultural
competency. Engaging, award-winning shortsubject films from various Spanish-speaking
countries are integrated into the lessons, serving
as springboards for the vocabulary, grammar,
and cultural topics presented. After completing
this course, students will be prepared to take
SPAN 003 and further advanced courses.
Offered each fall.
1.5 credits.
Fall 2012. Sendra Ferrer, Vargas.
SPAN 003. Intensive Intermediate
Spanish
SPAN 003 is an intensive third semester
Spanish course for students who seek to
develop fluency and accuracy in order to
express, interpret, and negotiate meaning in
context. The course presents a functionally
sequenced grammar review and expansion that
builds on basic concepts. Special emphasis will
be placed on the basic skills—listening,
speaking, reading, and writing—as building
blocks toward proficiency and communication.
Offered each semester.
1.5 credits.
Fall 2012. Sendra Ferrer, Chindemi Vila,
Vargas.
Spring 2013. Guardiola, Vargas.
SPAN 004. Intensive Advanced Spanish
This course is designed for students who have
already learned the basic aspects of Spanish
grammar. Through careful attention given to
literary texts, films, and cultural media, the
students develop further their writing and oral
skills in Spanish. The course focuses on
providing myriad opportunities for students to
integrate an advanced understanding of
grammar with communication-oriented
activities, therefore allowing for the expression
of advanced concepts and ideas in speech and

p. 328

writing that will enable students to take upperlevel Spanish courses in literature and culture.
Offered each semester.
1.5 credits.
Fall 2012. Martinez, Vargas.
Spring 2013. Martinez, Vargas.
SPAN 006A. Spanish Communication
Workshop
An exciting course that effectively stimulates
lively conversational Spanish. This course
meets once a week for 1.5 hours; the class will
be divided into small groups to facilitate
discussion. The aim of the course is for the
student to acquire well-rounded communication
skills and socio-cultural competence. The
selected materials (newspapers, movies, music,
literature, etc.) seek to stimulate students’
curiosity and engagement with the ultimate goal
of awakening a strong desire to express
themselves in the language.
Note: Upon returning from abroad, Spanish
majors and minors must enroll in a one-credit
Spanish course. This course is not appropriate
for native speakers. SPAN 006A can be taken
only once.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Offered each semester.
0.5 credit.
Fall 2012, spring 2013. Vargas.
SPAN 007. Spanish for Heritage
Speakers
This course intends to give a grammatical
underpinning to the Spanish of students who
learned the language at home but have not
studied it systematically. The course’s
secondary objectives include acquiring
strategies for vocabulary expansion and
identifying English patterns transposed to
Spanish structures. Work includes readings,
original writing, grammatical exercises,
listening to radio, and viewing TV programs
and films. Students engage in class discussions,
frequent oral presentations, and other creative
tasks, while conducting a thorough review of
Spanish grammar.
1 credit.
Spring 2013. Valdez.
SPAN 008. Spanish Composition
Recommended for students who have finished
SPAN 004, have received a 5 in the AP/IB
exam or want to improve their Spanish written
expression at any point during the course of
their studies. This is a practical course for
writing and rewriting in a variety of contexts,
and it will prepare you to be able to begin to
write at an academic level of Spanish. Some of
the required assignments and writing tasks are

MLL: Spanish

p. 329

those that reflect the kind of writing
assignments that students of Spanish are asked
to write as minors and majors. It includes a
review of grammar and spelling, methods for
vocabulary expansion, and attention to common
errors of students of Spanish living in an
English-speaking society.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course.
1 credit.
Fall 2012, spring 2013. Valdez.

cultural, ethnic, social, and political diversity
within the Iberian Peninsula. Other topics for
exploration include migration and the
emergence of hybrid identities, including those
pertaining to culture, gender, and sexuality.
Students will develop advanced skills in
speaking, writing, and reading in Spanish.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each spring.
1 credit.
Spring 2013. Sendia Ferrer.

SPAN 010. En busca de Latinoamérica
This course seeks to provide students with a
critical understanding of Latin America and to
introduce its cultural history. Through a
multidisciplinary perspective, we will study the
interaction of social, political, ethnic, and
gender dynamics and its resulting
transformations in Latin America. After a study
of pre-European contact and Amerindian
civilizations, we will examine critically the
moment of contact between the Old and the
New World and the ensuing conflicts that
characterized the three centuries of colonial rule
in Latin America. Later, we will focus on the
nation building process and the cultural
campaigns of tum-of-the-century elites, the
causes and consequences of U.S. interventions,
the dilemmas of economic development, the
rise of state terror, and the lives of transnational
migrants today. Lectures and textbook readings
provide a panoramic analysis of complex
cultural processes (colonialism,
transculturation, modernization, globalization,
etc.); documentaries and films provide other
points of entry as we think through the
processes that have shaped Latin America.
Eligible for LASC credit.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each fall.
1 credit.
Fall 2012. Valdez.

SPAN 022. Introducción a la literatura
española
This course covers representative Spanish
works from medieval times to the present.
Works in all literary genres will be read to
observe times of political and civic upheaval, of
soaring ideologies and crushing defeats that
depict the changing social, economic, and
political conditions in Spain throughout the
centuries. Each reading represents a particular
literary period: middle ages, renaissance,
baroque, neo-classicism, romanticism, realism,
naturalism, surrealism, postmodernism, etc.
Emphasis on literary analysis to introduce
students to further work in Spanish literature.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each fall.
1 credit.
Fall 2012. Guardiola.

SPAN 011. Culturas de España
Embark on a cultural journey through Spain!
Focusing primarily on transcultural and
interdisciplinary perspectives, we will explore
topics pertaining to all periods of Spanish
history, society, culture, literature, politics, art,
music, and film. We will devote special
attention to contemporary Spanish film and
current events. We will study these aspects in
relation to different regions (Cataluña,
Andalucía, Galicia, País Vasco, and Castilla)
and particular cities (Madrid, Barcelona, and
Sevilla). We will examine how the medieval
concept of Spain (“las Espafias”) may still
apply today with respect to the linguistic,

SPAN 023. Introducción a la literatura
latinoamericana
At a time when critics question the concept of
national literatures, is it possible to speak of the
literary production of an entire continent as a
unit? This course is built on the presupposition
that Latin American countries, despite their
differences, share a common experience in their
birth through conquest and colonization; the
chaos of their post-independence periods; the
stratification of their societies along lines of
race, class, and gender; their struggle for
democracy, modernization, and equality, and
their complex relationship with the United
States, especially during the Cold War.
Literature reflects this history and has been part
of its making. In this course, we read a selection
o f poetry, narratives, and essays among the
many texts that give meaning to the Latin
American experience. Throughout the semester,
we remain engaged in mastering the Spanish
language, especially in writing.
Eligible for LASC credit.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each spring.

MLL: Spanish
1 credit.
Spring 2013. Camacho de Schmidt.
SPAN 024A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an after­
school program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week (M/W or T/Th).
During the evening pedagogy sessions held on
campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
teaching methodologies and approaches. We
use a common goal-oriented curriculum among
all the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
Offered each semester.
0.5 credit.
Fall 2012, spring 2013. Staff.
SPAN 055. La comida, los deportes y la
música en el Caribe hispánico
This course will explore the Hispanic Caribbean
experience through food, sports, and music.
Their artistic and literary representations offer
vital insights into the political, economic, and
cultural history of Cuba, Puerto Rico and the
Dominican Republic, as into the experiences of
Spanish-Caribbean diasporic communities. This
thematic approach will offer rich material for
reflection on representations of patriarchy,
gender roles, sexuality, race, and class in the
popular culture of these island societies.
1 credit.
Spring 2014. Valdez.
SPAN 060. Memoria e identidad
This course will focus on memory making as an
identity-building agent. We will study literary
texts, films and other cultural artifacts to
commemorate the silenced voices of the past.
We will study the work of several Spanish
authors, film directors and intellectuals of the
last decades, who try to recover the silenced
voices of the past in an effort to contest the
“rhetoric of amnesia,” so persistent in the early
transition to democracy in Spain. Special
emphasis will be placed on the role of memory
in literary, film and cultural narratives to build
national identity.
1 credit.
Fall 2013. Guardiola.

p. 330

SPAN 061. El “otro” en la literatura y la
cultura
An examination of the various manifestations of
the “other” in works of Gómez de Avellaneda,
Pardo Bazán, Pérez Galdós, Unamuno, Lorca,
Matute, Riera and other Spanish writers and
artists of the last two centuries. We will study
different aspects o f history, culture, religion,
gender, and language. Separate materials will
cover theoretical and critical aspects of the
works.
1 credit.
Spring 2013. Guardiola.
SPAN 063. Cine contemporáneo español
This course will examine Spanish film from the
1930’s until recent trends. Class, gender, race,
sexuality, regional and national identity
representations will be analyzed to question and
revise the traditional notion o f an hegemonic,
centralist ‘Spanish/Castilian’ culture. The films
of the transition period (1976-82), basically
concerned with recuperating a historical past,
denied or distorted during the dictatorship,
release the radical transformation of
contemporary Spanish cinema regarding
questions of national identity, sexuality and
gender relations. Films will be read as
manifestations of movements such as
surrealism, social realism, etc. in connection
with different historical moments (Civil War,
Postwar, transition to democracy,
postmodernism). Eligible for FMST credit.
1 credit.
Fall 2012. Guardiola.
SPAN 064. Barcelona Noir: policías y
detectives en la narrativa peninsular del
siglo XIX y XX
Today the noir genre enjoys undeniable success
in popular culture: TV shows, novels, movies...
But why such an irresistible attraction? This
course seeks to understand the seductiveness of
the noir while analyzing its characteristics and
exploring Spanish culture in the city of
Barcelona. We will work through different
mediums: novels, movies, photography,
architecture, and comics, to understand its
cultural intersections, gendered practices and
urban representations.
1 credit.
Fall 2013. Sendra Ferrer.
SPAN 068. Erase una vez...Cuentos para
siempre
This course will focus on short stories by
Spanish writers. By close readings and
theoretical support we will study different texts
from a myriad of styles and themes that include
gender relations, love, children, the work
setting, literature, the human being, and many
more. The focus in text selection will be

MLL: Spanish
diversity, technique and style. Short stories by
Emilia Pardo Bazán, Leopoldo Alas “Clarín,”
Caterina Albert, Mercé Rodoreda, Rosa Chacel,
Ignacio Aldecoa, Lourdes Ortiz amongst others.
1 credit.
Spring 2014. Guardiola.
SPAN 076. La novela latinoamericana
This course will trace the development o f the
Latin American novel through the works of
canonical and non-canonical writers. Authors
will include: Gabriel García Márquez
(Colombia), Alejo Carpentier (Cuba), Mario
Vargas Llosa (Perú), Manuel Puig (Argentina),
Luis Zapata (México), Mayra Santos-Febres
(Puerto Rico) and Julia Alvarez (República
Dominicana), among others. Special attention
will be given to the presentation of the readings
within their socio-historical contexts. Therefore,
political and cultural issues will be of primary
interest.
Eligible for LASC credit.
1 credit.
Spring 2013. Martinez.
SPAN 081. Movimientos sociales,
literatura y migración en México
The 1910 Revolution defined Mexico’s 20th
century, and produced an artistic and literary
explosion. The revolutionary pact between
government and people, however, was seriously
eroded in moments like 1968, with the violent
repression of the student movement; in 1985,
with the authorities’ failure to respond to the
effects of a major earthquake; and in 1994, with
the Indigenous Zapatista insurrection. In the
1990s a historical record-breaking level of out­
migration led many to question the viability of
the Mexican State. Mexican literature does
more than merely reflect the social movements
that accompany these large-scale events. In this
course we read novels, poetry and essays
(chronicles), analyzing the way in which these
texts interrogate history and express the
aspirations of popular struggles. Authors may
include Anzaldúa, Azuela, Garro, Castellanos,
Castillo, Fuentes, Revueltas, Leñero,
Poniatowska, Monsiváis, Pacheco, and the
Subcomandante Insurgente Marcos.
Eligible for LASC credit.
1 credit.
Fall 2012. Camacho de Schmidt.
LITR 069S. Building Barcelona
This course seeks to examine the physical and
cultural construction of Barcelona through the
ways it has been understood across artistic
mediums, social and historical periods, and
political spectrums, especially along its
margins. Taking the approach of Cultural
Studies, a concept that we will also try to
define, this course explores some of the

p. 331

tensions between modernization projects and
cultural production during the twentieth and
twenty-first centuries, examining
representations of the city in literature (poetry
and prose), maps, film, and photography.
1 credit.
Spring 2013. Sendra Ferrer.
LITR 075S. Borges: Aesthetics & Theory
Jorge Luis Borges is one of the most influential
writers o f the twentieth century. He devoted his
entire life to literature, as a writer but also as an
irreverent reader. Hated or held dear, Borges is
incessantly quoted. In his texts Borges not only
anticipated but also discussed the major topics
of contemporary literary theory: the theory of
intertextuality, the limits of the referential
illusion, the relationship between knowledge
and language, and the dilemmas of
representation and of narration.
We will explore how Borges fictionalized these
theoretical problems without ever allowing the
development of the tale to lose its aesthetic
brilliance. We will also read Borges as a
universal writer working inside all the cultural
traditions, and also as a writer who seeks to
reinvent the history and the traditions of his
own country.
1 credit.
Fall 2012. Martinez.

Seminars
Students wishing to take seminars must have
completed at least one course in Spanish
numbered 030 or above. Students are admitted
to seminars on a case-by-case basis by the
instructor according to their overall preparation.
SPAN 108. Jorge Luis Borges
This seminar focuses on Jorge Luis Borges, one
of the most influential writers o f the 20th
century. He devoted his entire life to literature,
as a writer but also as an irreverent and
subversive reader. None of his lines, none of his
declarations happened inadvertently. Hated or
held dear, Borges is incessantly quoted. The
objective of this course is to read Borges from
the double perspective required by his
worldwide fame: as a universal writer who
transcends national borders, and as a writer to
seek to reinvent the history and the traditions of
his own country.
Eligible for LASC credit.
2 credits.
Fall 2013. Martinez.
SPAN 109. Elena Poniatowska, la hija de
México
This feminist woman of aristocratic origin is
Mexico’s daughter. She arrived in her mother’s
country from the South of France as a nine-year

MLL: Spanish
old, fleeing World War II. There, she listened
deeply to the myriad voices of Mexico City and
set out to give them literary expression. In her
novels, short stories, testimonies, chronicles,
and essays Elena Poniatowska witnesses 50
years of Mexican life. Her signature trait is the
fascination and respect she has for her subjects,
whether they are celebrities, peasants, prisoners,
artists, servants, or street children. Her alliance
with the poor has placed her in controversial
political positions. The power of her prose—
humorous, tender, passionate, sober, always
luminous—may present a suffering Mexico to
the world, but also one in love with images,
color, words, struggle, and life.
Eligible for LASC credit.
2 credits.
Spring 2013. Camacho de Schmidt.

Spanish Courses Not Currently
Offered
SPAN 057. El Caribe hispánico a través de la
literatura, la música y el cine
SPAN 066. Escritoras españolas. Una voz
propia
SPAN 067. La guerra civil en la literatura y el
cine
SPAN 070. Género y sexualidad en
Latinoamérica
SPAN 072. Seducciones literarias-traiciones
fllmicas
SPAN 073. El cuento latinoamericano
SPAN 082. Un siglo dé canto: poesía
latinoamericana contemporánea
SPAN 083. El tirano latinoamericano en la
literatura
SPAN 084. Los niños en la literatura
latinoamericana
SPAN 085. La edad del tiempo: Carlos Fuentes
y su obra
SPAN 104. La voz de la mujer a través de los
siglos
SPAN 105. Federico García Lorca
SPAN 106. Visiones narrativas de Carlos
Fuentes
SPAN 107. Héroes y villanos: el siglo XIX
español y la democratización literaria
SPAN 110. Política y poética: los mundos de
Pablo Neruda, Octavio Paz y Ernesto Cardenal
LITR 070SA. The Persistent Power o f Central
American Literature
LITR 071S. Latín American Society Through
Its Novel (Cross-listed as SOAN 024C)
LITR 072S. Women’s Testimonial Literature of
Latin America

p. 332

LITR 073S. La Frontera: The Many Voices of
the U.S.-Mexico Border
LITR 076S. Latino and Latin American
Sexualities

Music and Dance

p. 333

Music
GERALD LEVINSON, Professor of Music
MICHAEL MARISSEN, Professor of Music3
JOHN ALSTON, Associate Professor o f Music
BARBARA MILEWSKI, Associate Professor of Music and Chair
THOMAS WHITMAN, Associate Professor of Music
JONATHAN KOCHAVI, Assistant Professor of Music (part time)
JANICE HAMER, Visiting Associate Professor of Music (part time)
ANDREW HAUZE, Associate in Performance
ANDREW SHANEFEELD, Associate in Performance (part time)
MARCANTONIO BARONE, Associate in Performance (part time)
INYOMAN SUADIN, Associate in Music and Dance Performance
BERNADETTE DUNNING, Administrative Coordinator
SUSAN GROSSI, Administrative Assistant
Dance
SHARON E. FRIEDLER, Professor of Dance, Director of the Dance Program3
KIM D. ARROW, Associate Professor of Dance (part time)
PALLABICHAKRAVORTY, Associate Professor of Dance, Acting Director
JUMATATU POE, Assistant Professor of Dance (part time)
JON SHERMAN, Associate in Dance Performance (part time)
C. KEMAL NANCE, Associate in Dance Performance (part time)
LADEVA DAVIS, Associate in Dance Performance (part time)
NI LUH KADEK KUSUMA DEWI, Associate in Dance Performance (part time)
DOLORES LUIS GMITTER, Associate in Dance Performance (part time)
LEAH STEIN, Associate in Dance Performance (part time)
KUMUDINILAKHAI, Julien and Virginia Cornell Visiting Professor
MICHELE TANTOCO, Visiting Associate in Dance Performance (part time)
JENNIFER CHIPMAN BLOOM, Visiting Associate in Dance Performance (part time)
HANS BOMAN, Dance Accompanist
BERNADETTE DUNNING, Administrative Coordinator
SUSAN GROSSI, Administrative Assistant
TARA WEBB, Costume Shop Supervisor and Arts Administration Intern
3Absent on leave, 2012—2013.

Music
The study of music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding of music as
an artistic and intellectual achievement. Theory
courses train students to understand and hear
how compositions are organized. History
courses introduce students to methods of
studying the development of musical styles and
genres and the relationship of music to other
arts and areas of thought. The department
encourages students to develop performing
skills through private study and through
participation in the chorus, gamelan, jazz
ensemble, orchestra, wind ensemble, and the
Fetter Chamber Music Program, which it staffs
and administers.
The department assists instrumentalists and
singers to finance the cost of private instruction.
(See “Individual Instruction” under the heading
“Credit for Performance.”)

The Academic Program
Course Major
The music major curriculum normally includes
the following components. However, we
welcome individualized proposals, which will
be evaluated and approved on the basis of
consultations with the music faculty. We
continue to emphasize the importance of depth
and mastery of musical skills and
understanding, and we also recognize the value
of studying the diversity of musical cultures.
A. Required. 5 courses in harmony and
counterpoint plus musicianship sections (MUSI
040). MUSI 040 may be taken for 0.0 or 0.5
credit at the student’s option.
• MUSI Oil and 040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
• MUSI 115

Music and Dance
B. Required. 4.5 courses in Music History and
Literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 094 (Senior Research Topics in
Music)
plu s a t least three o f the follow ing:

• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Century Europe)
• MUSI 023 (20th Century)
• Any other history course numbered above
023
• Courses with lower course numbers in areas
such as Jazz or World Music, including extra or
higher-level work, with approval of the
instructor.
Course M ajors are strongly advised to take 5
history courses i f possible.
C. W orld Traditions Component. This

requirement may be fulfilled in either of two
ways:
• One of the 4.5 course listed in category B,
above, in Music History and Literature is to be
a course in non-Westem traditions numbered
above 023; OR
• Two semesters of participation in the
Gamelan, Taiko, or Dance/Drum ensembles.
(This also helps fulfill the ensemble
requirement in category D, below).
D. A dditional Requirem ents fo r Course
M ajors:

• Keyboard skills
• Score reading or MUSI 018: Conducting and
Orchestration
• Department ensemble for at least four
semesters
• Senior comprehensive examination (MUSI
094,0.5-credit course)
The follow ing is a description o f these
additional requirem ents:
Keyboard skills. This program is designed to

develop keyboard proficiency to a point where
a student can use the piano effectively as a tool
for studying music. Students leam to perform
repertoire and, in addition, play standard
harmonic progressions in all keys. The
department offers a fiee weekly private lesson
to any student enrolled in a Harmony and
Counterpoint numbered 011 or higher who
needs work in this area and requires it of all
students in MUSI 012. Music majors and
minors who have completed the theory
sequence but who need further instruction are
still eligible. No academic credit is given for
these lessons. All music majors are expected to
be able to perform a two-part Invention of J. S.
Bach (or another work of similar difficulty) by
their senior year.

p. 334
S core reading. By the end of their senior year,

all majors are expected to be able to read an
orchestral score that includes c-clefs and some
transposing instruments. Students may take
MUSI 018 (Conducting and Orchestration) to
satisfy this requirement.
D epartm ent ensem ble. The department requires
majors and minors to participate in any of the
departmental ensembles (Orchestra, Chorus,
Wind Ensemble, Jazz Ensemble, and Gamelan).
We also recommend that students participate in
other activities, such as playing in Chamber
Music ensembles or seeking out servicelearning experiences that incorporate music.
Com prehensive exam ination. During their
senior year, majors in the Course Program will
take the departmental comprehensive
examination, which normally consists of the
study of a single musical work (selected in
advance by the student, subject to the approval
of the department) which demonstrates skills in
the three areas of analysis, historical research,
and performance. Majors in course will enroll
in MUSI 094 (Senior Research Topics in
Music) in the spring semester of their senior
year to help them prepare for their senior
comprehensive examination.

Course Minor
R eq u ired At least two courses in harmony and

counterpoint plus musicianship sections (MUSI
040):
• MUSI 011 and 040A
• MUSI 012 and 040B
R eq u ired At least two courses in music history
and literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Century Europe)
• MUSI 023 (20th Century)
• Another history course numbered above 023
(or a lower-level history course, with approval
of the faculty)
R eq u ired At least one of the following:
• Harmony and counterpoint (MUSI 013 or
higher)
• Upper-level history course
• MUSI 019 (Composition)
A dditional R equirem ents

• Department ensemble for at least two
semesters; and at least one of the following,
subject to departmental approval of a written
proposal:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music

Music and Dance
Honors Major
Summary: The music major in honors is
identical to the music major in course in its
prerequisites, required coursework, and
requirements for keyboard skills, score reading,
and Department Ensemble membership. The
honors major differs in that there is no senior
comprehensive exam. Instead, honors majors do
three honors preparations in music.
Three Honors Preparations
• Music theory. A 2-credit honors preparation
in music theory is normally based on MUSI 015
in combination with one lower-level harmony
and counterpoint course.
• Music history. A 2-credit honors preparation
in music history may be based on any music
seminar numbered 100 or higher or on any
other music history course when augmented by
concurrent or subsequent additional research,
directed reading, or tutorial, with faculty
approval.
• Elective (may be based on any of the
following):
• At least two semesters of MUSI 019
(Composition)
• An additional preparation in another area of
music history
• A senior honors recital
A 2-credit senior honors recital preparation is
available to only students who have
distinguished themselves as performers. It is,
therefore, limited to those who have won full
scholarships through MUSI 048. Students who
wish to pursue this option must follow all of the
steps listed in the departmental guidelines for
senior recitals (see department website) and
obtain approval of their program from the
music faculty during the semester preceding the
proposed recital. They should register for MUSI
099: Senior Honors Recital. This full credit,
together with at least another full credit of
relevant coursework in music, will constitute
the 2-credit honors preparation. One faculty
member will act as head adviser on all aspects
of the honors recital. As part of the honors
recital, the student will write incisive program
notes on all of the works to be performed. This
work will be based on substantive research including analytical as well as historical work—
and will be overseen by one or more members
of the music faculty.
Students are encouraged to propose honors
preparations in any areas that are of particular
interest, whether or not formal seminars are
offered in those areas. The music faculty will
assist in planning the most appropriate format
for these interests.
Thesis / Culminating Exercise
Oral examinations are given for all honors
preparations in music. Written examinations, in

p. 335

addition to oral examinations, are given only for
those preparations based on courses or
seminars.

Honors Minor
Required. Four courses in harmony and

counterpoint plus musicianship sections (MUSI
040):
• MUSI Oil and 040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
Required. Two courses in music history and
literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Century Europe)
• MUSI 023 (20th Century)
• Another history course numbered above 023
One honors preparation
• Music theory, music history, or elective
The possibilities for preparations are the
same as those listed above for major in the
Honors Program.
A dditional Requirem ents, same as fo r course
minors.
• Departmental ensemble for at least two
semesters and at least one of the following,
subject to departmental approval:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music

Special Major
The department welcomes proposals for special
majors involving music and other disciplines.
Recent examples include the following:
• Special major in music and education
• Special major in enthnomusicology
Other special majors are possible. For more
information, contact the department chair.

Application Process Notes for
the Major or the Minor
We do not have a minimum grade-point
average (GPA) for admission as a major or
minor. In its place is a consensus of music
faculty that the student can do good work in the
discipline. The situation is perhaps more
complex in music than in other fields because
we think that a major (or minor) should have
basic musical as well as purely intellectual
abilities, not all of which can be measured by a
GPA. We do consider the likelihood of a
student’s passing the Comprehensive

Music and Dance
Examination. Students applying for admission
as majors in the Honors Program should have
done exceptionally high-quality work in the
department and should have shown strong selfmotivation.
Prerequisites for acceptance into the
program: MUSI 011/040A an d one Music
History course numbered 020 or above.
These courses are strongly recommended for
first-year students and should be completed
before the junior year. If a student has not
completed all of these prerequisites at the time
of an application for a major/minor, but has
done good work in one or more courses in the
department, he or she may be accepted on a
provisional basis.

Off Campus Study/Language
Study
Students are encouraged to seek possibilities for
off campus study, in accordance with their
particular interests, in consultation with the
music faculty and the off-campus study adviser.
Students are advised that many graduate
programs in music require a reading knowledge
of French and German.

Additional Resources
A unique resource of the department is its
ensemble in residence, Orchestra 2001, directed
by Professor Emeritus James Freeman. This
nationally renowned ensemble offers an annual
concert series at the College, focusing on
contemporary music. The series features
distinguished soloists and often includes
advanced Swarthmore students in its concerts.
Special scholarships and awards in music
include the following (see Distinctions, Awards,
and Fellowships):
The Renee Gaddie Award
Music 048 Special Awards
The Boyd Barnard Prize
The Peter Gram Swing Prize
The Melvin B. Troy Prize in Music and
Dance

Credit for Performance
Note: A llperformance courses arefo r half­
course credit per semester. No retroactive
credit is given fo r performance courses.
Individual Instruction (MUSI 048)
Academic credit and subsidies for private
instruction in music are available to students at
intermediate and advanced levels. Subsidies for
students at the beginning level, without
academic credit, are also available. For further
details, consult the MUSI 048 guidelines on the
Music Program website.

p. 336

Orchestra, Chorus, Wind Ensemble,
Gamelan, Chamber Music, Jazz
Ensemble
Students may take Performance Chorus (MUSI
043), Performance Orchestra (MUSI 044),
Performance Jazz Ensemble (MUSI 041),
Performance Wind Ensemble (MUSI 046),
Performance Chamber Music (MUSI 047), or
Performance Gamelan (MUSI 049A) for credit
with the permission of the department member
who has the responsibility for that performance
group. The amount of credit received will be a
half-course in any one semester. Students
applying for credit will fulfill requirements
established for each activity (i.e., regular
attendance at rehearsals and performances and
participation in any supplementary rehearsals
held in connection with the activity). Students
are graded on a credit/no credit basis.
Students wishing to take Chamber Music
(MUSI 047) for credit must submit to the
chamber music coordinator at the beginning of
the semester a proposal detailing the repertory
of works to be rehearsed, coached, and
performed during the semester. It should
include the names of all student performers and
the proposed performance dates, if different
from the Elizabeth Pollard Fetter Chamber
Music Program performance dates. One
semester in a Department Ensemble is a
prerequisite or co-requisite for each semester of
MUSI 047. This applies to all students in each
Fetter Chamber group. It is expected that Fetter
students in Department Ensembles will play the
same instrumenl/voice in both activities.
A student taking MUSI 047 for credit will
rehearse with his or her group or groups at least
2 hours every week and will meet with a coach
(provided by the department) at least every
other week. All members of the group should
be capable of working well both independently
and under the guidance of a coach. It is not
necessary for every person in the group to be
taking MUSI 047 for credit, but the department
expects that those taking the course for credit
will adopt a leadership role in organizing
rehearsals and performances. Note: MUSI 047
ensembles do not fulfill the ensemble
requirement for lessons under MUSI 048.

Courses and Seminars
Introductory Courses without
Prerequisite
MUSI 001. Introduction to Music
This course is designed to teach intelligent
listening to music by a conceptual rather than
historical approach. Although it draws on
examples from popular music and various nonWestem repertories, the course focuses
primarily on the art music of Europe and the
United States. Prior musical training is not

Music and Dance
required. It is assumed that MUSI 001 students
will not know how to read music. This course is
taught with little or no use of musical notation.
1 credit.
Not offered 2012-2013.
MUSI 002B. How to Read Music
An introduction to the elements of music
notation, theory (clefs, pitch, and rhythmic
notation, scales, keys, and chords), sight
singing, and general musicianship.
Recommended for students who need additional
preparation for MUSI Oil or to join the College
chorus.
1 credit.
Fall 2012. Whitman.
MUSI 003. Jazz History
This course traces the development of jazz from
its roots in West Africa to the free styles of the
1960s. The delineation of the various styles and
detailed analysis of seminal figures are
included. Emphasis is on developing the
student’s ability to identify both style and
significant musicians.
1 credit.
Not offered 2012-2013.
MUSI 003A. Jazz Today: USA, Europe &
the African Heritage
An overview of current streams of Jazz from
1980 until today. The course will include
listening to, discussing and experiencing the
music “live” through Hans Ltidemann and
special guests. Jazz has evolved from its AfroAmerican origins into a universal art form,
practiced by musicians around the globe. How
Jazz has managed to continually develop by
incorporating elements from all cultures is one
of the secrets to explore; another is the art of
improvisation. We will look at a wide and
colorful range of music from Hiphop to Free
Jazz—including relating back to Africa.
1 credit.
Not offered 2012-2013.
MUSI 004A. Opera
Combine great singing with the vivid colors of
an orchestra, with acting and theater, with
poetry, dance, painting, spectacle, magic, love,
death, history, mythology, and social
commentary, and you have opera; an art of
endless fascination. This course will survey the
history of opera (from Monteverdi through
Mozart, Wagner, and Verdi to Gershwin and
Stravinsky), with special emphasis on and study
of scenes from selected works.
1 credit.
Fall 2012. Milewski.

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MUSI 004B. The Symphony
This course will examine the history o f the
symphony from its beginnings in music of the
late Baroque period to the end of the 20th
century. We will examine a number of
important symphonic works by such composers
as Haydn, Mozart, Beethoven, Berlioz, Brahms,
Chaikovsky, Mahler, Shostakovich, and
Górecki in order to discuss issues of genre,
form, and performance forces in the context of
shifting historical and social trends.
1 credit.
Not offered 2012-2013.
MUSI 005A. Introduction to the Study of
World Music
This course will introduce students to the study
of “world music” (which has most recently
come to mean “any and all music” through the
lens o f ethnomusicology. The course will
survey the history and methods of
ethnomusicology, and will introduce students to
important musical traditions from Africa, Asia,
the Middle East, the Americas and elsewhere.
Course work will include lectures; discussions;
reading, listening, and writing assignments; inclass, hands-on lecture-demonstrations given by
the instructor and various guest artists.
Readings will draw from textbooks,
ethnographies, and journals, touching on both
older and more recent work in the field.
Through consultation with the instructor, music
majors may count this course toward their
music history requirement.
1 credit.
Not offered 2012-2013.
MUSI 006. The Arts as Social Change
(Cross-listed as DANC 004)
This course aims to bring together students with
an interest in investigating and investing in
social change work through the arts. Our
seminar community will engage in discussion
of readings and video viewings, will host and
visit local leaders from the arts and social
change movement, and will engage in fieldwork
opportunities as required parts of the course.
Papers, journals, and hands-on projects will all
be included.
This course fulfills a prerequisite requirement
for dance major and minors.
Eligible for PEAC credit.
1 credit.
Not offered 2012-2013.
MUSI 006B. Music of the Holocaust and
World War II Era
This course will explore the various contexts
and motivations for music making during the
Holocaust and World War II era. In the

Music and Dance
universe of the Nazi ghettos and concentration
camps, music was a vehicle for transmitting
political rumors, controversies, stories, and
everyday events as well as a form of spiritual
resistance. In the broader context of war, it was
used for political and nationalist agendas. This
course will draw on a wide range of music,
from folk songs and popular hit tunes to art
music intended for the concert stage.
1 credit
Not offered 2012-2013.
MUSI 007A. W.A. Mozart
Study of Mozart’s compositions in various
genres and of interpretive problems in Mozart
biography. Prior musical training is not
required. It is assumed that MUSI 007A
students will not know how to read music. This
course is taught with little or no use of musical
notation. Students with a musical background
may nonetheless find the class interesting.
1 credit.
Not offered 2012-2013.
MUSI 007B. Beethoven and the
Romantic Spirit
An introduction to Beethoven’s compositions in
various genres. We will consider the artistic,
political, and social context in which he lived
and examine his legacy among composers later
in the 19th century (Berlioz, Chopin, the
Schumanns, Brahms, Wagner, and Mahler).
Writing course.
1 credit.
Spring 2013. Whitman.
MUSI 008B. Anatomy for Performers:
Bones, Muscles, Movement
(See DANC 008)
0.5 credit.
Not offered 2012-2013.
MUSI 009A. Music and Mathematics
This course will explore the basic elements of
musical language from a scientific and
mathematical perspective. We will work
collaboratively to uncover relationships and
features that are fundamental to the way that
music is constructed. Although intended for
science, mathematics, engineering, and other
mathematically minded students, the course will
introduce all necessary mathematics; no
specific background is required. Some
knowledge of musical notation is helpful but
not required. This course provides the necessary
background to enable students to enroll in
MUSI 011.
1 credit.
Not offered 2012-2013.

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MUSI 077. Rhythm, Drumming, Cultures
(See DANC 077)
1 credit.
Not offered 2012-2013.

Theory and Composition
Students who anticipate taking further courses
in the department or majoring in music are
urged to take MUSI Oil and 012 as early as
possible. Advanced placement is assigned on a
case-by-case basis, after consultation with the
theory and musicianship faculty. Majors will
normally take MUSI 011 to 015.
MUSI 011.01. Harmony, Counterpoint,
and Form 1
This course will provide an introduction to
tonal harmony and counterpoint, largely as
practiced in 18th- and 19th-century Europe.
Topics include simple counterpoint in 2 parts,
harmonization of soprano and bass lines in
four-part textures, systematic study of common
diatonic harmonies, features of melody and
phrase, and the Blues.
Prerequisites: Knowledge of traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in treble and bass clef.
All MUSI 011 students must register for an
appropriate level of MUSI 040A for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit
Fall 2012. Whitman.
MUSI 011.02. First-Year Seminar:
Harmony, Counterpoint, and Form 1
This seminar will provide an introduction to
tonal harmony and counterpoint, largely as
practiced in 18th- and 19th-century Europe.
Topics include simple counterpoint in 2 parts,
harmonization of soprano and bass lines in
four-part textures, systematic study of common
diatonic harmonies, features of melody and
phrase, the Blues, and classical theme and
variation techniques. Certain examples for
analysis will be drawn from current repertoire
of the College Orchestra, Chorus, and Jazz
Ensemble.
Prerequisites: Knowledge of traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in both treble and bass
clef
All MUSI 011 students must register for an
appropriate level of MUSI 040A for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit.
Not offered 2012-2013.

Music and Dance
MUSI 012. Harmony, Counterpoint, and
Form 2
This course will provide continued work on
tonal harmony and counterpoint, largely as
practiced in 18th- and 19th-century Europe.
Topics include two-voice counterpoint,
harmonization of soprano and bass lines in
four-part textures, phrase structure, small and
large scale forms, modulation and tonicization,
and analysis using prolongational reductions.
We will also study minuet form in detail,
culminating in a final composition project.
All MUSI 012 students must register for an
appropriate level of MUSI 040B for 0 or 0.5
credit.
Keyboard skills lessons are required for all
students in MUSI 012.
1 credit.
Spring 2013. Whitman.
MUSI 013. Harmony, Counterpoint, and
Form 3
Continues and extends the work of Music 12 to
encompass an expanded vocabulary of
chromatic tonal harmony, based on Western art
music of the 18th and 19th centuries. The
course includes analysis of smaller and larger
works by such composers as Bach, Mozart,
Beethoven, Schubert, Chopin, Liszt, Brahms,
and Wagner; in-depth study of such large-scale
topics as sonata form; and written musical
exercises ranging from harmonizations o f bass
and melody lines to original compositions in
chorale style.
All MUSI 013 students must register for an
appropriate level of MUSI 040C for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit.
Fall 2012. Levinson.
MUSI 014. Harmony, Counterpoint, and
Form 4
This course provides continued work in
chromatic harmony and 18th-century
counterpoint, largely as practiced in Europe. It
will primarily take the form of a literature
survey. For the first half of the semester, our
focus will be on short pieces; during the second
of the semester we will study keyboard fugues
and other larger-scale works. This course
includes a service-learning project.
All MUSI 014 students must register for an
appropriate level of MUSI 040D for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit.
Spring 2013. Levinson.

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MUSI 017. Jazz Theory
A course designed for the analysis of the
harmonic structures of jazz repertoire. This is
neither an improvisation nor a performance
course.
Prerequisites: MUSI 012 or instructor approval.
Basic keyboard skills and fluency on an
instrument are required.
1 credit.
Not offered 2012-2013.
MUSI 018. Conducting and
Orchestration
This course approaches the understanding of
orchestral scores from a variety of perspectives.
We will study techniques of orchestration and
instrumentation, both in analysis of selected
works, and in practice, through written
exercises. The history, and philosophy of
conducting will be examined, and we will work
to develop practical conducting technique.
Score reading, both at the piano and through
other methods, will be practiced throughout the
semester.
Prerequisite: MUSI 012, or permission of the
instructor.
1 credit.
Spring 2013. Hauze.
MUSI 019. Composition
Repeatable Course.
Prerequisite: permission of the instructor.
1 credit.
Fall 2012 and spring 2013. Levinson.
MUSI 061. Jazz Improvisation
A systematic approach that develops the ability
to improvise coherently, emphasizing the
Bebop and Hard Bop styles exemplified in the
music of Charlie Parker and Clifford Brown.
Prerequisite: Ability to read music and fluency
on an instrument.
1 credit.
Not offered 2012-2013.

History of Music
MUSI 020. Medieval and Renaissance
Music
A survey of European art music from the late
Middle Ages to the 16th century. Relevant
extramusical contexts will be considered.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2012-2013.
MUSI 021. Baroque and Classical Music
This course will survey European art music
from the 16th-century Italian madrigal to

Music and Dance
Haydn’s Creation. Relevant extramusical
contexts will be considered.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2012-2013.
MUSI 022.19th-Century European Music
This survey considers European art music
against the background of 19th-century
Romanticism and nationalism. Composers to be
studied include Beethoven, Schubert, Chopin,
Berlioz, Robert and Clara Schumann, Wagner,
Verdi, Brahms, Dvorak, Musorgsky, and
Chaikovsky.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Fall 2012. Milewski.
MUSI 023. 20th-Century Music
A study of the various stylistic directions in
music of the 20th century. Representative
works by composers from Debussy, Stravinsky,
and Schoenberg through Copland, Messiaen,
and postwar composers such as Boulez and
Crumb, to the younger generation will be
examined in detail.
Prerequisite: MUSI 011 or the equivalent.
Writing course.
1 credit.
Spring 2013. Levinson.
MUSI 030. Music of Asia
An introduction to selected musical traditions
from the vast diversity of Asian cultures.
Principal areas will include classical music of
India, Indonesian gamelan from Bali and Java,
ritual music of Tibet, ancient Japanese court
music, Turkish classical music and others.
These music will be studied in terms of their
technical and theoretical aspects as well as their
cultural/philosophical backgrounds. Western
musical notation and terminology, including
scale types and intervals, will be used. This
course fulfills the World Traditions component
of the music major.
Eligible for ASIA credit.
1 credit
Not offered 2012-2013.
MUSI 031. Music of Latin America
This course will introduce students to selected
musical genres from Central and South
America, and the Caribbean, which will be
studied for their sound characteristics, as well
as their cultural origins and histories. In some
cases, musics of the respective immigrant
populations in the U.S. will also be discussed.
The class will feature some hands-on
demonstrations by guest artists and the
instructor. Materials and assignments will
include audio recordings, videos, journal

p. 340

articles, book chapters, and other writings,
mostly drawn from the field of
ethnomusicology.
Prerequisite: Knowledge of traditional music
notation and major and minor scales.
Recommended, but not required: Knowledge of
Spanish.
1 credit.
Not offered 2012-2013.
MUSI 032. History of the String Quartet
A history of the string quartet from its origins to
its development into one of the most prestigious
genres of Western classical music. The course
will focus on the quartets of Haydn, Mozart,
and early Beethoven.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2012-2013.
MUSI 033. Music of Cuba and Brazil
This course will focus on the collective genius
of the folk, traditional, and popular musics of
Cuba and Brazil, such as Afro-Cuban and AfroBrazilian religious music, changüí, son, danzón
charanga, son montuno, timba, samba enredo,
samba reggae, afoxé, bossa nova, capoeira,
maracatú, mangue beat, pagode, and many
others. Selected musical genres will be studied
for their sounds and formal characteristics, as
well as their cultural origins and histories, and
occasionally, comparisons will be drawn with
musical styles from the U.S., and musics of the
respective immigrant populations in the U.S.
will be discussed. The class will feature some
hands-on demonstrations by guest artists and
the instructor. Materials and assignments will
include audio recordings, videos, journal
articles, textbook chapters, and other writings,
mostly drawn from the field of
ethnomusicology.
Prerequisite: Knowledge of traditional music
notation and major and minor scales.
Recommended, but not required: Knowledge of
Spanish or Portuguese.
This course fulfills the world traditions
component requirement for the music major.
1 credit.
Not offered 2012-2013.
MUSI 034. J.S. Bach
Study of Bach’s compositions in various
genres. For the instrumental music, this
involves close consideration of style and
signification. For the vocal music, it also
involves study of ways Bach’s music interprets,
not merely expresses, his texts.
This is a lecture and discussion course; see also
MUSI 101 (Bach), whose format and content
are quite different.
Prerequisite: MUSI 011 or the equivalent.

Music and Dance
1 credit.
Not offered 2012-2013.
MUSI 037. Contemporary American
Composers
A study of the works and thought o f six
important American composers. The course will
stress intensive listening and will include
discussion meetings with each of the
composers.
1 credit.
Not offered 2012-2013.
MUSI 038. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
A study of 20th-century music focusing on the
great renewal of musical expressions, diverging
from the Austro-German classic-Romantic
tradition, found in the works of these three very
individual composers, as well as the
connections among them, and the resonance of
their music in the work o f their contemporaries
and successors.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2012-2013.
MUSI 075. Special Topics in Music
Theater
Available to students participating in the study
abroad programs coordinated through
Swarthmore in France, Ghana, India, Japan, or
Poland.
Prerequisites: Consent of the dance program
director and the faculty adviser for off-campus
study.
1 credit.
Not offered 2012-2013.
MUSI 091. Introduction to Performing
Arts Education: Music
(Cross-listed as EDUC 071)
How do we learn in the performing arts? This
course explores a range of performing arts
issues confronting educators in theory and
practice. While the focus is music, we will also
consider dance and theater with the help of
guest lecturers. We will look at primary
education in the United States, and we will also
touch upon some of the ways music is taught to
older students, as well as in other cultures.
Students will draw upon their own experiences
as teachers and learners. The course will
culminate in a collaborative teaching project in
which our class as a whole will develop and
implement a program of performing arts
instruction for children in partnership with an
urban public school.
While some prior study of music might be
helpful, it is not a prerequisite. This course is

p. 341

open to any student who has taken at least one
course in either education or music.
Writing course.
1 credit.
Spring 2013. Whitman.
MUSI 091C. Special Topics (Music
Education)
(Cross-listed as EDUC 091C)
With permission of the instructor, qualified
students may choose to pursue a topic of special
interest in music education through a field
project involving classroom or school practice.
Open to any student who has taken at least one
course in music.
Available as a credit/no credit course only.
0.5 credit
Not offered 2012-2013.
MUSI 092. Independent Study
1 credit.
MUSI 093. Directed Reading
1 credit.
MUSI 094. Senior Research Topics in
Music
Required of all senior majors as preparation for
the senior comprehensive in music.
0.5 credit.
Spring semester.
MUSI 095. Tutorial
Special work in composition, theory, or history.
1 or 2 credits.
MUSI 096. Senior Thesis
1 or 2 credits.
MUSI 099. Senior Honors Recital
Honors music majors who wish to present a
senior recital as one of their honors preparations
must register for MUSI 099, after consultation
with the music faculty. See Honors Program
guidelines.
1 credit.

Seminars
MUS1101. J.S. Bach
(Compare with MUSI 034, which is a different
offering with a different format, content, and
prerequisites.)
Study of Bach’s compositions in various
genres, examining music both as a reflection of
and formative contribution to cultural history.
Prerequisites: MUSI 011 and 012. GMST 001B
and RELG 004 or 005B are strongly
recommended.
1 credit.
Not offered 2012-2013.

Music and Dance
MUS1102. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
(See MUSI 038)
Prerequisite: MUSI 013 (concurrent enrollment
possible by permission of the instructor).
1 credit.
Not offered 2012-2013.
MUS1103. Mahler and Britten
This course is an intensive study of the music of
two seminal 20th-century composers. We will
consider song cycles by both composers and
their connections to larger genres: Mahler’s
symphonies and Britten’s operatic works as
well as the War Requiem.
Prerequisites: MUSI 011 to 014; a knowledge
of German is recommended.
1 credit.
Not offered 2012-2013.
MUS1104. Chopin
This course will provide an in-depth historical
study of Chopin’s music. We will examine the
full generic range of Chopin’s compositions,
taking into account the various socio-cultural,
biographical and historical-political issues that
have attached to specific genres. Throughout
the semester we will also consider such broader
questions as: why did Chopin restrict himself
almost entirely to piano composition? How
might we locate Chopin’s work within the
larger category of 19th-century musical
romanticism? What does Chopin’s music mean
to us today?
Prerequisites: MUSI 011.
1 credit.
Not offered 2012-2013.
MUS1115. Harmony, Counterpoint, and
Form 5
Exploration of a number of advanced concepts
in music theory including: the study and
analytical application of post-tonal theory
(including set theory and neo-Riemannian
theory), the structure of the diatonic system,
applications of theoretical models to rhythm
and meter, and geometric models of musical
progression.
Prerequisite: MUSI 014.
1 credit
Fall 2012. Kochavi.

Performance
Note: The following performance courses are
for 0.5-course credit per semester.
MUSI 040. Elements of Musicianship
Sight singing and rhythmic and melodic
dictation.

p. 342

Required for all MUSI 011 to 014 students,
with or without 0.5 credit Also open to other
students. The instructor will place students at
appropriate levels.
0.5 credit.
Fall 2012 and spring 2013. Hamer.
MUSI 041. Performance (Jazz Ensemble)
0.5 credit.
Fall 2012 and spring 2013. Shanefield.
MUSI 043. Performance (Chorus)
0.5 credit.
Fall 2012 and spring 2013. Alston.
MUSI 044. Performance (Orchestra)
0.5 credit.
Fall 2012 and spring 2013. Hauze.
MUSI 046. Performance (Wind
Ensemble)
0.5 credit.
Fall 2012 and spring 2013. Hauze.
MUSI 047. Performance (Chamber
Music)
(See guidelines for this course earlier.)
0.5 credit.
Fall 2012 and spring 2013. Johns.
MUSI 048. Performance (Individual
Instruction)
Please consult the MUSI 048 guidelines on the
Music Program website.
0.5 credit.
Each semester.
MUSI 049A. Performance (Balinese
Gamelan)
Performance of traditional and modem
compositions for Balinese Gamelan (Indonesian
percussion orchestra). Students will learn to
play without musical notation. No prior
experience in Western or non-Westem music is
required. The course is open to all students.
Two (2) semesters of this course fulfills the
World Traditions Component requirement for
the music major.
0.5 credit.
Fall 2012 and spring 2013. Whitman.
MUSI 049B. Performance (African Dance
Repertory Music Ensemble)
Performance of traditional and modem
compositions as accompaniment for and
collaboration with the development of a dance
piece for concert performance.
0.5 credit
Not offered 2012-2013.

Music and Dance
MUSI 050. Performance (Chamber Choir)
Students in MUSI 050 must also be in MUSI
043: Performance (Chorus).
0.5 credit.
Not offered 2012-2013.
MUSI 071. Salsa Dance/Drumming
(See DANC 071)
0.5 credit.
Not offered 2012-2013.
MUSI 078. Dance/Drum Ensemble
(See DANC 078)
0.5 credit.
Fall 2012. Osayande and guest artists.

Dance
At Swarthmore, dance is a global discourse.
Our program focuses on cross-cultural study of
Africa/African Diaspora, Asia (both South and
East), Europe, North America, and Latin
America. The dance and music programs share
an integrated approach to composition, history,
and theory and believe this is central to the
understanding of dance as an artistic and
intellectual inquiry within a liberal arts context.

The Academic Program
The mission of the program is to offer students
dance experiences that privilege a merging of
embodied practice and history/theory in relation
to more than one situated perspective (those
listed above). Some courses concentrate on one
cultural context only (this is true generally in
history, repertory, and technique). Others put a
variety of perspectives in conversation (first
level composition, some history, some
repertory, and all theory). The role of dance as a
social change agent is also present in
Swarthmore dance offerings. All dance studies
courses engage students in an investigation of
the relationship of dance to other arts and areas
of thought.
Given the program’s emphasis on developing
an awareness of the global nature of dance,
study abroad opportunities are seen as a very
useM aspect of a student’s undergraduate
dance experience. Such study is especially
encouraged for dance major and minors. Study
abroad dance programs developed by members
of the dance faculty are available in France,
Ghana, India, Japan, Poland, and Northern
Ireland. Dance components are also available in
programs in Spain and Argentina. Social
change engagement is available as an aspect of
study abroad experiences in Ghana, India,
Northern Ireland, and Poland. Additional
information regarding study abroad experiences

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is listed below and can also be found on both
the Dance Program and Off-Campus Study
websites.

Course Major
These prerequisites are strongly recommended
for first and second year students and must be
completed before the junior year. If a student
has not completed all of these prerequisites at
the time of an application for a major, but has
done good work in one or more courses in the
program, the student may be accepted on a
provisional basis.
1. DANC 001,003,003A or 004
2. DANC Oil. Dance Lab I: Making Dance
3. One dance technique class (in any style) for
academic credit
Prerequisite credits for majors:
2.5
The program offers three possible areas of
focus for majors; composition, history/theory,
or an individual focus. Students in each area are
required to take Dance 008. Anatomy: Bones,
Muscles, and Movement. Additional course
requirements for each focus are as follows:
Composition
DANC 012. Dance Lab II: Making Dance
DANC 013. or 014. Dance Composition
Tutorial or Videography
DANC 20-29 - one course
DANC 30-39 or 70,75,76, 77, 77b. or 79 - one
course
DANC 049,71,78, one Western and one nonWestem course
DANC 50, 51,53,58,60, or 61 - one or two
courses
*DANC 94 or 95 - one course
Total credits in focus:
6.5-7.5
History/Theory
DANC 20-29 - two courses
DANC 30-39 or 70, 7 5 ,7 6 ,7 7 ,77b. or 79 - two
courses
DANC technique and repertory courses - one
Western and one non-Westem course
*DANC 94/95 - one course
Total credits in focus:
6.5-7
Individually created focus
DANC 20-29 - one course
DANC 30-39 or 7 0 ,7 5 ,7 6 ,7 7 ,77b. or 79 - one
course
*DANC 94/95 - one course
Additional courses proposed by the student and
approved on an individual basis by the faculty
from a combination of composition, history,

Music and Dance
repertory, technique, and theory courses - three
to four credits
Total credits in focus:
6.5-7.5
Total prerequisites and credits required for
majors:
9.0-10.0
*The senior project/thesis is required of all
majors.
The dance faculty encourages students to
pursue a senior project/thesis that incorporates a
comparison or integration of dance with some
other creative or performing art (creative
writing, music, theater, or visual art), with a
community-based learning component, or with
another academic discipline of die student’s
interest.
Requirements
For majors, regular participation in technique
classes throughout a student’s time at
Swarthmore and participation in repertory
courses for at least four semesters. Students
may choose tiny style of repertory experience as
long as they adhere to the distribution
guidelines to participate in both Western and
non-Westem styles. They are also encouraged
to seek out service-learning/ community-based
learning experiences that incorporate dance.
These may substitute for repertory experiences
(especially those with a composition focus).
Majors are also strongly encouraged to enroll in
THEA 003. Fundamentals of Design for
Theater Performance and THEA 004B.
Lighting Design.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student
interests and one intended to support students’
senior project/thesis work.

Course Minor
The goal of the course minor in dance is to
expose a student to the broad scope o f the field.
The distribution of required courses for the
minor provides students with an introduction to
composition, history, technique, and theory and
allows them to direct their final credit(s) in the
minor toward a specific area of interest. It is
also possible for students to align required
courses within the minor to reflect that specific
interest, if any. Minors will participate in the
senior colloquia or individualized meetings
with guest artist and instructors and will be
encouraged, but not required, to develop an
extended paper or a significant dance
performance piece as part of their program.
Whether they enroll for credit or audit, all
dance majors and minors are strongly
encouraged to participate in technique and
repertory classes each term.

p. 344

These prerequisites are strongly recommended
for first and second year students and must be
completed before the junior year. If a student
has not completed all of these prerequisites at
the time of an application for a minor, but has
done good work in one or more courses in the
program, the student may be accepted on a
provisional basis.
1. DANC 001,003,003A or 004
2. One technique or repertory course for
academic credit
Prerequisite credits for minor:
1.5
Course requirementsfo r minor:
1. DANC Oil. Dance Lab I: Making Dance
2. DANC 20-29 - one course
3. DANC 30-39 or 70,75,76,77, 77b. or 79 one course
4. DANC 008. Anatomy: Bones, Muscles, and
Movement
5. Additional courses proposed by the student
and approved on an individual basis by the
faculty from a combination of composition,
history, repertory, technique, and theory courses
-1.5 credits
Total credits in minor:
5
Total prerequisites and credits required for
minor:
6.5
Requirements
For minors, regular participation in technique
classes throughout a student’s time at
Swarthmore and participation in repertory
courses for at least two semesters is required.
Students may choose any style of repertory
experience. They are also encouraged to seek
out service-leaming/community-based learning
experiences that incorporate dance. These may
substitute for repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student
interests.

Honors Major
The minimum requirement for admission to the
honors major is at least the following 4 courses
(3 credits) in dance; an introductory
history/theory course (001,003,003A, or 004),
DANC Lab I: Making Dance (DANC 011), one
dance technique class (DANC 40-48,50-58, or
60-61) and DANC 008. Majors in the Honors
Program must also have an overall B grade
average before admission. In addition to the
guidelines noted later, each honors major will
be responsible for the material designated on
the reading and video lists for senior honors
study available from the department office.

Music and Dance
All dance majors in the Honors Program must
do three preparations in the department and one
outside (in a related or unrelated minor). Two
of the departmental preparations will be based
on course combinations (one in history or
theory and one in composition beyond the
introductory-level course DANC Oil). The
third will take the form of either a senior project
(DANC 094) or a senior thesis (DANC 095,
096). The portfolio submitted by each student
will include both written materials and a DVD
that provides examples of the student’s
choreographic and/or performance work at
Swarthmore (a maximum of 20 minutes in
length).
Each student’s program will include the
following:
1. History and theory. One area of emphasis
linking a course from DANC 021 to 025 or 028
with a course from DANC 035 to 039, or 077B.
Each student will demonstrate this integration
via a paper written as an attachment. This
paper, along with appropriate papers from each
history and theory class submitted for
preparation, will be sent to the examiner. The
written and oral exam for this preparation will
consist of a response to three questions set by
the examiner.
2. Composition. Each student may submit a
combination of Dance Lab I: Making Dance
(DANC O il) plus either Dance Lab II: Making
Dance (DANC 012), Special Topics in
Composition (DANC 014), and Composition
Tutorial (DANC 013) or two of DANC 013 or
014. The syllabi (where appropriate), a DVD of
the final work, and a paper concerning the
choreographic process from each class will be
submitted to the examiner.
3. Seniorproject/thesis. These projects/theses
will be individually determined. Each student
will be assigned a faculty adviser who will
assist the student in the creation of an initial
bibliography or videography or both as well as
an outline for the project or thesis. It will then
be the student’s responsibility to proceed with
the work independently.
Requirements
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance. These may substitute for
repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student

p. 345

interests and one intended to support students’
senior honors work.

Honors Minor
Students in the Honors Program who are
presenting a major in another discipline and a
minor in dance must do one preparation in
dance. This preparation will take the form of
either composition or history and theory
described earlier in the text concerning honors
majors in dance. The choice regarding focus for
a student’s minor will be determined in
consultation with an adviser from the dance
faculty.
These prerequisites are strongly recommended
for first and second year students and must be
completed before the junior year. If a student
has not completed all of these prerequisites at
the time of an application for an Honors minor,
but has done good work in one or more courses
in the program, the student may be accepted on
a provisional basis.
1. DANC 001,003,003A or 004
2. One technique or repertory course for
academic credit
Minors in the Honors Program must also have
an overall B grade average before admission. In
addition to the guidelines noted below, each
honors minor will be responsible for the
material designated on a reading and video list
for senior honors study available from the
department office.
Requirements
For minors, regular participation in technique
classes throughout a student’s time at
Swarthmore and participation in repertory
courses for at least two semesters is required.
Students may choose any style of repertory
experience. They are also encouraged to seek
out service-leaming/community-based learning
experiences that incorporate dance. These may
substitute for repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student
interests.

Special Major
The program for a special major in dance
comprises 12 units of coursework: 6 in dance
and 6 in another discipline. The two disciplines
in this major may be philosophically linked or
may represent separate areas of the student’s
interest.
Whether they enroll for credit or audit, special
majors are required to participate in technique
and repertory classes for at least two semesters.

Music and Dance
Prerequisites for the Special Course
Major in Dance and a Second Discipline
1. DANC 001,003,003A or 004
2. DANC 011. Dance Lab I: Making Dance
3. One dance technique class (in any style) for
academic credit
Prerequisite credits for special majors: 2.5
Requirements
The core program (totaling 5.5 credits) includes
the following courses:
1. DANC 008. Anatomy: Bones, Muscles, and
Movement
2. Two composition/repertory (DANC 012 [1
credit] or 014 [0.5 credit] and/or DANC 013
[0.5 credit] and DANC 049 [0.5 credit])
3. Two history/theory (one from DANC 021025 or 028 [1 credit] and one from DANC 035039 or 077B [1 credit])
4. Two or three in dance technique (DANC 050
[0.5 credit] and one other technique at the 050
level or above [0.5 credit]). One 0.5 credit in a
Western technique and one 0.5 credit in a nonWestem technique.
5. One senior project or thesis (DANC 094,
095, or 096 [1 credit])
Total credits in special major:
5.5
Total prerequisites and credits in special
major:
8.5
The student’s chosen six courses from the core
program will be joined by 6 credits from
another discipline or disciplines. Courses for
the program must be approved both by the
faculty of the other departments and by the
dance faculty. The senior project or thesis must
also be approved and monitored by those
departments involved.
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance. These may substitute for
repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student
interests.

Additional Information
Regarding the Dance Program
Dance Technique Courses
In a typical semester, more than 30 hours of
dance technique classes are offered on graded
levels presenting a variety of movement styles.

p. 346

Technique courses, numbered 040 through 048,
050 to 058, and 060 or 061, may be taken for
academic credit or may be taken to fulfill
physical education requirements. Advanced
dancers are encouraged to consult with
instructors regarding placement in level III
technique classes. A total of not more than 8
full credits (16 0.5-credit courses) in
performance dance technique classes and in
music performance classes may be counted
toward the degrees of bachelor of arts and
bachelor of science. No retroactive credit is
given for performance classes.
Dance Program Performance
Opportunities
All interested students are encouraged to enroll
in repertory classes (DANC 049,071 or 078)
and/or to audition for student and faculty works.
These auditions occur several times each
semester; dates are announced in classes and in
postings outside the dance studios. Formal
concerts take place toward the end of each
semester; informal studio concerts are
scheduled throughout the year.
The Dance Program regularly sponsors guest
artist teaching and performance residencies. In
addition, the program regularly hosts guest
choreographers who work with student
ensembles in technique and repertory classes.

Off-Campus Study
Ghana Program
The Dance Program has an ongoing relationship
with the International Centre for African Music
and Dance and the School o f Performing Arts at
the University of Ghana in Legon, a suburb of
the capital city, Accra. Students choosing to
study in Ghana can anticipate opportunities that
include a composite of classroom learning,
tutorials, some organized travel, and
independent study and travel. Beyond credits in
dance, music, theater, African studies, and
intensive Twi (an Akan language widely spoken
in Ghana), a menu of courses at the University
of Ghana is also available. Students
participating are able to enroll for the
equivalent o f a full semester’s credit (4 to 5
credits). Community-based learning internships,
in dance and other subjects, are also an option.
Interested students should contact the director
of dance as early as possible for advising
purposes and for updated information.
Poland Program
The program in Dance offers a semester-abroad
program based at the Silesian Dance Theatre
(Slaski Teatr Tanca) in Bytom in conjunction
with other institutions in the vicinity. The
program provides participating students with a
combination o f study abroad and the experience
of working in various capacities (dance

Music and Dance
performance, arts administration, etc.) within
the environment of a professional dance theater
company for credit. Intensive study of Polish
while in the country will be required of all
participating students. Students participating are
able to enroll for the equivalent of a full
semester’s credit (4 to 5 credits). Communitybased learning dance internships are also an
option. Participation in the Annual International
Dance Conference and Performance Festival
hosted by Silesian Dance Theatre in late June
and early July is highly recommended for
certain types of credit. Interested students
should contact the director of dance as early as
possible for advising purposes and updated
information on the status of the program.
A dditional Opportunities

Additional dance study abroad initiatives of a
more independent nature are under way in
France, India, Japan and Northern Ireland. The
program in Northern Ireland can incorporate a
strong focus on the arts and social change.
Tamagawa University in Machida, near Tokyo,
offers course study in classical Japanese and
folk dance, taiko drumming, contemporary
dance and ballet, and Japanese language.
Students are encouraged to discuss these
programs with the director of dance.

Introductory Courses
DANC 001. Global Approaches to Dance
Studies: Continuity and Change
This course is framed as a global journey for
analyzing culture, history, identity, and social
change through dance and the dancing body.
Students will be introduced to different
movement systems through studio-based and
theory/history classes in order to explore how
cultural meanings are embodied, legitimized,
contested, and reinvented through dance. All
members of the regular dance faculty will
participate by teaching various sessions. We
will specifically focus on practices from Africa,
Asia, Europe, Latin America and North
America. This course will also introduce
students to various methods in dance research.
Students will formulate their own final research
topic.
This is a reading and writing intensive course
open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Writing course.
1 credit.
Not offered 2012-2013.
DANC 003. First-Year Seminar: “Shall
We D a n c e? ” Dance in the Movies
A first-year seminar focused on dance in the
movies. We will look at how dance has served

p. 347

as a catalyst and a vehicle for investigating
class, gender, race, romance, and technology in
films from the early 20th century through the
present. Documentaries, feature-length and
short films, produced in the United States and
abroad by small independent and major motion
picture industry companies, will be included.
One video viewing/screening session per week
in addition to class meetings.
This is a reading and writing intensive course
open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Writing course.
1 credit.
Not offered 2012-2013.
DANC 003A. Hollywood, Bollywood, and
Beyond: Dance and Global Cinema
Dance serves as a catalyst and a vehicle for
investigating art, entertainment, sexuality,
nation-building, and commodity production in
film, video and electronic media globally. This
interdisciplinary seminar course will introduce
students to various approaches for examining
representations of dance in local, national, and
transnational contexts. Students will learn to
analyze dance in various genres ranging from
ethnographic, commercial and independent
films and videos to internet sources. One
required screening meeting per week will
augment class sessions.
This is a reading and writing intensive course
open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Eligible for FMST or GSST credit.
Writing course.
1 credit.
Not offered 2012-2013.
DANC 004. The Arts as Social Change
(Cross-listed as MUSI 006)
This course aims to bring together students with
an interest in investigating and investing in
social change work through the arts. Our
seminar community will engage in discussion
of readings and video viewings, will host and
visit local leaders from the arts and social
change movement, and will engage in fieldwork
opportunities as required parts of the course.
Papers, journals, and hands-on projects will all
be included.
This course is open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Eligible for PEAC credit.
1 credit.
Not offered 2012-2013.

Music and Dance
DANC 007. Creativity and Performance
This course taught by visiting Cornell Professor
Kumudini Lakhia from India will explore the
relationship between creativity, performance,
and improvisation. Based on pedagogical and
choreographic experiences with the classical
Indian Kathak dance for six decades, the course
will engage how traditional knowledge can be
the spring board for innovation in thought and
action. The course will situate performance at
the intersection of interdisciplinary studies on
religion, Asian studies, dance, theater, and
music.
Eligible for ASIA credit.
1 credit.
Fall 2012. Lakhai.
DANC 008. Anatomy: Bones, Muscles,
and Movement
(Cross-listed as MUSI 008B)
An introduction to the musculoskeletal system
through the exploration of the body in stability
(topography) and in motion (kinematics), within
the range of dance, music, yoga poses, and
daily life. Reading and video viewing, in-class
presentations, and a final paper required.
This course fulfills a prerequisite requirement
for dance major and minors.
0.5 credit.
Not offered 2012-2013.

Composition, History, and
Theory Courses
DANC 011. Dance Lab I: Making Dance
A study of various basic principles of dance
composition and choreography. We will
explore/invent movement through
experimentations with time, space, and energy
qualities, often using improvisation and
generative movement “games.” Explorations
will be geared toward honing the student’s
individual voice through movement, and
challenging preconceived ideas of what that
voice sounds/looks/feels like. All previous
dance/movement experience is welcome; this
class is not exclusive to any one genre of
movement. Reading, video and live concert
viewing, short dance studies, journals, and a
final piece for public performance in the Troy
dance lab are required.
Prerequisite: Any dance course or permission of
the instructor. A course in dance technique must
be taken concurrently.
1 credit.
Fall 2012. Poe.
DANC 011 A. Dance Production
Practicum
By individual arrangement with the dance
faculty for rehearsal and performance work in

p. 348

conjunction with dance program courses; Oil,
012,013,014,092 or 094.
0.5 credit.
Fall 2012. Poe.
DANC 012. Dance Lab: Making Dance II
An elaboration and extension of the material
studied in DANC 011. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups.
Coursework emphasizes using various
approaches and methods (e.g., theme and
variation, motif and development, structured
improvisation, and others). Reading, video and
live concert viewing, movement studies,
journals, and a final piece for public
performance that may include a production lab
component are required.
Prerequisites: DANC 011 or its equivalent. A
course in dance technique must be taken
concurrently.
1 credit.
Spring 2013. Arrow.
DANC 013. Dance Composition: Tutorial
The student enrolling for a tutorial will enter the
semester having identified a choreographic
project and will be prepared to present material
weekly. Projects in any dance style are
encouraged. All students proposing tutorials are
advised to discuss their ideas with a member of
the dance faculty before enrollment.
Choreography o f a final piece for public
performance is required, as are weekly
meetings with the instructor and directed
readings and video and concert viewings. A
journal or research paper may also be required.
Prerequisites: DANC 011 or its equivalent. A
course in dance technique must be taken
concurrently.
0.5 credit.
Fall 2012 and spring 2013. Arrow.
DANC 014. Special Topics in Dance
Composition
A course that focuses on intensive study of
specific compositional techniques and subjects.
Topics may include autobiography, dance and
text, partnering, interdisciplinary collaboration,
reconstruction, and technology, including
videography. Choreography of a final piece for
performance is required. Weekly meetings with
the instructor, directed readings, video and
concert viewing, and ajournai will be required.
Prerequisite: DANC 011. A course in dance
technique must be taken concurrently.
0.5 credit.
Not offered 2012-2013.

Music and Dance
DANC 016. First-Year Seminar: Dancing
Desire in Bollywood Films
This course will explore the shifts in sexuality
and gender constructions of Indian women from
national to transnational symbols through the
dance sequences in Bollywood. We will
examine the place of erotic in reconstructing
gender and sexuality from past notions of
romantic love to desires for commodity. The
primary focus will be centered on approaches to
the body from anthropology and sociology to
performance, dance, and film and media
studies.
Eligible for ASIA or GSST credit.
1 credit.
Fall 2012. Chakravorty.
DANC 021. History of Dance: Africa and
Asia
This course will move through an exploration
of dance forms from Africa and Asia as well as
from African and Asian diasporic cultures.
Areas of focus will include styles, underlying
aesthetics, resonances in general cultural traits,
and developmental history. Coursework will
occasionally focus on one dance style for close
examination. Study will be facilitated by guest
lecturers, specialists in particular dance forms
from these cultures. Two lectures and a 1-hour
video viewing session per week.
Prerequisite: DANC 001,003,003A or 004.
Eligible for ASIA or BLST credit.
1 credit.
Not offered 2012-2013.
DANC 023. History of Dance: 20th and
21st Centuries
This course is designed to present an overview
of 20th- and 21st-century social and theatrical
dance forms in the context of Western societies
with an emphasis on North America. Focusing
on major stylistic traditions, influential
choreographers, dancers, and theorists will be
discussed. Through readings, video and concert
viewings, research projects, and class
discussions, students will develop an
understanding of these forms in relation to thenown dance practice. Two lectures and 1-hour
video viewing per week.
Prerequisite: DANC 001,003,003A or 004
strongly recommended.
1 credit.
Not offered 2012-2013.
DANC 025A. Dance and Diaspora
(Cross-listed as SOAN 020J)
Dance is as unconventional but powerful device
for studying migration and social mobility. This
course will explore the interrelated themes of
performance, gender, personhood, and
migration in the context of diasporic

p. 349

experiences. By focusing on specific dance
forms from Asia, Africa and Latin America, we
will examine the competing claims of placeness, globalization, and hybridization on
cultural identity and difference.
This is a reading and writing intensive course.
Eligible for ASIA or GSST credit.
Writing course.
1 credit.
Fall 2012. Chakravorty.
DANC 036. Dancing Identities
This course explores ways that age, class,
gender, and race have informed dance,
particularly performance dance, since 1960.
The impact of various cultural and social
contexts will be considered. Lectures, readings,
and video and concert viewings will be
included. Students will be expected to design
and participate in dance and movement studies
as well as submit written research papers.
Prerequisite: DANC 001,003,003A, or 004 or
permission of the instructor.
Eligible for GSST credit.
1 credit.
Not offered 2012-2013.
DANC 037. Current Trends in Dance
Performance
Course Objective: To look at contemporary
dance performances as a social construct which
embodies change and relationships in
production to the other art forms and global
discourse. We will seek answers to questions
such as: How are issues of human agency,
embodiment, and creativity changing with the
filmed dance/body image? What are American,
European, and Asian dance practices today?
What is the relationship between performance
and social activism? What are the influences of
Globalism on dance production?
1 credit.
Spring 2013. Arrow.
DANC 038. Dance and the Sacred
Through readings, discussion, video viewing,
and our own sacred dances, we will examine
the role of movement in performance, ritual,
and contemplative practices. We will explore
several sacred dance and movement traditions
from the ancient (India) to the contemporary
(American modern/concert dance). Students
will be expected to design and participate in
dance studies, give an in-class presentation, and
write a final paper.
Prerequisite: Some dance experience in any
technique.
1 credit.
Spring 2013. Chakravorty.

Music and Dance
Dance Technique and Repertory
Courses
Note: Technique courses (040-048,050-058,
060, and 061) and Repertory courses (049 [all
sections], 071 and 078) may be taken for 0.5
academic credit or may be taken for physical
education credit. All dance technique courses
numbered 040 to 048 are open to all students
without prerequisite. Courses numbered 050 to
058 and 060 to 061 have a prerequisite of either
successful completion of the introductory
course in that style or permission of the
instructor.
DANC 040. Dance Technique: Modern I
An introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, movement vocabulary,
dance sequences, and musicality. Improvisation
exercises and short composition studies will be
included. Especially recommended for theaterinterested students. If taken for academic credit,
concert attendance and two short papers are
required.
0.5 credit.
Fall 2012 and spring 2013. Poe.
DANC 041. Dance Technique: Ballet I
An introduction to the fundamentals of classical
ballet vocabulary: correct body placement;
positions of the feet, head, and arms; and basic
locomotion in the form. If taken for academic
credit, concert attendance and two short papers
are required.
0.5 credit.
Fall 2012 and spring 2013. Sherman.
DANC 043. Dance Technique: African I
African Dance I introduces students to
Umfundalai. In a contemporary context, the
Umfimdalai dance tradition surveys dance
styles of African people who reside on the
continent of Africa and in the Diaspora. Upon
completion of the course, students will gain a
beginning understanding of how to approach
African dance and the aesthetic principles
implicit in African-oriented movement.
Students enrolled in DANC 043 for academic
credit are required to keep a weekly journal and
write two short papers.
Eligible for BLST credit.
0.5 credit.
Fall 2012 and spring 2013. Nance.
DANC 044. Dance Technique: Tap
This course is available to all tappers, from
beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and “hoofin” will be

p. 350

explored. If taken for academic credit, concert
attendance and two short papers are required.
0.5 credit or P.E. credit.
Spring 2013. Davis.
DANC 045. Dance Technique: Yoga
Vinyasa Flow/Power Yoga course with a focus
on asanas (physical postures) and pranayama
(breath control) and relaxation techniques.
While this is a vigorous class, the practice is
intended to be joyful and energizing with a goal
of producing calm in mind and body, a practical
knowledge of body alignment, injury
prevention, and muscle and skeletal usage. The
course will consist of a mix of styles
incorporating elements o f Ashtanga, Vinyasa
Power Yoga, and Byron (AU) Yoga Centre
Puma. If taken for academic credit, three short
papers are required.
0.5 credit or P.E. credit.
Fall 2012 and spring 2013. Arrow.
DANC 046. Dance Technique: Kathak
The class introduces the hot rhythms (/talas/)
and the cool emotions (/rasa/s) of the Indian
classical dance art: Kathak. The dancing
involves high energy, rapid turns, and fast
footwork as well as movement of eyes, hands,
neck, and fingers. This syncretic dance style
from north India draws on Hindu and Muslim
cultural traditions (Bhakti and Sufi) and forms
the raw material for the global-pop Bollywood
dance. Students who are enrolled for academic
credit will be required to write papers and/or
create performance texts or choreographies.
Eligible for ISLM credit.
0.5 credit or P.E. credit.
Fall 2012. Chakravorty.
DANC 047. Dance Technique: Flamenco
This course will introduce the basic principles
o f performance technique in the Spanish dance
form, flamenco. Focus will be on studying both
footwork (zapateado) and armwork (braceo). A
variety o f rhythmic groupings and styles within
flamenco will be explored. Students who are
enrolled for academic credit will be required to
write papers and/or create performance texts or
choreographies. Some Saturday meetings are
required.
0.5 credit or P.E. credit.
Fall 2012. Luis-Gmitter.
DANC 048. Dance Technique: Special
Topics in Technique
Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include Alexander technique, contact
improvisation, jazz, Pilates, and musical theater

Music and Dance
dance. If taken for academic credit, concert
attendance and one or two short papers are
required.
Section 1: Contact Improvisation
This improvisational dance practice is based on
moving in contact with others through touching,
leaning on, lifting, balancing, and supporting.
The resulting duets and ensembles are propelled
by the momentum of the dancers’ weight.
Students who enroll for academic credit will be
required to write papers and/or create
performance texts or choreographies.
0.5 credit or P.E. credit.
Not offered 2012-2013.
DANC 049. Performance Dance:
Repertory
The various sections of this course offer
opportunities for study of repertory and
performance practice. Students are required to
perform in at least one scheduled dance concert
during the semester. Three hours per week.
Prerequisite: Placement for all sections is by
audition or permission of the instructor unless
otherwise stated. A course in dance technique
should be taken concurrently.
F all Sections

Section 1: Tap
Open to students with some tap experience, this
class draws on the tradition o f rhythm tap
known as “hoofin’.” A new dance is made each
semester, working with the varying levels of
skill present in the student ensemble. Students
will be expected to attend additional ensemble
rehearsals.
0.5 credit or P.E. credit.
Fall 2012. Davis.
Section 4: Taiko
The class will offer experience in traditional or
traditionally based Japanese drumming
repertory. The relationship between the
drumming and its concomitant movement will
be emphasized. Open to the general student
with performances in December.
Two (2) semesters of this course fulfills the
World Traditions Component requirement for
the music major.
0.5 credit or P.E. credit.
Fall 2012. Arrow.
Section 5: Ballet
This class will offer students experience with
learning and performing classical ballet, while
also being part of the creative process of new
choreography. Choreography will be performed
in December. Open to advanced students from
Ballet III, or with permission of instructor.
Auditions will be held at the first class.
0.5 credit or P.E. credit.
Fall 2012. Chipman-Bloom.

p. 351
Spring Sections

Section 1: Modem
This repertory class will explore the physicality
and psychology of performing movement.
Movement sources will range form modem
dance to hip-hop to contact improvisation.
Students need not specialize in any one type of
dance to take this course, though it is
recommended for intermediate/advances
dancers. Students will be expected to attend
additional ensemble rehearsals.
A technique class should be taken concurrently,
and Modem III is highly recommended.
0.5 credit or P.E. credit.
Spring 2013. Arrow.
Section 3: African
Auditions for admission to this course will be
held at the first class meeting. Additional
information regarding the course is available
from the instructor. Resulting choreography
will be performed in the spring student concert.
Students will be expected to attend additional
ensemble rehearsals.
Prerequisite: DANC 043,078, or permission of
the instructor.
Eligible for BLST credit.
0.5 credit or P.E. credit.
Spring 2013. Nance.
Section 7: Flamenco
The class will offer experience in a variety of
traditional flamenco techniques. Resulting
choreography will be performed in the spring
student concert. Students will be expected to
attend additional ensemble rehearsals.
0.5 credit or P.E. credit.
Spring 2013. Luis-Gmitter.
Section 6: Movement Theater Workshop
(See THEA 008)
Prerequisites: THEA 001 or 002, any dance
course 040 to 044, or consent of the instructor.
1 credit.
Spring 2013. Bauriedel.
DANC 050. Dance Technique: Modern II
An elaboration and extension of the principles
addressed in DANC 040. If taken for academic
credit, concert attendance and two short papers
are required.
Prerequisite: DANC 040 or its equivalent.
0.5 credit or P.E. credit.
Fall 2012 and spring 2013. Poe.
DANC 051. Dance Technique: Ballet II
An elaboration and extension of the principles
addressed in DANC 041. If taken for academic
credit, concert attendance and two short papers
are required.
Prerequisite: DANC 041 or its equivalent.

Music and Dance
0.5 credit or P.E. credit.
Fall 2012 and spring 2013. Sherman.
DANC 053. Dance Technique: African II
African dance for experienced learners aims to
strengthen students’ African dance technique.
The course will use the Umfundalai technique
allied with neo-traditional West African Dance
vocabularies to enhance students’ visceral and
intellectual understanding of African dance.
Students who take African Dance II for
academic credit should be prepared to explore
and access their own choreographic voice
through movement studies.
Prerequisite: DANC 043.
Eligible for BLST credit.
0.5 credit or P.E. credit.
Fall 2012 and spring 2013. Nance.
DANC 060. Dance Technique: Modern III
Continued practice in technical movement skills
in the modem idiom, including approaches to
various styles. If taken for academic credit,
concert attendance and two short papers are
required.
0.5 credit or P.E. credit.
Fall 2012 and spring 2013. Tantoco.
DANC 061. Dance Technique: Ballet III
Continued practice in technical movement skills
in the ballet idiom with an emphasis on
advanced vocabulary and musicality. If taken
for academic credit, concert attendance and two
short papers are required.
0.5 credit or P.E. credit.
Fall 2012 and spring 2013. Sherman.

Upper-Level Cross-Listed
Courses
DANC 071. Salsa Dance/Drumming
(Cross-listed as MUSI 071)
This course provides an opportunity to leam
both the dance and basis for drumming of
Cuban salsa, Dominican merengue and
Brazilian samba with an emphasis on salsa.
Students will gain an understanding and
practice of pulse, meter and the polyrhythmic
structure underlying Afro/Caribbean music
generally; hand techniques for conga; and
improvisation and composition for both the
dance and (humming. We will use a form of
“street” notation in order to
write/read/remember the various rhythms.
No prerequisite required and no experience in
dance or music necessary.
0.5 credit or P.E. credit.
Not offered 2012-2013.

p. 352

DANC 073. Arts Administration for
Performance
This course is available to students participating
in various dance study abroad programs.
By arrangement with the director of dance.
1 credit.
Not offered 2012-2013.
DANC 074. Scenography for Dance
Theater Performance
Available to students participating in the study
abroad programs coordinated by Swarthmore in
Ghana, India, Japan, or Poland. In Poland,
enrollment in this course will require students
to extend their stay through early July.
Prerequisites: THEA 004B and THEA 014.
1 credit.
Not offered 2012-2013.
DANC 075. Special Topics in Dance
Theater
Available to students participating in the study
abroad programs coordinated through
Swarthmore in France, Ghana, India, Japan, or
Poland.
By arrangement with the Director of Dance.
Prerequisites: DANC 001,003,003A, 004, Oil,
or consent of the Dance Program director.
1 credit.
Fall 2012 and spring 2013. Chakravorty.
DANC 076. Movement and Cognition
English, Scottish, and Italian folk dance are
analyzed, using group theory, graph theory,
morphological theory, and syntactic theory, in
an effort to understand the temporal and spatial
symmetries of the dances. One focus will be a
comparison of the insights offered by the
mathematical and linguistic approaches.
Prerequisites: One course in linguistics and a
willingness to move your body and leam some
basic math.
1 credit.
Not offered 2012-2013.
DANC 077. Rhythm, Drumming, Cultures
(Cross-listed as MUSI 077)
Although it is not always emphasized in
Western art music education, rhythm is an
essential and complex element in many world
musics. Using approaches based in the field of
ethnomusicology, this course will introduce
students to a variety of world drumming styles.
Musics from West Africa, North India, Bali,
Japan, Cuba, and others will be considered for
their sounds and formal musical structures as
well as their histories and cultural meanings.
Students will also spend a portion of each class
learning basic drum technique in Afro-Cuban

Music and Dance
percussion as a practical introduction to themes
discussed in the course.
1 credit.
Not offered 2012-2013.
DANC 077B. The Visual Anthropology of
Performance
(Cross-listed as SOAN 077B)
This course will introduce various approaches
to the study of visual anthropology as it relates
to movement, body, culture, and power. It will
examine theoretical approaches ranging from
semiotics of the body, communication theory,
and phenomenology to the more recent
approaches drawing on performance,
postcolonial, post-structural, and feminist
theories. It will also examine how
anthropological issues in dance or performance
are closely tied to issues of modernity, regional
and national identity, gender, and politics,
Various ethnographies and literature from
dance studies, media and film studies, and
feminist studies will be included in the course
material. It will also require students to view
videos to engage in visual analysis.
1 credit
Not offered 2012-2013. Chakravorty.
DANC 078. Dance/Drum Ensemble
(Cross-listed as MUSI 078)
A repertory class in which students will learn,
rehearse and perform traditional Ghanaian
dances and drumming, and a contemporary
movement/rhythm piece consisting of both
‘found’ percussion ‘discovered’ movement.
Participants will be encouraged to both play the
rhythms and learn the dance/movement.
Students will be expected to attend additional
ensemble rehearsals.
Performance: LPAC main stage, first week of
December as part of the fall student dance
concert.
Jeannine Osayande (dance) and Wesley Rast
and Alex Shaw (drumming) are guest artists.
Eligible for BLST credit.
0.5 academic credit or P.E. credit.
Fall 2012. Osayande and guest artists.
DANC 079. Dancing Desire in Bollywood
Films
This course will explore the shifts in sexuality
and gender constructions of Indian women from
national to transnational symbols through the
dance sequences in Bollywood. We will
examine the place of erotic in reconstructing
gender and sexuality from past notions of
romantic love to desires for commodity. The
primary focus will be centered on approaches to
the body from anthropology and sociology to
performance, dance, and film and media
studies.

p. 353

Eligible for ASIA or GSST credit.
1 credit.
Not offered 2012-2013.
DANC 092. Independent Study
Available on an individual or group basis, this
course offers students an opportunity to do
special work with performance or
compositional emphasis in areas not covered by
the regular curriculum. Students will present
performances and/or written reports to the
faculty supervisor, as appropriate. Permission
must be obtained from the program director and
from the supervising faculty.
1 credit.
Each semester. Staff.
DANC 093. Directed Reading
Available on an individual or group basis, this
course offers students an opportunity to do
special work with theoretical or historical
emphasis in areas not covered by the regular
curriculum. Students will present written
reports to the faculty supervisor. Permission
must be obtained from the program director and
from the supervising faculty.
1 credit
Each semester. Staff.
DANC 094. Senior Project
Intended for seniors pursuing the special major
or the major in course or honors, this project is
designed by the student in consultation with a
dance faculty adviser. The major part of the
semester is spent conducting independent
rehearsals in conjunction with weekly meetings
under an adviser’s supervision. The project
culminates in a public presentation and the
student’s written documentation of the process
and the result. An oral response to the
performance and to the documentation follows
in which the student, the adviser, and several
other members of the faculty participate. In the
case of honors majors, this also involves
external examiners. Proposals for such projects
must be submitted to the dance faculty for
approval during the semester preceding
enrollment.
Prerequisite: Previous or concurrent enrollment
in an advanced-level technique course or
demonstration of advanced-level technique.
1 credit.
Each semester. Chakravorty.
DANC 095, 096. Senior Thesis
Intended for senior majors, the thesis is
designed by the student in consultation with a
dance faculty adviser. The major part of the
semester is spent conducting independent
research in conjunction with weekly tutorial
meetings under an adviser’s supervision. The
final paper is read by a committee of faculty

Music and Dance
members or, in the case of honors majors, by
external examiners who then meet with the
student for evaluation of its contents. Proposals
for a thesis must be submitted to the dance
faculty for approval during the semester
preceding enrollment.
1 or 2 credits.
Each semester. Chakravorty.

p. 354

Peace and Conflict Studies

p. 355

Coordinator:

LEE A. SMITHEY (Sociology and Anthropology/Peace and Conflict Studies)
Anna Everetts (Administrative Assistant)

Committee:

Wendy E. Chmielewski (Peace Collection)
Ellen Ross (Religion)
Krista Thomason (Philosophy)
Dominic Tierney (Political Science)3
Andrew Ward (Psychology)

3 Absent on leave, 2012—2013.

The Peace and Conflict Studies Program at
Swarthmore College provides students with the
opportunity to examine conflict in various
forms and at levels stretching from the
interpersonal to the global. The
multidisciplinary curriculum explores the
causes, practice, and consequences of collective
violence as well as peaceful or nonviolent
methods of conducting or dealing with conflict.
Students who minor in peace and conflict
studies at Swarthmore will:
1. understand factors shaping human conflict,
including psychological, social, cultural,
political, economic, biological, religious, and
historical ones;
2. analyze specific cases of conflict, including
interpersonal, inter-group, inter-state, and
international disputes;
3. examine theories and models of peace­
building and reconciliation and evaluate
attempts to manage, resolve, or transform
conflict nonviolently;
4. investigate forms of oppression and injustice,
and their relationship to conflict, locally and
globally; and
5. explore opportunities to study topics relevant
to peace and conflict through fieldwork,
internships, or other experiences outside the
classroom.

The Academic Program
Students with any major, whether in Course or
in the Honors Program, may add a course minor
in peace and conflict studies. Students in the
Honors Program may choose to complete an
honors minor in peace and conflict studies.

Course Minor
A minor in peace and conflict studies consists
of six credits, of which no more than two may
be taken in the student’s major department.
Introduction to Peace and Conflict Studies
(PEAC 015) is required and should be taken
before the junior year, if possible. It is
preferable (but not always possible) for students
to have taken two courses in the minor,
including Introduction to Peace and Conflict
Studies, when applying to join the program.

Honors Minor
Students in the Honors Program who choose an
honors minor in peace and conflict studies must
complete one preparation for external
examination. A standard two-credit preparation
can consist of a seminar, a combination of two
courses in different departments, a two-credit
thesis, or a combination of a thesis and a
course. According to the Honors handbook:
“When the preparation for the interdisciplinary
minor is an interdisciplinary thesis, the rule is
that at least half of the work of the thesis should
be in a subject outside the student’s major”.
Each student should propose a standard
preparation unless he or she has obtained the
approval of a sponsoring faculty member to
undertake an honors attachment or thesis. The
proposed preparation must be approved by the
Peace and Conflict Studies Committee.
Students whose honors minor in peace and
conflict studies can be incorporated into the
final requirements for Senior Honors Study in
the major should do so. The Peace and Conflict
Studies Committee will work out the guidelines
for the integration exercise with the student and
the major department.
Applying for the Minor
Students who intend to minor in peace and
conflict studies should submit a copy of their
Sophomore Plan to the coordinator of the
program during the spring of the sophomore
year, after consultation with program faculty
members. The paper should present a plan of
study that satisfies the requirements stated
below, specify the courses to count toward the
minor, share the student’s interest in peace and
conflict studies, and identify how the program
complements the student’s academic goals.
Honors students’ sophomore papers should
describe and justify their proposed honors
preparation in terms of its suitability for
examination and its contribution to the student’s
interests in peace and conflict studies. Students
should obtain advance approval from faculty
members who teach the courses that are to be
included in an honors preparation. A form for
this purpose is available from the Programs
Office or may be downloaded from the peace
and conflict studies website at

Peace and Conflict Studies
www.swarthmore.edu/peacestudies. The form
should be submitted to the Programs Office,
preferably with the Sophomore Plan. If the
preparation involves a thesis, the student should
specify a thesis topic and a thesis adviser.
All applications must be approved by the Peace
and Conflict Studies Committee.

Special Major
Applications for special majors are considered
on a case-by-case basis. Students who wish to
propose a special major should consult with the
program coordinator (normally in the
sophomore year) and should identify a
sponsoring faculty member in the early stages
of developing the major. Special majors consist
of at least 10 credits and normally no more than
12 credits.

Off-Campus Study
Off-campus study is encouraged for both
special majors and minors of peace and conflict
studies. In particular, the Northern Ireland
Semester, based in Derry/Londonderry and
Belfast, focuses on ongoing efforts to
understand the legacy of the Troubles and build
peace. A unique feature of the semester
involves placements in local community
groups, which contribute in a variety of ways to
the development of a shared and sustainable
democratic future in Northern Ireland.
Swarthmore students attend this program under
the College’s Semester/Year Abroad Program
for one semester. One credit is awarded for
community placement, one credit for a required
course on peace and conflict in Northern
Ireland, and two credits for peace and conflict
studies courses taken in Belfast at the Irish
School of Ecumenics (Trinity College).
Normally, no more than three courses taken
outside of Swarthmore College may be counted
toward the major or minor, subject to the
approval of the peace and conflict studies
coordinator. In die case of the Northern Ireland
semester, all four courses may be applied,
subject to the approval of the peace and conflict
studies coordinator. Further information is
available at:
www.swarthmore.edu/academics/northemireland-program.xml
Possibilities exist for summer research and/or
service work in Northern Ireland arising from
participation in the program.

Research and Service-Learning
Internships
Student programs can include an internship or
fieldwork component, and an internship is
highly recommended. Fieldwork and
internships normally do not receive credit.

p. 356

However, students can earn up to one credit for
special projects that are developed with an
instructor and approved in advance by the
Peace and Conflict Studies Committee.
Summer Opportunities
Peace and conflict studies minors and honors
minors are encouraged to apply for funding
from the Julia and Frank Lyman Student
Summer Research Fellowship, the Joanna
Rudge Long ’56 Award in Conflict Resolution,
the Simon Preisler Student Research and
Internship award and/or the Howard G. Kurtz,
Jr. and Harriet B. Kurtz Memorial Fund.
Applications are due in February, and
information can be obtained from the program’s
website.
Additional information on funding, internships,
training, and career opportunities are also
available on the Peace and Conflict Studies
Program website at
www.swarthmore.edu/peacestudies.

Life After Swarthmore
Peace and conflict studies alumni often develop
or work in organizations that promote peace
and justice locally and globally. Many pursue
graduate work in fields directly or closely
related to peace and conflict studies. You may
find a growing digest of student and alumni
activities on the program’s website at
www.swarthmore.edu/peacestudies.

Courses
The following courses may be applied toward a
minor in peace and conflict studies. Each of the
courses designated as PEAC is open to all
students unless otherwise specified. In the event
of an oversubscribed course, preference in
enrollment will be given to declared peace and
conflict studies minors. Courses that are eligible
to count toward a concentration or minor in
Peace, Justice, and Human Rights at Haverford
College or Peace, Conflict, and Social Justice at
Bryn Mawr College may also be applied toward
a course minor in peace and conflict studies at
Swarthmore. Student programs may, subject to
prior approval by the committee, also include
independent study; special attachments to
courses that are not listed here; courses offered
at the University of Pennsylvania; and courses
taken abroad.
Courses noted with an asterisk * are eligible for
a peace and conflict studies minor by obtaining
written approval of the instructor and the
program coordinator before the drop/add period
ends. Course materials may be requested for
confirmation after course completion. Course
approval forms may be downloaded from the
Peace and Conflict Studies Program website.

Peace and Conflict Studies
PEAC 015. Introduction to Peace and
Conflict Studies
Introduction to peace and conflict studies
addresses not only the proliferation of coercive
and violent means of conducting conflict but
especially the growth of nonviolent alternatives,
both institutional and grassroots, global and
local. These include nonviolent collective
action, diplomacy, mediation, peacekeeping,
community relations work, and aid and
development work. Several theoretical and
philosophical lenses will be used to explore
human dispositions, conflict in human societies,
and conceptualizations of peace. The course
will take an interdisciplinary approach with
significant contributions from the social
sciences.
1 credit.
Fall 2012. Smithey.
PEAC 025. Peace and Conflict
Journalism
This course will address the dynamic
relationship between journalism and conflict
and the theory and practice of peace journalism
as an alternative to the conventions and biases
of traditional war reporting. Students will
examine the state of the media ecosystem and
independent media practices. Practical
instruction will introduce the principles of
journalism, reporting and distribution
techniques, content analysis, and multimedia
production techniques.
Students will produce stories for War News
Radio with in-depth reporting, historical
perspective, and direct coverage of people
living in conflict zones.
1 credit.
Fall 2012. MacMillan.
PEAC 070. Research
Internship/Fieldwork
Credit hours to be arranged with the
coordinator.
PEAC 071B. Research Seminar: Strategy
and Nonviolent Struggle
(Cross-listed as SOAN 07 IB)
The focus of this research seminar will be the
development of a web-based database that will
contain crucial information on campaigns for
human rights, democracy, environmental
sustainability, economic justice, national and
ethnic identity, and peace. The Global
Nonviolent Action Database will serve activists
and scholars worldwide. The seminar will
include research/writing methods and theories
of the field. O f interest will be strategic
implications for today drawn both from theory
as well as what the group learns from
documented cases of wins and losses
experienced by people’s struggles.

p. 357

Writing course.
1 credit.
Fall 2012, spring 2013. Lakey.
PEAC 077. Peace Studies and Action
Nothing is more predictable for today’s young
people than conflict. It can be destructive or it
can be creative; it can be revolting or it can be
revolutionary; it can shut you down or it can
transform you. This course will prepare
students to engage in conflict, both
intellectually and practically, providing them
with the necessary skills. It will include texts
from political science, sociology, ethnography,
and psychology. It will include field
experiences that nurture the courage and
humility useful in conflicts. It will draw from
the rapidly-growing field o f nonviolent direct
action.
1 credit.
Spring 2013. Smithey.
PEAC 090. Thesis
Credit hours to be arranged with the
coordinator.
Each semester. Staff.
PEAC 093. Directed Reading
1 credit.
Each semester. Staff.
PEAC 180. Senior Honors Thesis
2 credits.
Each semester. Staff.
Dance
DANC 004. The Arts as Social Change
Economics
ECON 012. Game Theory and Strategic
Behaviors
ECON 051. The International Economy*
ECON 081. Economic Development*
ECON 082. Political Economy o f Africa
ECON 151. International Economics: Seminar*
History
HIST 028. Nations and Nationalism in Eastern
Europe: 1848-1998
HIST 034. Antisemetism Through the Ages
HIST 037. History and Memory: Perspectives
on the Holocaust
HIST 049. Race and Foreign Affairs
HIST 055. Social Movements in the 20th
Century*
HIST 134. U.S. Political and Diplomatic
History
Linguistics
LING 005. Linguistic Underpinnings of Racism
and Bias

Peace and Conflict Studies
Literatures
LITR 070S. Persistent Power of Central
American Literature
LITR 083J. War and Postwar in Japanese
Culture
Philosophy
PHIL 101. Moral Philosophy
Political Science
POLS 004. International Politics
POLS 013. Political Psychology and Moral
Engagement
POLS 019. Democratic Theory and Practice
POLS 061. American Foreign Policy
POLS 066. Transitional Justice
POLS 067. Great Power Rivalry in the 21st
Century
POLS 069. Globalization: Politics, Economics,
Culture, and the Environment
POLS 074. Special Topics: Nationalism and
International Relations
POLS 075. The Causes of War
POLS 079. Comparative Politics: Special
Topics Democracy and Ethnic Conflict
POLS 110. Comparative Politics: Identity and
Conflict*
POLS 112. Democratic Theory and Civic
Engagement in America
POLS 113. International Politics: War, Peace,
and Security
Psychology
PSYC 035. Social Psychology*
Religion
RELG 001C. Religion and Terror in an Age of
Hope and Fear
RELG 005. World Religions*
RELG 023. Living in the Light: Quakers
Past/Present*
RELG 028B. Religious Radicals: Religious
Socialism of Martin Luther King
RELG 100. Holy War, Martyrdom, and Suicide
in Christianity, Judaism, and Islam
Sociology and Anthropology
SOAN 010J. War, Sport, and the Construction
of Masculine Identity
SOAN 025B. Transforming Intractable Conflict
SOAN 035C. Social Movements and
Nonviolent Power
SOAN 071B. Research Seminar: Strategy and
Nonviolent Struggle (W)
Please consult the program’s course listings at
www.swarthmore.edu/peacestudies for updates,
descriptions, and scheduling.

p. 358

Philosophy

p. 359

PETER BAUMANN, Professor23
RICHARD ELDRIDGE, Professor
TAMSIN LORRAINE, Professor2
HANS F. OBERDIEK, Professor
CHARLES RAFF, Professor
ALAN R. BAKER, Associate Professor and Acting Chair
GRACE M. LEDBETTER, Associate Professor
KRISTA THOMASON, Visiting Assistant Professor
DONNA MUCHA, Administrative Assistant
2Absent on leave, spring 2013.
3Absent on leave, 2012-2013.

Philosophy analyzes and comments critically on
concepts that are presupposed and used in other
disciplines and in daily life: the natures of
knowledge, meaning, reasoning, morality, the
character of the world, God, freedom, human
nature, justice and history. Philosophy is thus
significant for everyone who wishes to live and
act in a reflective and critical manner.

The Academic Program
The Philosophy Department offers several
kinds of courses, all designed to engage
students in philosophical practices.
A. There are courses and seminars to introduce
students to the major systematic works of the
history of Western philosophy: works by Plato
and Aristotle (Ancient Philosophy); Descartes,
Hume and Kant (Modem Philosophy); Hegel
and Marx (19th-Century Philosophy);
Kierkegaard, Nietzsche, Sartre, Heidegger, de
Beauvoir (Existentialism); Russell and
Wittgenstein (Contemporary Philosophy).
B. There are courses and seminars that consider
arguments and conclusions in specific areas of
Philosophy: Theory of Knowledge, Logic,
Moral Philosophy, Metaphysics, Aesthetics,
and Social and Political Philosophy.
C. There are courses and seminars concerned
with the conceptual foundations of various
other disciplines: Philosophy of Science,
Philosophy of Language, Philosophy of Law,
Philosophy of the Social Sciences, Philosophy
of Psychology, and Philosophy of Religion.
D. There are courses and seminars on meaning,
freedom, and value in various domains of
contemporary life: Values and Ethics in Science
and Technology, Feminist Theory, and PostModernism.
Members of the Philosophy Department
emphasize the engagement of philosophy with
other disciplines and recognize that
philosophical inquiry is naturally related to
concerns in other areas of study. They attempt
to make these relations explicit, and so course
and seminars are designed to be accessible to a
broad range of students, not just those who
intend to major in philosophy. Various courses

and seminars in philosophy appear in
concentrations in gender and sexuality studies,
German studies, medieval studies, interpretation
theory, and environmental studies.
Prerequisites
Satisfactory completion of either any section of
PHIL 001 Introduction to Philosophy, or PHIL
012 Logic, or any First-Year Seminar
(numbered 002-010) is a prerequisite for taking
any fiirther course in philosophy. Sections of
Introduction to Philosophy and First-Year
Seminars are intended to present introductions
to philosophical problems and techniques of
analysis. There are no prerequisites for these
entry-level courses. Students may not take more
than one introductory level course (First-Year
Seminar or Introduction to Philosophy), with
one exception: students may take Logic either
before or after taking any other introductory
course.
Juniors and seniors may enter intermediate
courses in philosophy without having taken an
introductory level course in philosophy.

Course Major
One can major in philosophy in either the
Course Program or the Honors Program.
Internal distribution requirements are the same
for both programs. Only students who will have
satisfactorily completed two philosophy courses
by the end of their sophomore year wili be
considered for acceptance as majors. Normally,
applications to complete a major in philosophy
will not be accepted after the add/drop period in
the fall term of a student’s senior year.
Philosophy students changing their program
from course to honors (or honors to course)
must do so by the end of the add/drop period of
the fall term of senior year.
Acceptance Criteria
In addition to having completed two courses,
majors must meet the general requirements for
remaining in good standing at the College and
have the ability to satisfy the department’s
comprehensive requirements. They must further
normally have at least a B- average in all

Philosophy
philosophy courses taken at Swarthmore. For
double majors, the standard is somewhat higher,
and the philosophy faculty determines whether
the student has the ability to complete the
comprehensive requirements of two
departments satisfactorily.
Requirements
Students majoring in philosophy must earn a
total of eight credits, exclusive of senior work
and complete at least
A. One course or seminar in logic and
B. Two credits in history: of these 2 credits, at
least 1 must be in either ancient or modem
(17th and 18th century) philosophy and
C. Two credits in at least one course covering
one or more of the following areas: Advanced
Logic, Philosophy of Science, Epistemology,
Metaphysics, Philosophy of Language,
Philosophy of Mind and
D. Two credits in at least one course covering
one or more of the following areas: Moral
Philosophy, Social and Political Philosophy,
Philosophy of Law, Feminism, Aesthetics.
Note: With the exception of Logic (PHIL 012)
- introductory level courses and First Year
Seminars (PHIL 001-010) do not count toward
the distribution requirements.
In addition, students majoring in philosophy are
urged to take courses and seminars in diverse
fields of philosophy. Prospective majors should
complete the logic requirements as early as
possible. Course majors are encouraged to
enroll in seminars. Mastery of at least one
foreign language is recommended.
Senior Course Study work
A student will complete a course major in
philosophy by registering for a single credit of
Senior Course Study in die spring term of the
senior year. Senior Course Study does not count
toward fulfilling the eight credit requirement for
the major. Under this heading, the student will
produce two independent essays, each of no
more than 4,000 words, based on problems or
texts considered in seminars or courses that
they have already completed, and in response to
questions set by the department faculty. These
two independent essays must fall in two
different areas of philosophy from the following
list:
A. History of Philosophy: Ancient Philosophy;
Modem Philosophy; 19th-Century Philosophy;
Existentialism and Phenomenology; and
Contemporary Philosophy;
B. Value Theory: Moral Philosophy; Social and
Political Philosophy; Aesthetics; Feminist
Theory; Philosophy of Law
C. Logic, Metaphysics, and Epistemology:
Logic, Theory of Knowledge, Philosophy of

p. 360

Science, Philosophy of Psychology, Philosophy
of Language
Students should inform the chair about the
general areas in which they wish to write their
essays by the 10th week of the fall term. The
faculty of the Philosophy Department will then
set questions and specify additional readings (13 articles or book chapters) for each area. These
questions will be available to students by the
end of the fall term.
It is expected that these essays will demonstrate
initiative in engaging with problems and texts
and that they will develop lines of
argumentation beyond what is normally
expected of course or seminar papers.
Conversation among students who are
preparing these essays is encouraged, but each
student must produce an independent, original
essay. After completing these essays, each
course major will be examined orally on both
essays by two members of the department.

Course Minor
Students may complete a minor in philosophy
by earning any 5 credits in philosophy courses.
There is no distribution requirement for the
minor.

Honors Major
Acceptance Criteria
Students undertaking to pursue honors in
philosophy should have B+ grades in
philosophy courses and a B+ average overall.
The opinions of the philosophy faculty
concerning the philosophical ability of students
weigh heavily in borderline cases.
Only students who have already completed two
philosophy courses will be considered for
admission to the Honors Program.
Philosophy students changing their program
from honors to course (or course to honors)
must do so by the end of the add/drop period of
the fall term of senior year.
Preparations
Students will normally prepare for external
examination in a given field in philosophy by
completing a double-credit seminar at
Swarthmore. With the approval of the
department, it is possible to combine one-credit
courses or attachments, taken either at
Swarthmore or elsewhere, to form a
preparation. With the approval of the
department, a double-credit thesis may be
counted as one preparation and submitted to an
examiner.
Requirements
Honors majors will register for one-credit of
Seniors Honors Study in philosophy during the
spring term of their senior year. Senior Honors

Philosophy
Study does not count toward fulfilling the eight
credit requirement for the major. External
examiners will set questions and specify
additional readings (3-4 articles or book
chapters) for each preparation that is to be
examined. These questions will be available to
students by the end of the fall term. Honors
majors will choose one question for each
preparation.
Senior Honors Study
Honors majors will then produce for each
preparation an independent essay of no more
than 4,000 words in response to the question
they have chosen.
It is expected that these essays will demonstrate
initiative in engaging with problems and texts
and that they will develop lines of
argumentation beyond what is normally
expected of papers produced for seminar
discussion. The preparation of the essays will
not be supervised by members o f the faculty.
Conversation among students who are
preparing these essays is encouraged, but each
student must produce an independent, original
essay. The essays must be submitted to the
department to be sent to the external examiners
by the beginning of the written examination
period. There will be no further written
examination of preparations beyond these
independent essays. An examiner will conduct a
60 minute oral examination for each preparation
on both the independent essay and the materials
considered in the preparation (typically all the
materials listed on the syllabus for the related
seminar).

Honors Minor
Requirements
Honors minors must complete six credits of
work in philosophy. In special cases, with
approval of the department, one or two of these
credits may be closely related topics taught
outside the philosophy department that are wellintegrated with their work in philosophy.
Minors in philosophy will register for 0.5 credit
of Senior Honor Study in the spring term of
their senior year. Senior Honors Study does not
count toward satisfying the six credit
requirement for the minor.
Senior Honors Study
Students will prepare one independent, original
essay of no more than 4,000 words in response
to a question set by an external examiner (as
above with majors). An external examiner will
conduct a 60 minute oral examination on both
the independent essay and the materials
considered in the preparation (typically all the
materials listed on the syllabus for the related
seminar).

p. 361

Application Process Notes for
the Major or the Minor
Follow the process described by the Dean’s
Office and the Registrar’s Office for how to
apply for a major. Submit application, with
transcript, plan of study, and if applicable,
honors application.
Transfer students will be deferred until they
have obtained at least 1 philosophy credit from
Swarthmore.
Students who are deferred may apply again
after addressing the reason(s) for being
deferred.

Off-Campus Study
With prior approval from the Chair, a student
may take philosophy courses abroad for a
semester or year and have them count both
toward a major and as part o f an Honors
Program. Courses abroad do not, however,
always fit neatly into a philosophy major and
are not always suitable for full course credit.
Full consultation with the Chair about study
abroad is essential for constructing a viable
program.

Deadlines
Students wishing to add a major or minor in
Philosophy must do so by the end of the
add/drop period of the fall term of the senior
year.
Philosophy students changing their program
from course to honors (or honors to course)
must do so by the end of the add/drop period of
the fall term of the senior year.
Philosophy honors students must declare their
honors preparations by the end of the add/drop
period of the fall term of senior year.
Philosophy students wishing to drop an honors
major or minor must do so by the end of the
add/drop period of the fall term of the senior
year.
Philosophy students wishing to drop a course
major or minor after the add/drop period of the
fall term of the senior year should speak to the
chair of the department.

Courses
PHIL 001. Introduction to Philosophy
Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few of these questions
to introduce a range of sharply contrasting
positions. Readings are typically drawn from
the works of both traditional and contemporary
thinkers with distinctive, carefully argued, and
influential views regarding knowledge,
morality, mind, and meaning. Close attention is
paid to formulating questions precisely and to

Philosophy
the technique of analyzing arguments through
careful consideration of texts.
1 credit.
Each semester. Staff.
Section 1: Knowledge and Agency
What shall I do? What are the demands of
morality? What is their basis (if there is one)?
What is freedom of the will and do we enjoy it?
Why is death bad? What is the meaning of life?
(does it have a meaning?) What can we know?
What is knowledge? Are we just material
beings or do we possess an immaterial (and,
perhaps immortal) soul? These are and have
always been fundamental philosophical
questions. We will deal with them by reading
and discussing classical as well as
contemporary philosophical texts.
Writing course.
1 credit.
Not offered 2012-2013.
Section 2: Philosophy, Criticism, and
Culture
This course will consider philosophy as a form
of argumentative reflection on and criticism of
some central cultural practices: political
organization, natural science, and morality. In
addition, philosophy as itself a cultural practice
will be compared and contrasted with art and
literature, history, and natural and social
science. We will study Plato, Descartes, Marx,
and Marcuse as well as a few films and poems.
Writing course.
1 credit
Not offered 2012-2013.
Section 3: Truth and Desire
This course is designed to develop your natural
ability to think philosophically by heightening
your sense of wonder and honing your critical
skills. We will take a historical approach,
starting with Plato and then reading Descartes
and Nietzsche before turning to two more
contemporary theorists, Frantz Fanon and
Sandra Bartky. Throughout the course, we will
pursue questions about truth (What is it? How
does it relate to knowledge? When do we know
that we know?) as well as questions about
desire (What do we want? How does that relate
to what we should want, our ideas of the good
life, and the kind of life we should lead?) and
the relationship between the two.
Writing course.
1 credit.
Not offered 2012-2013.
Section 4: Knowledge and the World
“Men fear thought as they fear nothing else on
earth—more than ruin, more than even death.”
Bertrand Russell believed that education’s

p. 362

primary goal should be to instill in students not
only the ability to seek knowledge, but also the
desire for it, the joy of it, and the appreciation
of its power. For Russell, this was also an
essential component of philosophy. In this
course, we will investigate the quest for
knowledge itself: what are we looking for and
how should we be looking for it? We will read
some of the canonical answers to these
questions as well as some answers that are not
so canonical. We will ask what knowledge is,
what kinds of knowledge we can have, and
what it is exactly that we can know.
Writing course.
1 credit.
Fall 2012 and spring 2013. Thomason.
PHIL 003. First-Year Seminar: The
Meaning of Life
What is the meaning of life? Isn’t this question
too big for us? Do we even understand the
question? This course will engage critically
with several philosophical attempts to make
sense of this fundamental question; we will
discuss different answers to it. More
specifically, we will deal with questions like the
following: Can life have a meaning only if there
is a God? Isn’t life just absurd? Is there
anything that really matters? Is death a problem
for the attempt to lead a meaningful life? (and
wouldn’t immortality be a good alternative?)
What is the role of purpose, purposes and plans
in our lives? Is a meaningful life a happy life?
What role do values and goals play in a
meaningful life? And, finally: What is a good
life?
Writing course.
1 credit.
Not offered 2012-2013.
PHIL 005. First-Year Seminar: Human
Nature
Who are we? Who are we becoming? Who
could we become? Are we masters of the
universe, co-participants in a larger whole, or
instigators of an out-of-control path to
destruction? What makes us distinct? How do
we compare with other animals or machines?
What part does our technology play in who we
are? We will read classic conceptions of human
nature drawn from the Western tradition of
philosophy like Plato, Descartes, Rousseau,
Kant, and Nietzsche. And we will consider
interdisciplinary material drawn from
evolutionary theory, animal studies, robotics,
and neuroscience in order to consider how we
might revise or rethink some of these earlier
conceptions.
Writing course.
1 credit.
Fall 2012. Lorraine.

Philosophy
PHIL 006. First-Year Seminar: Life, Mind,
and Consciousness
Classical problems of the nature and extent of
life, the modem problems of mind and body,
and contemporary issues that center on
consciousness and thought serve as a
chronological introduction to central
philosophical issues. Individual writing
conferences supplement plenary discussion
sessions.
Writing course.
1 credit.
Spring 2013. Raff.
PHIL 007. Paradox and Rationality
People claim to know lots of things—that the
Earth is round, that 2 + 2 = 4, that God exists.
But what distinguishes genuine knowledge
from mere belief? This course will examine the
ways in which the use of a systematic method
can help in the generation of knowledge. Using
the work of Descartes as our starting point, we
shall focus, in particular, on the interaction
between philosophical and scientific methods.
1 credit.
Not offered 2012-2013.
PHIL 007B. First-Year Seminar: Plato
and Socrates
This seminar will provide an in depth
introduction to the thought of Socrates and
Plato through close readings and analysis of
selected Platonic dialogues considered as
philosophical works of art. We will also
examine the cultural context in which these
dialogues emerged, their philosophical and
literary precedents (e.g. Presocratics, Greek
Tragedy), and the influence that they have had
on subsequent philosophers (e.g. Nietzsche,
Rorty).
Writing course.
1 credit.
Fall 2012. Ledbetter.
PHIL 008. First-Year Seminar:
Philosophy and Film
Following the work of Stanley Cavell (Cities o f
Words) we will follow and assess how some
major philosophers (Plato, Aristotle, Locke,
Kant, Mill, Nietzsche) and some major
filmmakers (Capra, Hawks, Sturges, McCarey)
engage the topic of moral perfection: the wish
or longing for fuller lived meaningfulness in
bearing cares and commitments.
Writing course.
1 credit.
Fall 2012. Eldridge.

p. 363

PHIL 010. First-Year Seminar: Questions
of Inquiry
Classical and contemporary philosophical
readings on questions of the nature and
rationale for inquiry in science, morality,
religion, and in philosophy itself.
1 credit.
Fall 2012. Raff.
PHIL 011. Moral Philosophy
What should I do? This question is as old as
philosophy itself. Just as it is one of the oldest
and most complex philosophical puzzles, it also
frequently occupies the minds of individuals in
their day-to-day lives. In this course, we will
focus on both ways of approaching this
question. From the philosophical direction, we
will discuss the ways in which philosophers
have attempted to understand and describe our
moral beliefs and commitments. From the
practical direction, we will ask ourselves what it
means to ascribe to these moral theories and
how we might be able to actually live them.
1 credit.
Not offered 2012-2013.
PHIL 012. Logic
An introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. The place
of logic in philosophy will also be examined.
No prerequisite. Required of all philosophy
majors.
1 credit.
Fall 2012. Baker.
PHIL 013. Modern Philosophy
Seventeenth- and 18th-century theories of
knowledge, morals, and metaphysics studied in
philosophical masterpieces by Descartes,
Spinoza, Leibniz, Locke, Berkeley, Hume, and
Kant.
1 credit.
Spring 2013. Raff.
PHIL 016. Philosophy of Religion
(See RELG 015B)
For PHIL credit see prerequisite information.
1 credit.
Not offered 2012-2013.
PHIL 017. Aesthetics
On the nature of art and its roles in human life,
considering problems of interpretation and
evaluation and some specific medium of art:
Who should care about art? Why? How?
1 credit.
Not offered 2012-2013.

Philosophy
PHIL 018. Philosophy of Science
(See PHIL 119)
1 credit.
Not offered 2012-2013.
PHIL 019. Philosophy and Literature and
Film
This course will focus 1) the nature of literature
as a medium of art and its value for human life,
and 2) the nature of film as a medium of art and
its value for human life.
1 credit.
Not offered 2012-2013.
PHIL 020. Plato and His Modern Readers
(Cross-listed as CLAS 020)
Modem thinkers have ascribed to Plato some of
the fundamental good and ills of modem
thought. It has been claimed, for example, that
Socrates and Plato distorted the entire course of
Western philosophy, that Plato was the greatest
political idealist, that Plato was the first
totalitarian, that Plato was a feminist, and that
Plato betrayed his teacher, Socrates. In this
course, we will view Plato through the lens of
various modem and postmodern interpretations
(e.g., Nietzsche, Heidegger, Foucault, Irigaray,
Rorty, Murdoch, Nussbaum, Vlastos) alongside
a close analysis of ethical, metaphysical, and
epistemological issues as they arise in the
dialogues themselves.
Writing course.
1 credit.
Spring 2013. Ledbetter.
PHIL 021. Social and Political
Philosophy
This course will serve as an introduction to
social and political philosophy, though some
attention will be paid to historical figures such
as Mill, Hobbes, and Locke, the focus will be
on contemporary debates regarding justice,
freedom, equality, and community. The
principal theories in political philosophy—
utilitarianism, liberal egalitarianism,
libertarianism, Marxism, and
communitarianism—will be considered as well
as some of the challenges raised by feminism
and multiculturalism.
1 credit.
Spring 2013. Thomason.
PHIL 023. Metaphysics
Traditional issues of reality and appearance,
and traditional topics of God, Freedom, and
Immortality are background for contemporary
questions of being.
1 credit.
Not offered 2012-2013.

p. 364

PHIL 024. Theory of Knowledge
To raise questions of whether we have
knowledge of morality and religion, this course
considers classical and contemporary treatments
of knowledge, its nature and limits.
1 credit.
Not offered 2012-2013.
PHIL 025. Philosophy of Mathematics
Topics will include the nature of mathematical
objects and mathematical knowledge, proof and
truth, mathematics as discovery or creation, the
character of applied mathematics, and the
geometry of physical space. A considerable
range of 20th-century views on these topics will
be investigated including logicism (Frege and
Russell), formalism (Hilbet), intuitionism
(Brouwer and Dummett), platonism (Godel),
and empiricism (Kitcher). Important
mathematical results pertaining to these topics,
their proofs, and their philosophical
implications will be studied in depth (e.g., the
paradoxes of set theory, Godel’s
incompleteness theorems, and relative
consistency proofs for non-Euclidean
geometries).
Prerequisites: Logic, acceptance as a major in
mathematics, or approval of instructor.
1 credit.
Not offered 2012-2013.
PHIL 026. Language and Meaning
(Cross-listed as LING 026)
Language is an excellent tool for expressing
and communicating thoughts. You can let your
friend know that there will probably be fewer
than 25 trains from Elwyn to Gladstone next
Wednesday—but could you do this without
using language? (have you tried?) Even more
interesting is the question how you can do this
using language. How can the sounds I produce
or the marks that I leave on this sheet of paper
be about the dog outside chasing the squirrel?
How can words refer to things and how can
sentences be true or false? Where does meaning
come from? Philosophy has dealt with such
questions for a long time but it was only a bit
more than 100 years ago that these questions
have taken center stage in philosophy. We will
read and discuss such more recent authors,
starting with Frege, Russell and Wittgenstein
and leading up to authors like Austin, Quine,
Kripke and Putnam.
1 credit.
Not offered 2012-2013.

Philosophy
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.
1 credit.
Not offered 2012-2013.
PHIL 031. Advanced Logic
A survey of various technical and philosophical
issues arising from the study of deductive
logical systems. Topics are likely to include
extensions of classical logic (e.g., the logic of
necessity and possibility [modal logic], the
logic of time [tense logic], etc.); alternatives to
classical logic (e.g., intuitionistic logic,
paraconsistent logic); metatheory (e.g.,
soundness, compactness, Gôdel’s
incompleteness theorem); philosophical
questions (e.g., What distinguishes logic from
non-logic? Could logical principles ever be
revised in the light of empirical evidence?).
Prerequisite; PHIL 012.
1 credit
Spring 2013. Baker.
PHIL 035. Environmental Ethics
Environmental ethics is normative moral and
political philosophy as it pertains to
environmental questions, concerns and issues.
Here are some of the questions we’ll examine:
Who counts in environmental ethics: animals,
plants, ecosystems? E.g., culling deer in the
Crum woods is bad for the deer killed but good
for the flora and other fauna of the Crum; Does
nature possess intrinsic value or only
instrumental value?; Are values merely
subjective e.g., expressions of personal
preference or taste, or can they be, in some
sense, objective?; Is there one sound
environmental ethic or several?; Should we
accept the claims of so-called “deep ecology”
or is a more pragmatic approach better?; Should
we be more concerned with sustaining,
restoring, or preserving the environment e.g.,
with respect to wilderness?; How do we resolve
a conflict between feeding people and saving
nature?; Can we integrate human rights with
environmentalism? Democratic decision
making? This course is open to all, though it
would be desirable if students had at least one
philosophy course.
Eligible for ENVS credit.
1 credit.
Spring 2013. Oberdiek.
PHIL 039. Existentialism
In this course, we will examine existentialist
thinkers such as Nietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, and Camus to
explore themes of contemporary European
philosophy, including the self, responsibility
and authenticity, and the relationships between

p. 365

body and mind, fantasy and reality, and
literature and philosophy.
1 credit.
Not offered 2012-2013.
PHIL 040. Semantics
(See LING 040)
For PHIL credit see prerequisite information.
Note: This is not a writing course for PHIL.
1 credit.
Fall 2012 and spring 2013. Femald.
PHIL 045. Futures in Feminism
In this course, we will investigate the future
directions feminist theory in the 21st century
could or should take by looking at recent
feminist theory and asking where we can go
from here. Areas we will investigate include
transnational theory, poststructuralist feminist
theory, cultural theory, third-wave theory,
critical race theory, and queer theory as well as
theories that may not easily fit into any
prevailing category o f feminist thought.
Eligible for GSST credit.
1 credit.
Not offered 2012-2013.
PHIL 049. Marx, Nietzsche, and Freud
This course will examine the work of three
19th-century “philosophers of suspicion” who
challenged the self-presence of consciousness
by considering consciousness as an effect of
other forces. Their investigations into one’s
understanding of truth as the effect of will-topower (Nietzsche), one’s understanding of
reality as the effect of class position (Marx),
and consciousness as the effect of unconscious
forces (Freud) provide an important background
to contemporary questions about the nature of
reality, human identity, and social power.
1 credit.
Not offered 2012-2013.
PHIL 051. Human Rights and Atrocity
Are there such things as human rights? If so,
where do they come from and how are they best
conceived? What should we do when they are
violated? This course examines the theoretical
underpinnings of human rights. To try to
understand and answer these questions, we will
read traditional philosophical arguments and
accounts of human rights in addition to
philosophical examinations of atrocities like
genocide. We will then use the philosophical
works to examine specific historical examples
of human rights violations such as genocide,
war rape, and apartheid.
Eligible for PEAC credit.
1 credit.
Not offered 2012-2013.

Philosophy
PHIL 052. Bioethics
Advances in medicine and biological research
have no doubt contributed both to the body of
human knowledge and to the advances of
modem life. But these great strides are
accompanied by serious ethical questions and
those questions are the topic of this course. We
will approach issues in bioethics from two
perspectives. First, we will grapple with the
ethical issues themselves, such as the use of
human subjects in experimentation, physicianassisted suicide, and the rights of reproduction
(among many others). Second, we will examine
these issues at the level of policy: what can
doctors, patients, researchers, and lawmakers
actually do about any of these issues and how
do we go about making those hard choices?
1 credit.
Fall 2012. Thomason.
PHIL 055. Philosophy of Law
An inquiry into major theories of law, with
emphasis on implications for the relation
between law and morality, principles of
criminal and tort law, civil disobedience,
punishment and excuses, and freedom of
expression.
1 credit.
Fall 2012. Oberdiek.
PHIL 059. Humans, Animals, and Robots
The philosophical tradition of phenomenology
takes lived experience as its starting point and
insists upon the embodied nature of human
minds. Once we take our embodiment seriously,
how different are we from other animals? And
what would it take for computer circuits to
replicate something like human sentience?
What can phenomenological descriptions of
lived experience add to our understanding of
who we are? This course will take a
phenomenological perspective on what it is to
be human and explore questions about
embodiment, consciousness, rationality, affect,
and identity, as well as the boundaries between
the human and other forms of sentience.
1 credit.
Not offered 2012—2013.
PHIL 061. Philosophy of Race and
Gender
Philosophers have long been interested in
questions of identity, but that topic has largely
been approached from the perspective of an
abstract self. Female and LBGTQ philosophers
and philosophers of color explore identity from
within particular perspectives that are informed
by gender and race. The authors we will read
explore philosophical questions about race and
gender through a mix of personal narratives and
conceptual analysis. We will be primarily
concerned with three broad issues of identity:

p. 366

(1) how race and gender have been historically
understood and (2) how race and gender are
experienced by individuals, and (3) how race
and gender ought to be conceived.
Eligible for BLST and GSST credit.
Writing course.
1 credit.
Not offered 2012-2013.
PHIL 069. Phenomenology—Then & Now
In this course we will take a phenomenological
perspective on lived experience in order to
investigate questions about subjectivity,
perception, temporality, and the roots of
knowledge in being-in-the-world. How does
abstract thought emerge from pre-reflective
immersion in the world and what kind of light
might a closer look at lived experience shed on
questions about who we are, what we know,
and how we ought to live? In addition to close
readings of classic figures in phenomenology
like Edmund Husserl, Martin Heidegger, and
Maurice Merleau-Ponty, we will read work that
manifests phenomenology’s continued
relevance to questions we face in the 21st
century about what it means to be human,
embodied cognition, and environmental change.
1 credit.
Not offered 2012—2013.
PHIL 079. Poststructuralism
This course will examine poststructuralist
thinkers such as Foucault, Demda, Knsteva,
and Deleuze in light of contemporary questions
about identity, embodiment, the relationship
between self and other, and ethics.
1 credit.
Not offered 2012—2013.
PHIL 086. Philosophy of Mind
(See PHIL 118)
1 credit.
Fall 2012. Baker.
PHIL 093. Directed Reading
Each semester. Staff.
PHIL 096. Senior Course Thesis
Each semester. Staff.
PHIL 099. Senior Course Study
Spring semester. Staff.

Seminars
PHIL 101. Moral Philosophy
An examination of the principal theories of
value, virtue, and moral obligation—and their
justification. The focus will be primarily on
contemporary treatments of moral philosophy.
A central question of seminar will be the
possibility and desirability of moral theory.

Philosophy
2 credits.
Spring 2013. Thomason.
PHIL 102. Ancient Philosophy
Ancient Greek philosophy transforms
traditional Greek religion through rational
critique; yet, in contrast to contemporary
philosophy, it continues to share many of the
most prominent features of religion. This
seminar will study how theology develops
through the Presocratics, Socrates, Plato,
Aristotle, the Epicureans, and Stoics and how
theology relates to the philosophers’ views on
morality and the good life.
2 credits.
Not offered 2012-2013.
PHIL 103. Selected Modern
Philosophers
One or more 17th- or 18th-century philosophers
selected for systematic or comparative study.
2 credits.
Spring 2013. Raff.
PHIL 104. Topics in Metaphysics
One or more central topics in contemporary
metaphysics selected for sustained study:
include: freedom, causation, universals,
categories, necessity, identity of things and
people, fiction, God.
2 credits.
Not offered 2012-2013.
PHIL 106. Aesthetics and Theory of
Criticism
On the nature of art and its roles in human life,
considering problems of interpretation and
evaluation and some specific medium of art.
2 credits.
Spring 2013. Eldridge.
PHIL 113. Topics in Epistemology
What is knowledge? Can we have it? If not,
why not? If yes, how? What does it mean to
have evidence, justification or reasons for ones
beliefs? How rational or irrational are we? Can
we have a priori, “armchair” knowledge? Is
cognition essentially social? We will discuss
classic and contemporary answers to such
questions.
2 credits.
Not offered 2012-2013.
PHIL 114.19th-Century Philosophy
The historical treatment of such topics as
knowledge, morality, God’s existence, and
freedom in Kant, Fichte, Hegel, Feuerbach,
Marx, and Nietzsche.
2 credits.
Fall 2012. Eldridge.

p. 367

PHIL 116. Language and Meaning
(Cross-listed as LING 116)
Behaviorist theories of meaning, cognitivist
theories of meaning, and conceptions of
language as a social practice will be surveyed
and criticized.
2 credits.
Not offered 2012-2013.
PHIL 118. Philosophy of Mind
The course is divided into three principal
sections, focusing on philosophy of mind,
artificial intelligence, and cognitive science.
Section 1 covers four core positions in the
philosophy of mind “dualism, behaviorism,
materialism, and functionalism,” and it serves
as an overview of traditional philosophy of
mind. Section 2 explores how the philosophical
ideas developed above connect to ongoing
research in artificial intelligence. Section 3
concerns the philosophy of cognitive science, a
field that investigates the biological and
neurophysiological underpinnings of human
mentality. Part of the aim is to clarify the goals
and methods of cognitive science and to
investigate ways in which advances in cognitive
science may yield philosophical insights into
the nature of mind.
2 credits.
Not offered 2012-2013.
PHIL 119. Philosophy of Science
A study of philosophical problems arising out
of the presuppositions, methods, and results of
the natural sciences, focusing particularly on
the effectiveness of science as a means for
obtaining knowledge. Topics include the
difference between science and pseudoscience;
the idea that we can “prove” or “confirm”
scientific theories; explanation and prediction;
the status of scientific methodology as rational,
objective, and value free; and the notion that
science aims to give us (and succeeds in giving
us) knowledge of the underlying unobservable
structure of file world.
2 credits.
Spring 2013. Baker.
PHIL 121. Social and Political
Philosophy
This seminar will concentrate on late 20thcentury liberalism (Rawls, Dworkin, Raz) and
its critics—especially communitarians (Sandel,
Taylor) civic republicans (Petit, Skinner,
Honohan) and “strong” perfectionists (Sher).
We will finish by reading Estlund’s
“Democratic Authority.”
2 credits.
Fall 2012. Oberdiek.

Philosophy
PHIL 125. Philosophy of Mathematics
Mathematics is a discipline whose elegance,
rigor, and stunning usefulness across a huge
variety of applications has made it a central part
of every school and college curriculum. But
what exactly is mathematics about? At one
level, the answer seems obvious: Mathematics
is about numbers, functions, sets, geometrical
figures, and so on. But what are these things?
Do they exist? If so, where? And how do we
come to know anything about them? If they do
not exist, what makes mathematics true? This
seminar will tackle these issues and look at
what some of the great philosophers such as
Plato, Descartes, Kant, and Wittgenstein have
had to say about mathematics.
2 credits.
Not offered 2012-2013.
PHIL 139. Phenomenology,
Existentialism, and Poststructuralism
In this course, we will examine the themes of
reality, truth, alienation, authenticity, death,
desire, and human subjectivity as they emerge
in contemporary European philosophy. We will
consider thinkers such as Nietzsche, Husserl,
Heidegger, Derrida, and Irigaray to place
contemporary themes of poststructuralist
thought in the context of the phenomenological,
existential, and structuralist thought out of
which they emerge.
2 credits.
Not offered 2012-2013.
PHIL 180. Senior Honors Thesis
A thesis may be submitted by majors in the
department in place of one honors paper, on
application by the student and at the discretion
of the department.
PHIL 199. Senior Honors Study
Spring semester.

p. 368

Physical Education

p. 369

ADAM HERTZ, Director of Physical Education and Athletics
KAREN BORBEE, Professor
SUSAN P. DAVIS, Professor
MICHAEL L. MULLAN, Professor
TODD ANCKAITIS, Head Coach/Instructor
PETER CARROLL, Head Coach/Instructor
HARLEIGH CHWASTYK, Head Coach/Instructor
RENEE CLARKE, Head Coach/Instructor
RENEE L. DEVARNEY, Head Coach/Instructor
STAN EXETER, Head Coach/Instructor
LAUREN FUCHS, Head Coach/Instructor
PAT GRESS, Head Coach/Instructor
LANDRY KOSMALSKI, Head Coach/Instructor
JEREMY LOOMIS, Head Coach/Instructor
ERIC WAGNER, Head Coach/Instructor
JIM HELLER, Head Coach (part time)
BHAVIN PARIKH, Head Coach (part time)
MARIAN FAHY, Administrative Assistant
SHARON GREEN, Administrative Assistant
The aim of the department is to contribute to
the total education of all students through the
medium of physical activity. We believe this
contribution can best be achieved through
encouraging participation in a broad program of
individual and team sports, aquatics, physical
fitness, and wellness. The program provides an
opportunity for instruction and experience in a
variety of activities on all levels. It is our hope
that participation in this program will foster an
understanding of movement and the pleasure of
exercise and will enhance, by practice, qualities
of good sportsmanship, leadership, and
cooperation in team play. Students are also
encouraged to develop skill and interest in a
variety of activities that can be enjoyed after
graduation.
The Intercollegiate Athletics Program is
comprehensive, including varsity with teams in
22 different sports: 10 for men and 12 for
women.
Ample opportunities exist for large numbers of
students to engage in intercollegiate
competition, and those who qualify may be
encouraged to participate in regional and
national championship contests. Several club
teams in various sports are also organized, and
a program of intramural activities is sponsored.

Requirements and
Recommendations
Students are encouraged to enjoy the
instructional and recreational opportunities
offered by the department throughout their
college careers. As a requirement for
graduation, all nonveteran students, not excused
for medical reasons, are required to complete 4
units of physical education by the end of their
sophomore year. In addition, all students must
pass a survival swim test or complete onequarter of aquatics instruction.

Students who enter Swarthmore as transfer
students can either apply transfer PE units
toward the 4-unit physical education
requirement or opt for a reduction in the PE
requirement based on the student’s transfer
status, but transfer students cannot both transfer
PE units and receive a reduction in the
requirement. The optional reduction in PE units
depends on the transfer class of the student.
Transfer students who enter Swarthmore as
sophomores can opt to complete 3 units of
physical education and pass a survival swim
test (a reduction of 1 PE unit). Transfer students
who enter Swarthmore as juniors can opt to
complete 2 units of physical education and pass
a survival swim test (a reduction of 2 PE units).
Courses offered by the department are listed
subsequently. Credit toward completion o f the
physical education requirement will also be
given for participation in intercollegiate
athletics, as well as PE Dance Courses, which
are semester-long courses. Credit will also be
given for participation in approved club sports
and club activities programs. Those approved
club sports and activities clubs are as follows:
capoeira, fencing, folk dance, men’s badminton,
men’s volleyball, squash, swing/tango dance,
Ultimate Frisbee, and rugby.
Independent study for physical education is not
permitted.

Physical Education

p. 370

Courses

Intercollegiate Athletics

Fall
Aerobics
Aquatics II/III
Badminton
Beginning Aquatics
Bowling
Core Ball Training
Fencing
Fitness Training
Golf
Gym Class Hero
Orienteering
Pilates
Squash
Table Tennis
Tennis
Volleyball
Walk, Jog, Run

Fall
Men’s Cross Country
Women’s Cross Country
Field Hockey
Men’s Soccer
Women’s Soccer
Women’s Volleyball

Spring
Aerobics
Aquatics for Fitness
Badminton
Basketball
Beginning Aquatics
Core Ball Training
Fencing
Fitness Training
Gym Class Hero
Pilates
Racketlon
Squash
Table Tennis
Tennis
Walk, Jog, Run
PE Dance Courses
These courses are offered through the Dance
Department. See the Music and Dance section
of the course catalog and the Swarthmore
College Schedule of Courses and Seminars for
fall and spring PE dance course offerings.

Winter
Badminton
Men’s Basketball
Women’s Basketball
Men’s Swimming
Women’s Swimming
Men’s Indoor Track
Women’s Indoor Track
Spring
Baseball
Golf
Men’s Lacrosse
Women’s Lacrosse
Softball
Men’s Tennis
Women’s Tennis
Men’s Outdoor Track
Women’s Outdoor Track

Physics and Astronomy

p. 371

JOHN R. BOCCIO, Professor o f Physics 1
MICHAEL R. BROWN, Professor o f Physics and Chair
AMY LISA GRAVES, Professor of Physicsf
PETER J. COLLINGS, Professor o f Physics*3
FRANK A. MOSCATELLI, Professor of Physics
DAVID H. COHEN, Associate Professor of Astronomy
CATHERINE H. CROUCH, Associate Professor of Physics
CARL H. GROSSMAN, Associate Professor of Physics
ERIC L.N. JENSEN, Professor o f Astronomy3
ANA MATKOVIC, Visiting Assistant Professor of Astronomy
MATTHEW MEWES, Visiting Assistant Professor of Physics
TIMOTHY GRAY, Post-Doctoral Research Scientist
MARY ANN KLASSEN, Lecturer
ADAM NEAT, Lecturer
PAUL JACOBS, Instrumentation/Computer Technician
STEVEN PALMER, Machine Shop Supervisor
CAROLYN R. WARFEL, Administrative Assistant
1Absent on leave, fall 2012.
3Absent on leave, 2012-2013.
*Formerly Amy L.R. Bug.

The Physics and Astronomy Department
teaches the concepts and methods that lead to
an understanding of the fundamental laws
governing the physical universe.
Emphasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisition
of facts. Particular importance is also attached
to laboratory work because physics and
astronomy are primarily experimental and
observational sciences.
With the awareness that involvement in
research is a major component in the education
of scientists, the department offers a number of
opportunities for students to participate in
original research projects, conducted by
members of the faculty, on campus.
Several research laboratories are maintained by
the department to support faculty interests in
the areas of laser physics, high-resolution
atomic spectroscopy, plasma physics, nano
physics, computer simulation, liquid crystals,
quantum mechanics foundations, and
observational and theoretical astrophysics.
The department operates the Peter van de Kamp
Observatory for student and faculty research,
plus several small telescopes for instructional
use. The observatory is equipped with a 61-cm
reflecting telescope, a high-resolution
spectograph, and a CCD camera for imaging
and photometry. A monthly visitors’ night at
the observatory is announced on the department
website. Swarthmore College is also home to
the historic Sproul 61-cm refracting telescope.
Two calculus-based introductory sequences are
offered. PHYS 003 and 004 cover both classical
and modem physics and is an appropriate
introductory physics sequence for those
students majoring in engineering, chemistry,

and biology. PHYS 007 and 008, on the other
hand, which are normally preceded by PHYS
005/ASTR 005 (these are cross-listed), are at a
higher level. They are aimed toward students
planning to do further work in physics or
astronomy and are also appropriate for
engineering and chemistry majors. The
sequence of courses from PHYS 005 to PHYS
018 is designed to provide a comprehensive
introduction to the major topics and
mathematical tools of physics.
Additional information is available at the
department website at
www.swarthmore.edu/physics.

The Academic Program
In order to receive a degree from Swarthmore
as a physics, astrophysics, or astronomy major,
a student must have taken and satisfactorily
passed one of the programs described below. In
the Physics and Astronomy Department, the
seminar is the standard format for most junior
and senior level work. All prospective majors
and minors in the department should realize this
when planning programs. The seminars are
open to all students, both honors and course
majors.
Core Programs
In the spirit of a liberal arts education, we note
that one need not be considering a career in
physical science to find a physics, astrophysics,
or astronomy major beneficial and stimulating.
The physics core curriculum and the astronomy
core curriculum listed below both provide
excellent training in quantitative reasoning and
independent problem solving, skills that are
applicable in a wide variety of arenas (finance,
law, medicine, science journalism, public

Physics and Astronomy
policy). Since all of the fundamental areas are
covered, the physics core curriculum is also
excellent preparation for a career in a scientific
field related to physics, such as engineering or
teaching physics in high school. The astronomy
curriculum is excellent preparation for teaching
astronomy in high school, or working as a
telescope operator or data analyst. These
curricula are ideal for double majors.
While the physics core curriculum is adequate
preparation for graduate study in physics,
students considering graduate school are
encouraged to take additional seminars,
especially those listed below under “Enhanced
Programs.” Most graduate programs in
astronomy expect somewhat more physics
preparation than the minimum listed in the
astronomy curriculum. Those considering
graduate school in astronomy are encouraged to
take as much additional physics as scheduling
permits, and ideally, to choose the astrophysics
major listed below under “Enhanced
Programs.”
* Note: The Mathematics and Statistics
Department offers many sets o f courses
covering similar material at different levels o f
sophistication. In each case noted, the most
elementary version from each set has been
listed. Students should always take the most
advanced version fo r which they qualify, e.g.
MATH 034 or 035 rather than MATH 033, if
possible.
Physics Core Curriculum
PHYS/ASTR 005
PHYS 007,008,013,015,017,018
PHYS 111, 112,113,114
PHYS 063,081,082f
MATH* 015,025,027,033
Astronomy Core Curriculum
PHYS/ASTR 005
PHYS 007,008, ASTR 016, ASTR 061
4 Astronomy seminars (can include upper-level
astronomy courses at Haverford)
MATH* 015,025,027,033
Under some circumstances, PHYS 003, 004 can
be substituted fo r PHYS 007, 008.
fStudents who have taken ENGR 072 may
substitute PHYS 083 instead o f PHYS 081, 082.
Enhanced Programs
These programs provide strong preparation for
graduate study in physics, astrophysics, or
astronomy.
Physics Enhanced Curriculum
In addition to the physics core requirements
listed above, any two advanced seminars
Astrophysics Curriculum
PHYS/ASTR 005

p. 372

PHYS 007,008,013,015,017,018, ASTR 016
Two Astronomy Seminars
PHYS 111, 112,113,114
MATH* 015,025,027,033
Other Requirements
Seniors not in the Honors Program must
complete a comprehensive exercise, which is
intended both to encourage review and
synthesis and to allow students to demonstrate
mastery of fundamentals studied during all four
years. In addition, all students must satisfy the
College distribution requirements and the 20course rule (except for special majors such as
astrophysics or chemical physics, for whom the
20-course rule is waived).

Course Major
A student applying to become either a physics
major in the core program or an astronomy
major should have completed or be completing
PHYS/ASTR 005 and either PHYS 004 or
PHYS 007. Otherwise it will be impossible to
fulfill all program requirements. To be accepted
as a major, the applicant must have received
grades of C+ or better in Physics, Astronomy,
and Math courses.
A student applying to become a physics major
in either the enhanced program in course or the
Honors Program should have completed or be
completing courses through PHYS 008, PHYS
013, PHYS 015, PHYS 017, PHYS 018. In
addition, to be accepted into the course major,
these courses must be completed with an
average grade of C+ or better. To be accepted
into the Honors Program with a physics major,
the average grade should be a B or better.
Grades in math courses should be at a similar
level.
A student applying to become an astrophysics
major in course or in honors should have
completed or be completing PHYS 008, PHYS
013, PHYS 015, PHYS 017, PHYS 018, and
ASTR 016. To be accepted into the Honors
Program with an astronomy major, the
applicant should have completed or be
completing ASTR 016. In addition, applicants
for the Honors Program in either astrophysics
or astronomy must normally have an average
grade in physics and astronomy courses of B or
better.
Since almost all advanced work in physics and
astronomy at Swarthmore is taught in seminars
where the student participants share the
pedagogical responsibility, an additional
consideration in accepting (retaining) majors is
the presumed (demonstrated) ability of the
students not only to benefit from this mode of
instruction but also to contribute positively to
the seminars. Grades in prior courses are the
best criteria in admitting majors, since they tend

Physics and Astronomy
to indicate reliably whether or not the student
can handle advanced work at Swarthmore levels
without being overwhelmed. However,
constructive participation in classes and
laboratories is also considered.
Program for the Last Two Years
The following one-credit physics seminars are
offered on a regular basis (regardless of faculty
leaves):
Prerequisites: PHYS 005,007,008,013,015,
017, and 018
PHYS 111. Classical Mechanics
PHYS 112. Electrodynamics
PHYS 113. Quantum Theory
PHYS 114. Statistical Physics
Additional prerequisite: ASTR 016
ASTR 121. Research Techniques in
Observational Astronomy (offered in alternate
years)
ASTR 123. Stars and Stellar Structure (offered
in alternate years)
ASTR 126. The Interstellar Medium (offered in
alternate years)
In addition, one or two one-credit advanced
physics seminars are offered each year. Typical
topics are:
PHYS 130. General Relativity
PHYS 131. Particle Physics
PHYS 132. Non-Linear Dynamics and Chaos
PHYS 133. Atomic Physics and Spectroscopy
PHYS 134. Advanced Quantum Physics
PHYS 135. Solid State Physics
PHYS 136. Quantum Optics and Lasers
PHYS 137. Computational Physics
PHYS 138. Plasma Physics
PHYS 139. Biophysics

Course Minor
The Physics and Astronomy Department offers
two types of course minor, one in physics and
one in astronomy.
Physics Minor Curriculum
PHYS/ASTR 005
PHYS 007
PHYS 008
PHYS 013
PHYS 015
PHYS 017
PHYS 018
PHYS 111 and 113*
MATH» 015,025,033
Under some circumstances, PHYS 003 and/or
PHYS 004 may be substituted fo r PHYS 007
and/or PHYS 008.

p. 373

f We prefer that minors have two advanced
seminars, one in “classical” and one in
“quantum" physics. PHYS 111 is a prerequisite
fo r future seminars andfulfills the “classical”
requirement. While we recommend PHYS 113
as the second advanced seminar, a different
seminar may be substituted upon consultation
with the Chair.
Astronomy Minor Curriculum
PHYS/ASTR 005
PHYS 007 or PHYS 003
PHYS 008 or PHYS 004
ASTR 016
One Astronomy seminar numbered 100 or
above
One semester of ASTR 061 (0.5 credits)
MATH* 015,025,033
* Note: The Mathematics and Statistics
Department offers many sets of courses
covering similar material at different levels of
sophistication. In each case noted, the most
elementary version from each set has been
listed. Students should always take the most
advanced version for which they qualify.

Honors Major
Honors majors must meet the requirements for
the major as described on the first page, and
select three of the following preparations, plus
their prerequisites.
Honors Major Programs
Physics: Electrodynamics (PHYS 112),
Quantum Theory (PHYS 113), Statistical
Physics (PHYS 114), Honors Thesis
(PHYS/ASTR 180)
Astrophysics: Any of the seminars from the
astronomy program, plus: Electrodynamics
(PHYS 112), Quantum Theory (PHYS 113),
Statistical Physics (PHYS 114), Honors
Thesis (PHYS/ASTR 180)
Note: must include at least one seminar each
from the astronomy and physics side of the
program.
Astronomy: Research Techniques in
Observational Astronomy (ASTR 121), Stars
and Stellar Structure (ASTR 123), The
Interstellar Medium (ASTR 126), Honors
Thesis (ASTR 180)
Note: External examination for honors major
programs includes two or three 3-hour written
examinations on the chosen preparations, plus
two or three 30-45 minute oral examinations on
the chosen preparations, plus one 45-60 minute
oral examination on the honors thesis (for thesis
writers).

Physics and Astronomy
Honors Minor
Physics: One of the following seminars PHYS
112, PHYS 113, PHYS 114
Astrophysics: One of the following seminars
PHYS 112, PHYS 113, PHYS 114, ASTR
121, ASTR 123, ASTR 126
Astronomy: One of the following seminars
(ASTR 121, ASTR 123, ASTR 126)
Note: External examination for honors minor
programs includes one three-hour written
examination on the chosen preparations, plus
one 30-45 minute oral examination on the
chosen preparations.

Research Opportunities
Advanced Laboratory Program
In the junior and senior years, all physics
majors must take PHYS 081 and PHYS 082.
Students enrolled in PHYS 081 and PHYS 082
must arrange their programs so that they can
schedule an afternoon for the laboratory each
week free of conflicts with other classes.
Enrollment in each of these laboratories will
appear on the student’s transcript with a letter
grade for 0.5 credit for each semester. PHYS
081.082 together count as a “writing course”
for collegiate graduation requirements. Students
with credit for ENGR 072 may replace PHYS
081.082 with PHYS 083, which is an advanced
lab experience without an electronics
component.
Independent Work
Physics, astrophysics, and astronomy majors
are encouraged to undertake independent
research projects, especially in the senior year,
either in conjunction with one of the senior
seminars, or as a special project for separate
credit (PHYS/ASTR 094). Members of the
physics or astronomy faculty are willing to
suggest possible projects and to supervise one
of these if the student chooses to pursue it.
Students completing work under PHYS/ASTR
094 are required to submit final written and oral
reports of their work to the department. In
preparation for independent experimental work,
prospective physics majors are strongly urged
to take the required 0.5 credit course PHYS
063, Procedures in Experimental Physics,
during their fell semester of their sophomore
year, which will qualify them to work in the
departmental shops. There are usually many
opportunities for students to receive financial
support to work with faculty members on
research projects during the summer.
Thesis
Students may do a theoretical or experimental
research thesis representing the results of
independent work done under the supervision of
a faculty member. This thesis will usually cover

p. 374

work begun in the summer after the junior year
and completed during the senior year. A thesis
is recommended of all students in the Honors
Program.

Off-Campus Study
With proper planning, study away from
Swarthmore for one or two semesters is
possible while majoring in physics, astronomy,
or astrophysics. However, the many
prerequisites in the Physics and Astronomy
Department make careful planning for study
abroad a necessity. Spring of junior year is
often the easiest time to make this work. The
important point is to begin planning at an early
stage. This allows students (1) to make sure
courses not available abroad are taken at
Swarthmore, and (2) to find out well in advance
what physics and astronomy courses are
available in the various study abroad programs.
While it is completely feasible to complete a
physics major without taking physics abroad
(e.g. if one is studying in a non-Englishspeaking country), students should note when
planning their programs that PHYS 111 must be
taken before PHYS 113 or PHYS 114.

Teacher Certification
We offer teacher certification in physics
through a program approved by the state of
Pennsylvania. For Anther information about the
relevant set of requirements, contact the
Educational Studies Department chair, the
Physics Department chair, or visit the
Educational Studies Department website at
www.swarthmore.edu/educationalstudies.xml.

Physics Courses
PHYS 002B. First-Year Seminar:
Quantum Theory in Search of Reality
This seminar will attempt to answer the
question “What is reality?” The search for a
picture of “the way the world really is” is an
enterprise that transcends the narrow interests
of theoretical physics. Students will be
introduced to culture of theoretical physics and
its language, namely, mathematics. Students
will explore how contemporary quantum
physics views the world we live in, and why
physicists believe the view is correct.
Prerequisites: High school algebra and
geometry.
1 credit.
Not offered 2012-2013.
PHYS 002E. First-Year Seminar: Energy
This seminar will cover both the physics and
policy of energy in all its forms. Topics include
the physical basis for energy; thermodynamics
and engines; energy sources (fossil fuels, solar,

Physics and Astronomy
photovoltaics, nuclear); transportation; the
electric grid; and climate change.
Prerequisite: High school algebra.
1 credit.
Not offered 2012-2013.
PHYS 002M. First-Year Seminar: Physics
in Modern Medicine
The impact that physics has had on the practice
of clinical medicine in the past decade has been
nothing short of staggering. This seminar
introduces nonscientists to the physics behind
many of the diagnostic and therapeutic
techniques of modem medicine as well as the
basic physics behind many physiological
systems in the human body. In addition to the
scientific basis of the subject, covered in a
modem text, the societal, ethical and economic
implications will be treated through readings
from other sources and through medical site
visits. Topics will include: laser surgery,
photodynamic therapy, ultrasound imaging, xray and radionuclide imaging, computer
tomography (CAT or CT scans), positron
emission tomography (PET scans), radiation
therapy, magnetic resonance (MRI) and recent
advances in optical imaging methods.
Prerequisites: None. Mathematical level: only
algebra and some basic trigonometry.
1 credit.
Fall 2012. Moscatelli.
PHYS 003. General Physics I
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of
particles, and rigid body rotation. Possible
additional topics are special relativity and
thermodynamics. Includes one laboratory
weekly.
Natural sciences and engineering practicum.
Prerequisite: MATH 015 (can be taken
concurrently).
1 credit.
Fall 2012. Graves.
PHYS 004. General Physics II
Topics include wave phenomena, geometrical
and physical optics, electricity and magnetism,
and direct and alternating current circuits.
Possible additional topics may be added.
Includes one laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 003 or the permission of
the instructor, MATH 025 (can be taken
concurrently).
1 credit.
Spring 2013. Moscatelli.

p. 375

PHYS 004L. General Physics II:
Electricity, Magnetism, and Optics with
Biological and Medical Applications
PHYS 004L will cover the same topics as
PHYS 004 but will emphasize biological,
biochemical, and medical applications of those
topics. The course will meet medical school
requirements (in conjunction with PHYS 003)
and will include a weekly laboratory. Students
who wish to take PHYS 004L before PHYS 003
must have some high school physics
background and obtain permission from the
instructor.
Natural sciences and engineering practicum.
Prerequisites: MATH 015 or a more advanced
calculus course; PHYS 003 or permission of the
instructor.
1 credit.
Spring 2013. Crouch.
PHYS 005. Spacetime, Quanta, and
Cosmology
(Cross-listed as ASTR 005)
This introductory course emphasizes three
major areas of modem physics and
astrophysics: special relativity, cosmology, and
quantum theory. Students will explore the
counterintuitive consequences of special
relativity for our notions of absolute time; the
birth, expansion, and fate o f the universe; and
the nature of the subatomic quantum world,
where our notions of absolutes such as position
or speed of a particle are replaced by
probabilities, so that a particle can exist in
many states at once. The course focuses on how
scientists ask and answer questions about such
topics, including the development of the
mathematical tools necessary to understand the
physical world in depth. This course is suitable
for non-majors and also serves as the entry
point to majoring or minoring in astronomy,
astrophysics, or physics. Includes six afternoon
labs and some evening telescope observing.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Cohen, Crouch.
PHYS 007. Introductory Mechanics
An introduction to classical mechanics. This
course is suitable for potential majors, as well
as students in other sciences or engineering who
would like a course with more mathematical
rigor and depth than PHYS 003. Includes the
study o f kinematics and dynamics of point
particles; conservation principles involving
energy, momentum and angular momentum;
rotational motion of rigid bodies, and
oscillatory motion. Includes one laboratory
weekly: used for hands-on experimentation and
occasionally for workshops that expand on
lecture material.

Physics and Astronomy
Natural sciences and engineering practicum.
Prerequisites: MATH 025 (can be taken
concurrently), PHYS 005/ASTR 005 or
permission of the instructor.
1 credit.
Not offered 2012-2013. Next offered fall 2013.
PHYS 008. Electricity, Magnetism, and
Waves
A sophisticated introductory treatment of wave
and electric and magnetic phenomena, such as
oscillatory motion, forced vibrations, coupled
oscillators, Fourier analysis of progressive
waves, boundary effects and interference, the
electrostatic field and potential, electrical work
and energy, D.C. and A.C. circuits, the
relativistic basis of magnetism, Maxwell’s
equations, and geometrical optics. Includes one
laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 007 (or permission of
instructor); MATH 033 (can be taken
concurrently).
1 credit.
Fall 2012. Brown.
PHYS 013. Thermodynamics / Statistical
Mechanics
A half-semester introductory course in thermal
and statistical physics. Topics include energy,
heat, work, entropy, temperature (the First,
Second and “Third” Laws of Thermodynamics),
heat capacity, ideal gases, paramagnetism,
phase transitions, and the chemical potential.
This course serves as a prerequisite for PHYS
114 and for PF1YS 135. This class has a weekly
laboratory requirement.
Prerequisite: single-variable calculus (MATH
025 or 026); may be taken as a corequisite with
permission of the instructor.
First half of the semester.
0.5 credit.
Spring 2013. Grossman.
PHYS 015. Optics
A half-semester introduction to geometric and
wave optics, including ray diagrams, matrix
optics, polarization, Jones matrices,
interference, and diffraction. This class has a
weekly laboratory requirement.
Prerequisite: single-variable calculus (MATH
025 or 026); may be taken as a corequisite with
permission of the instructor.
Second half of the semester.
0.5 credit.
Spring 2013. Mewes.

p. 376

PHYS 017. Mathematical Methods of
Physics
A half-semester survey of mathematical
techniques useful in physics. Topics include
eigenvalue problems, Fourier analysis, solutions
to ordinary and partial differential equations,
special functions, the theory of residues, and
numerical methods. Includes a weekly
numerical laboratory. Prerequisite: linear
algebra (MATH 027,028, or 028S);
corequisite: multivariable calculus (MATH 033,
034, or 035).
First half of the semester.
0.5 credit.
Spring 2013. Mewes.
PHYS 018. Quantum Mechanics
A half-semester introductory course in quantum
mechanics. Topics include waves, photons, the
Schrodinger equation, Dirac notation, one­
dimensional potentials, quantized angular
momentum, and central potentials. This course
serves as a prerequisite for PHYS 113. This
class has a weekly laboratory requirement.
Prerequisites: PHYS/ASTR 005, PHYS 017;
corequisite: multivariable calculus (MATH 033,
034, or 035).
Second half of the semester.
0.5 credit.
Spring 2013. Grossman.
PHYS 020. Principles of the Earth
Sciences
An analysis of the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Includes some laboratory and fieldwork.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.
PHYS 021. Light and Color
The fundamentals of light from the classical
and quantum physical viewpoint. Extensive use
of examples from art, nature, and technology
will be made. Two or three lectures per week
plus a special proj ect/laboratory.
1 credit.
Not offered 2012-2013.
PHYS 022. Physics of Musical Sounds
An introduction to the science and technology
of musical sounds and the instruments that
make them. Particular attention is paid to
electronic music and instruments. Topics
include complex waveforms, scales and
temperament, basic electronic sound devices,
and digital sound technology. The course has a
weekly laboratory requirement.
1 credit.
Not offered 2012-2013.

Physics and Astronomy

p. 377

PHYS 023. Relativity
A nonmathematical introduction to the special
and general theories of relativity as developed
by Einstein and others during the 20th century.
1 credit.
Not offered 2012—2013.

either theoretical or experimental emphasis, in
fields not covered by the regular courses and
seminars. The student will present oral and
written reports to the instructor.
0.5,1, or 2 credits.
Each semester. Staff.

PHYS 024. The Earth’s Climate and
Global Warming
A study of the complex interplay of factors
influencing conditions on the surface of the
Earth. Basic concepts from geology,
oceanography, and atmospheric science lead to
an examination of how the Earth’s climate has
varied in the past, what changes are occurring
now, and what the future may hold. Besides
environmental effects, the economic, political,
and ethical implications of global warming are
explored, including possible ways to reduce
climate change. Includes one laboratory every
other week.
Natural sciences and engineering practicum.
1 credit.
Not offered 2012-2013.

PHYS 094. Research Project
Initiative for a research project may come from
the student, or the work may involve
collaboration with ongoing faculty research.
The student will present a written and an oral
report to the department.
0.5,1, or 2 credits.
Each semester. Staff.

PHYS 025. In Search of Reality
By investigating the assumptions, theories, and
experiments associated with the study of reality
in quantum physics, we will attempt to decide
whether the question of the existence of an
intelligible external reality has any meaning.
1 credit.
Not offered 2012-2013.
PHYS 026. Chaos, Fractals, Complexity,
Self-Organization, and Emergence
A study of chaos, fractals, scaling and self­
similarity, percolation, cellular automata,
iterated function systems, pattern formation,
self-organized networks, complex adaptive
systems, self-organized criticality, and
emergence with applications in die natural
sciences, social sciences, and humanities.
1 credit.
Not offered 2012-2013.
PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted approach
to the question: “What are the connections
between a person’s gender, race, or class and
their practice of science?” The history of
science, the education of women and feminist
pedagogy, and philosophy of science will be
addressed. Physical science will be the principal
focus. Includes some laboratory work.
1 credit.
Spring 2013. Graves.
PHYS 093. Directed Reading
This course provides an opportunity for an
individual student to do special study, with

Physics Advanced Seminars
PHYS 111. Analytical Dynamics
Intermediate classical mechanics. Motion of a
particle in one, two, and three dimensions;
Kepler’s laws and planetary motion; phase
space; oscillatory motion; Lagrange equations
and variational principles; systems of particles;
collisions and cross sections; motion of a rigid
body; Euler’s equations; rotating frames of
reference; small oscillations; normal modes;
and wave phenomena.
Prerequisites: PHYS 005,007,008, and 017.
1 credit.
Fall 2012. Mewes.
PHYS 112. Electrodynamics
Electricity and magnetism using vector
calculus, electric and magnetic fields, dielectric
and magnetic materials, electromagnetic
induction, Maxwell’s field equations in
differential form, displacement current,
Poynting theorem and electromagnetic waves,
boundary-value problems, radiation and fourvector formulation of relativistic
electrodynamics.
Prerequisites: PHYS 111.
1 credit.
Fall 2012. Moscatelli.
PHYS 113. Quantum Theory
Postulates of quantum mechanics, operators,
eigenfunctions, and eigenvalues, function
spaces and hermitian operators; bra-ket
notation, superposition and observables,
fermions and bosons, time development,
conservation theorems, and parity; angular
momentum, three-dimensional systems, matrix
mechanics and spin, coupled angular momenta,
time-independent and time-dependent
perturbation theory.
Prerequisites:PHYS018, 111;PHYS 112
strongly recommended.
1 credit.
Spring 2013. Boccio.

Physics and Astronomy
PHYS 114. Statistical Physics
The statistical behavior of classical and
quantum systems; temperature and entropy;
equations of state; engines and refrigerators;
statistical basis of thermodynamics;
microcanonical, canonical, and grand canonical
distributions; phase transitions; statistics of
bosons and fermions; black body radiation;
electronic and thermal properties of quantum
liquids and solids.
Prerequisites:PHYS013, 111.
1 credit.
Spring 2013. Brown.
PHYS 115. Modern and Quantum Optics
A modem treatment of matrix optics,
interference, polarization, diffraction, Fourier
optics, coherence, Gaussian beams, resonant
cavities, optical instruments. The quantization
of the electromagnectic field, single mode
coherent and quadrature squeezed states. The
interaction of light with atoms using second
quantization and dressed states. Spontaneous
emission.
Prerequisites: PHYS 015,111,112 (or
concurrently with instructor’s permission), and
113.
1 credit.
Fall 2012. Grossman.
PHYS 130. General Relativity
Newton’s gravitational theory, special
relativity, linear field theory, gravitational
waves, measurement of space-time, Riemannian
geometry, geometrodynamics and Einstein’s
equations, the Schwarzschild solution, black
holes and gravitational collapse, and
cosmology.
Prerequisites: PHYS 111 and 112.
1 credit
Spring 2013. Boccio.
PHYS 131. Particle Physics
A study of the ultimate constituents of matter
and the nature of the interactions between them.
Topics include relativistic wave equations,
symmetries and group theory, Feynman
calculus, quantum electrodynamics, quarks,
gluons, and quantum chromodynamics, weak
interactions, gauge theories, the Higgs particle,
and some of the ideas behind lattice gauge
calculations.
Prerequisites: PHYS 113 (may be taken
concurrently).
1 credit.
Not offered 2012-2013.
PHYS 132. Nonlinear Dynamics and
Chaos
Nonlinear mappings, stability, bifurcations and
catastrophe, conservative and dissipative

p. 378

systems, fractals, and self-similarity in chaos
theory.
Prerequisite: PHYS 111.
1 credit
Not offered 2012-2013.
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, atomic spectroscopic
techniques: atomic beams methods, Dopplerfree spectroscopy, time-resolved spectroscopy,
and level crossing spectroscopy.
Prerequisite: PHYS 113.
1 credit.
Not offered 2012-2013.
PHYS 134. Quantum Mechanics:
Mathematical and Physical Foundations
What is measurement? Repeatable, maximal
and consecutive tests, Bayesian probability,
infinite dimensions, projection operators,
Spectral Theory for self-adjoint operators,
logical structure of classical physics, rules of
Quantum Theory, mixed states and density
matrices, time development, uncertainty
relations, quantum correlations, Schmidt
Decomposition, meaning of probability,
reduction of State Vector, quantum
entanglement, measurement problem, KochenSpecker Theorem, logic of Quantum
propositions, nonlocality, EPR and Bell
Inequalities, nonlocality versus Contextuality,
Gleason’s Theorem, and logical aspects of
inseparability are explored.
Prerequisite: PHYS 113.
1 credit.
Not offered 2012-2013.
PHYS 135. Solid-State Physics
Crystal structure and diffraction, the reciprocal
lattice and Brillouin zones, lattice vibrations
and normal modes, phonon dispersion, Einstein
and Debye models for specific heat, free
electrons and the Fermi surface, electrons in
periodic structures, the Bloch Theorem, band
structure, semiclassical electron dynamics,
semiconductors, magnetic and optical
properties of solids, and superconductivity.
Prerequisites: PHYS 113 and PHYS 114.
1 credit.
Not offered 2012-2013.
PHYS 136. Quantum Optics and Lasers
Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode
structure, gain and gain saturation, nonlinear
effects, coherent transients and squeezed states,
pulsed lasers, and super-radiance.

Physics and Astronomy
Prerequisite: PHYS 113.
1 credit.
Not offered 2012-2013.
PHYS 137. Computational Physics
Along with theory and experiment, computation
is a third way to understand physics and do
research. We will study concepts of scientific
computing and apply these within techniques
like Monte Carlo, Molecular Dynamics, FiniteDifference, and Fourier Transform methods.
We will explore object-oriented strategies for
scientific problem solving. Simulations relevant
to classical mechanics, electromagnetism,
quantum mechanics, and statistical physics will
be written. Students will do an independent
project of their choice.
Prerequisites: PHYS 111 and, taken previously
or concurrently, PHYS 113 and 114, or special
permission of the instructor.
1 credit
Not offered 2012-2013.
PHYS 138. Plasma Physics
An introduction to the principles of plasma
physics. Treatment will include the kinetic
approach (orbits of charged particles in electric
and magnetic fields, statistical mechanics of
charged particles) and the fluid approach (single
fluid magnetohydrodynamics, two fluid theory).
Topics may include transport processes in
plasmas (conductivity and diffusion), waves
and oscillations, controlled nuclear fusion, and
plasma astrophysics.
Prerequisite: PHYS 112.
1 credit.
Not offered 2012-2013.
PHYS 180. Honors Thesis
Theoretical or experiment work culminating in
a written honors thesis. Also includes an oral
presentation to the department. This course
must be completed by the end of, and is
normally taken in, the fall semester of the
student’s final year.
1 or 2 credits.
Each semester. Staff.

Physics Laboratory Program
PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design of
experimental apparatus; shop practice; printed
circuit design and construction. This is a 0.5credit course open only to majors in physics,
astrophysics, or astronomy.
0.5 credit.
Fall 2012. Technical staff.

p. 379

PHYS 081. Advanced Laboratory I
This is the first of a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the
areas of thermal and statistical physics, solid
state, atomic, plasma, nuclear, biophysics,
condensed matter physics, and advanced optics.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 082. Advanced Laboratory II
This is the second of a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the
areas of thermal and statistical physics, solid
state, atomic, plasma, nuclear, biophysics,
condensed matter physics, and advanced optics.
When both PHYS 081 and 082 are taken,
students will receive credit for having
completed a writing (W) course.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 083. Advanced Laboratory I and II
This course is designed to fulfill the physics
major advanced laboratory requirement for
students who have already had sufficient
experience with digital electronics (ENGR 072
or the equivalent). Students will perform
experiments chosen from among the areas of
thermal and statistical physics, solid state,
atomic, plasma, nuclear, biophysics, condensed
matter physics, and advanced optics.
Writing course.
0.5 credit.
Each semester. Staff.

Astronomy Courses
ASTR 001. Introductory Astronomy
The scientific investigation of the universe by
observation and theory, including the basic
notions of physics as needed in astronomical
applications. Topics may include the
appearance and motions of the sky; history of
astronomy; astronomical instruments and
radiation; the sun and planets; properties,
structure, and evolution of stars; the galaxy and
extragalactic systems; the origin and evolution
of the universe; and prospects for life beyond
Earth. Includes six evening labs.
Natural sciences and engineering practicum.
1 credit.
Fall 2012 and spring 2013. Matkovic.

Physics and Astronomy
ASTR 005. Spacetime, Quanta, and
Cosmology
(Cross-listed as PHYS 005)
This introductory course emphasizes three
major areas of modem physics and
astrophysics: special relativity, cosmology, and
quantum theory. Students will explore the
counterintuitive consequences of special
relativity for our notions of absolute time; the
birth, expansion, and fate of the universe; and
the nature of the subatomic quantum world,
where our notions of absolutes such as position
or speed of a particle are replaced by
probabilities, so that a particle can exist in
many states at once. The course focuses on how
scientists ask and answer questions about such
topics, including the development of the
mathematical tools necessary to understand the
physical world in depth. This course is suitable
for non-majors, and also serves as the entry
point to majoring or minoring in astronomy,
astrophysics, or physics. Includes six afternoon
labs and some evening telescope observing.
Natural sciences and engineering practicum.
1 credit.
Fall 2012. Cohen, Crouch.
ASTR 016. Modern Astrophysics
This is a one-semester calculus- and physicsbased introduction to astrophysics as applied to
stars, the interstellar medium, galaxies, and the
large-scale structure of the universe. The course
includes four evening laboratories and
observing sessions.
Prerequisites: MATH 015 and 025, and some
prior work in calculus-based physics (which
could include high school physics).
Recommended (but not required) pre- or co­
requisites are PHYS 013; PHYS 015; and/or
PHYS 007 or PHYS 003. Interested students
should consult with the instructor.
1 credit.
Fall 2012. Cohen.
ASTR 061. Current Problems In
Astronomy and Astrophysics
Reading and discussion of selected research
papers from the astronomical literature.
Techniques of journal reading, use of abstract
services, and other aids for the efficient
maintenance of awareness in a technical field.
May be repeated for credit. Credit/No Credit
only.
Prerequisite: ASTR 016.
0.5 credit.
Spring 2013. Cohen.
ASTR 093. Directed Reading
(See PHYS 093)
ASTR 094. Research Project
(See PHYS 094)

p. 380

Astronomy Seminars
Students interested in upper-level work in
astronomy are encouraged to also consult
Haverford’s course schedule, since the two
astronomy programs actively work to offer
complementary topics.
ASTR 121. Research Techniques in
Observational Astronomy
This course covers many of the research tools
used by astronomers. These include instruments
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; and use of
online resources including data archives and
bibliographic databases. Students will perform
observational and data analysis projects during
the semester, culminating in a group research
paper using new data to address an open
scientific question.
Prerequisite: PHYS 015; ASTR 016.
1 credit.
Not offered 2012-2013.
ASTR 123. Stellar Astrophysics
An overview of physics of the stars, both
atmospheres and interiors. Topics may include
hydrostatic and thermal equilibrium, radiative
and convective transfer nuclear energy
generation, degenerate matter, calculation of
stellar models, interpretation of spectra, stellar
evolution, white dwarfs and neutron stars,
nucleosynthesis, supemovae, and star
formation.
Prerequisites: PHYS 013; ASTR 016. PHYS
017 and 018 recommended.
1 credit.
Not offered 2012-2013.
ASTR 126. The Interstellar Medium
Study of the material between the stars and
radiative processes in space, including both
observational and theoretical perspectives on
heating and cooling mechanisms, physics of
interstellar dust, chemistry of interstellar
molecules, magnetic fields, emission nebulae,
hydrodynamics and shock waves, supernova
remnants, star-forming regions, the multiphase
picture of the interstellar medium.
Prerequisites: PHYS 013; ASTR 016. PHYS
017 and 018 recommended.
1 credit.
Spring 2013. Cohen.
ASTR 180. Honors Thesis
(See PHYS 180)
1 or 2 credits.
Each semester. Staff.

Political Science

p. 381

JAMES R. KURTH, Professor Emeritus
CAROL NACKENOFF, Professor
KENNETH E. SHARPE, Professor
RICHARD VALELLY, Professor*3
TYRENE WHITE, Professor
GIOVANNA DI CHIRO, Lang Visiting Professor for Issues of Social Change
BENJAMIN BERGER, Associate Professor
CYNTHIA HALPERN, Associate Professor and Chair
KEITH REEVES, Associate Professor
DOMINIC TIERNEY, Associate Professor3
AYSE KAYA, Assistant Professor1
SHERVIN MALEKZADEH, Assistant Professor
MEGAN L. HECKERT, Visiting Assistant Professor
LAUREN FARMER, Visiting Instructor
GINA INGIOSI, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant
1Absent on leave, fall 2012.
3 Absent on leave, 2012-2013.

The Academic Program
To graduate with the major in political science,
a student must complete the equivalent of at
least eight courses in the department, plus 0.5
credits requirement for completing the senior
comprehensive exercise. The department
expects that at least five of these eight courses
be taken at Swarthmore, including the political
theory requirement, and that two must be taken
at the introductory level (POLS 001,002,003,
004,010). No more than one course may be an
Advanced Placement credit.
Distribution of courses within the
department
Political science majors are required to take one
course or seminar in each of the three subfield
areas: 1) American politics; 2) comparative or
international politics; and 3) political theory.
Courses in American politics include:
Environmental Politics, Constitutional Law,
Political Parties and Elections, Congress and
the American Political System, Polling, Public
Opinion and Public Policy, Urban Underclass,
and others.
Courses in comparative and international
politics include: Latin American Politics, China
and the World, Defense Policy, American
Foreign Policy, The Causes of War,
Globalization, International Political Economy,
and others.
Courses in political theory include: Practical
Wisdom, Ancient Political Theory, Modem
Political Theory, Democratic Theory and
Practice, Ethics and Public Policy, and others.
Political theory requirement
At least one course in ancient or modem
political theory is required of all majors. This
requirement can be met by enrollment in either
one course or one honors seminar, listed below.

It is strongly recommended that all majors
complete this requirement no later than their
junior year.
Eligible courses are:
POLS O il. Ancient Political Theory
POLS 012. Modem Political Theory
POLS 100. Ancient Political Theory
POLS 101. Modem Political Theory
There are many other political theory courses
taught in the department. However, only ancient
or modem political theory, either the course or
the seminar, actually count as fulfilling the
political theory requirement. Courses taken
abroad or outside of Swarthmore are not
considered the equivalent of these courses. This
requirement must be met at Swarthmore, in the
Political Science Department.
Lotteries
Sometimes courses have to be lotteried. If a
student is lotteried for a course one semester,
their name will go on a list and they will not be
lotteried for that same course the next semester.
That is to say, no one will be lotteried more
than once.

Course Major
1. Course prerequisites. Students must have
completed two introductory courses (POLS
001,002,003,004,010) by the end of their first
semester of sophomore year. This is the
prerequisite for further work in the department
and acceptance into the major.
2. Grade requirements. We consider student
applications to join the department individually,
taking into account each student’s background
and college performance to date. Normally, the
following expectations apply:

Political Science
a. For acceptance as a course major, the
department expects performance at the C
level in all college courses and at the C+
level in courses in political science
(including courses graded Credit/No
Credit).
b. For acceptance as a double major, the
department expects performance at the B
level in all college courses and at the B+
level in courses in political science
(including courses graded Credit/No
Credit).
3. Prerequisitesfo r individual courses.
Students should note that certain courses and
seminars have specific prerequisites.
4. The senior comprehensive requirement. To
graduate from Swarthmore, all majors in the
Course Program need to fulfill the senior
comprehensive requirement in the Political
Science Department. This can be done in one of
two ways. The preferred option is POLS 092:
the Senior Comprehensive Exam, which is a 0.5
credit exercise. Working with a faculty adviser,
students will produce a short paper in the spring
semester of their senior year, which connects
work they have done in two different sub-fields
of political science (political theory, American
politics, comparative politics, and international
relations). Students will then present their work
at a department conference. Option two, POLS
095 is a one-credit written thesis, which may be
chosen by students who meet the eligibility
requirements and get the approval of a faculty
adviser and the chair.
5. Recommended courses in other departments.
Supporting courses strongly recommended for
all majors are Statistical Thinking or Statistical
Methods (STAT 001 or 011) and Introduction
to Economics (ECON 001).

Honors Major
1. Political science honors majors must meet all
current distributional requirements for majors,
including the political theory requirement,
preferably with the honors versions of ancient
or modem political theory.
2. They must have a minimum of ten credits
inside the Political Science Department.
3. Six of these credits will be met with three (3)
two-unit honors preparations which will help
prepare honors majors for outside examinations,
both written and oral. These two-unit
preparations will normally be either a twocredit honors seminar or a “course-plus” option.
Of these three (3) two-unit preparations, no
more than two may be in a single field in the
department, and no more than one may be a
course-plus option.
The “course-plus” option will normally consist
of two one-unit courses that have been

p. 382

designated to count as an honors preparation, or
in some cases a one-unit course and a one-unit
seminar that have been so designated. It is up to
the student to arrange a course-plus option with
a specific faculty member and to have this
approved by the chair.
4. To fulfill the senior honors study
requirement, students will revise a paper written
for one of their department seminars. This paper
will be submitted to the appropriate external
examiner as part of the honors evaluation
process.
5. To be accepted into the Honors Program
students should normally have at least an
average of 3.5 inside and 3.0 (B) outside the
department, and should have given evidence to
the departmental faculty of their ability to work
independently and constructively in a seminar
setting. Seminars will normally be limited to
eight students and admission priority will go to
honors majors, first seniors and then juniors,
including special majors.
Admission to Seminars
Placement in honors seminars is normally
limited to honors students. Occasionally, there
is room in a seminar for non-honors students,
but this is rare and at the discretion of the
teacher. Honors seminars in the Political
Science Department are normally full. Students
should request placement in scheduled honors
seminars by including the seminar in the
Sophomore Plan or by including it in the
application for participation in the Honors
Program. All honors students in the department
must get the approval of the Chair o f the
department for their Honors Program by
meeting with the chair. The department
maintains priority lists for enrollment in every
seminar we anticipate offering in the next two
academic years. We add the names of qualified
students to these lists in the order their requests
for seminar placement are received, with honors
majors always receiving priority over non­
honors majors. Seniors, including special
majors, are given priority over juniors and non­
honors majors. If a seminar is full, the names of
students who wish to be placed in that seminar
are added to a waiting list.
To be fair to everyone, we ask each student not
to request placement in more than two seminars
in any one semester. In addition, there is an
overall limit of three seminars for majors and
one seminar for others.
We make every effort to offer the seminars we
announce. But inclusion on a priority list is not
a guarantee that the seminar will be offered, or
that you will get in. Sometimes seminars are
lotteried. It is best to discuss your participation
in a seminar with the faculty member who is
teaching it.

Political Science

p. 383

Honors Minor

Transfer Credit

1. Honors minors in political science will be
required to have at least five credits in political
science. Among these credits there must be one
introductory course, one course in political
theory, and a course in one other subfield. The
political theory requirement can be met by
enrolling in one of the following: Introduction
to Political Theory (POLS 001), Ancient
Political Theory (POLS Oil), Modem Political
Theory (POLS 012), Ancient Political Theory
(POLS 100), Modem Political Theory (POLS
101). Only honors minors are allowed to count
POLS 001, Introduction to Political Theory, for
fulfillment of their theory requirement. This
also means that honors minors can satisfy both
the introductory course requirement and the
theory requirement by taking POLS 001.
2. Minors must also take one (1) of the two-unit
honors preparations offered by the department.

Transfer credit is offered on the same basis as
study abroad credit. Students taking classes
elsewhere should consult the chair in advance
on the amount of credit likely to be available.
As with study abroad, students should retain all
written assignments and present copies to the
chair for assessment.

Honors Exams
The honors exams will normally consist of a
three hour written exam in each of the student’s
seminars, and an oral exam in each seminar,
conducted by an external honors examiner.

Special Major
All special majors must have a designated
faculty adviser and consult with the chair to
receive approval for the proposed program.
Within that approved program, six credits must
be taken in the department and the distribution
requirements must be met (see Distribution of
Courses within the department section.) All
special majors are required to participate in the
department’s Senior Comprehensive exercise.

Application for the Honors or
Course Major
All applicants to the major are required to have
completed two introductory courses before
applying to the major or their application will
be deferred.

Application for the Honors
Minor
All applicants to the minor are required to have
completed one introductory course before
applying to the minor or their application will
be deferred.

Advanced
Placement/lnternational
Baccalaureate Credit
No more than one Advanced Placement credit
will be accepted for course credit.

Off-Campus Study
The department supports student interest in
study abroad. Students are reminded that no
more than three of their eight credits (ten credits
if in the Honors Program) may be taken outside
the Swarthmore department. Expectations about
off-campus study should be incorporated in the
Sophomore Plan. Students planning to study
abroad should consult the chair and obtain
approval prior to making final course selection.
Any change in course selection must ultimately
be approved as well. Upon return from a study
abroad program, political science syllabi,
papers, and other course materials should be
submitted to the chair, or faculty member
designated by the chair, for credit evaluation.
Pre-estimated credits do not guarantee any
particular transfer o f credit. The actual transfer
of credit depends on the assessment of work
done abroad by the department

The Engaging Democracy
Project
The Engaging Democracy Project incorporates
academic theory and political practice to
promote a richer understanding of American
democracy. As program director, Professor Ben
Berger practices “community-based learning”
(or CBL) techniques to involve students with
local communities; works with other professors
offering CBL courses (including the political
science department’s Keith Reeves and Carol
Nackenoff) to share resources and expertise and
to improve pedagogy; and works with student
groups to bring a wide range of speakers and
activists to the Swarthmore campus.

Courses
POLS 001. Political Theory
This course is an introduction to political theory
by way o f an introduction to some of its most
important themes, problems, and texts. It seeks
to elicit an understanding of theory as a way of
thinking about the world; theory as related to
political practices and institutions; and theory as
a form of politics. We will look at three central
issues of politics— 1) Justice; 2) Freedom; 3)
Power, Knowledge and Values—over the
course of the semester. The course proceeds
topically as well as chronologically, and we will
return to certain primary classic theory texts

Political Science
more than once. Primary texts will include
Plato, Aristotle, Hobbes, Locke, Mill, Marx and
Foucault, as well as texts that present a
contemporary perspective on each issue.
Writing course.
1 credit.
Fall 2012. Halpem.
This course examines a range of arguments
about the principles of justice—including
rights, duties, utility, individual dignity,
equality, and autonomy— that should govern
our everyday behavior and our political
experience. Authors include canonical theorists
such as Plato, Xenophon, Kant, Bentham, Mill,
Marx and Nietzsche, as well as more recent
theorists such as Nozick, Rawls, Sandel and
Nussbaum. Students will draw upon five
modem movies (Scarface, Crimes &
Misdemeanors, Minority Report, I t’s a
Wonderful Life, and Casablanca) as a means of
grounding the questions in a contemporary
sensibility. This section is not a writing course.
1 credit
Spring 2013. Berger.
POLS 002. American Politics
How do American institutions and political
processes work? To what extent do they
produce democratic, egalitarian, or rational
outcomes? The course examines the exercise
and distribution of political power. Topics
include presidential leadership and elections;
legislative politics; the role of the Supreme
Court; federalism; parties, interest groups, and
movements; public policy; the politics of class,
race, and gender; voting; mass media; and
public discontent with government.
1 credit.
Fall 2012. Reeves. Fall 2012, writing intensive.
Nackenoff.
POLS 003. Introduction to Comparative
Political Systems
Why do some elected governments perform
better than others? Does democracy undermine
equality? Can Islam be reconciled with
democracy? Is America politically unique? Is
the European Union a harbingerof a “postnational” world, or is it a “noble project” that
has run its course? What’s the story with the
whole “Eurovision” competition anyways? This
course focuses on these and other topics with an
exploration of several different political
systems drawn from the Middle East, South
America, and post-Communist regimes. The
conceptual focus of the class is to identify and
analyze patterns of domination, both violent
and non-violent, as well as when and why those
patterns change in different countries and
regions.

p. 384
1 credit.
Fall 2012. Malekzadeh.

POLS 004. International Politics
In this course, we will explore the fundamental
concepts of the field of international relations.
Students will learn the basic facts about
international conflict, the international
economy, international law, development, and
the world environment, among other things.
Furthermore, we will study the fundamental
theoretical concepts and theories of
international relations. Using these theories,
students will be able to sort through arguments
about various topics in international relations
and make judgment calls for yourself. Finally,
students will learn how these concepts have
evolved over time and how we can use them to
hypothesize what lies ahead for international
relations.
1 credit.
Fall 2012 and spring 2013. Farmer.
POLS 010. First-Year Seminar: Reason,
Power, and Happiness
This seminar will look at what classical
theorists—particularly Plato, Aristotle, and
Hobbes—can teach us about the relationship
between reason, power, and happiness. Among
the questions we will explore are the following:
What, if anything, is the difference between
happiness and pleasure? Do we need to be
powerful in order to be happy, and, if so, what
kind of power do we need? What do we mean
by reason? Is it a neutral capacity—silent about
ends or values? Is it simply a tool to help us
find the best means to our ends, to break down
complex problems into understandable parts?
Or is reason always the servant of powerful
interests (our own or those of others) and thus
inevitably a tool of the powerful to manipulate
the weak? In this sense, are policy analysts,
skilled at using reason to do cost-benefit
calculations, simply hired guns, serving the
interest of the powerful? Or is reason actually
an integral part o f the daily moral choices we
make, as Aristotle argued when he wrote about
practical wisdom (phronesis)?
1 credit.
Fall 2012. Sharpe.
POLS 010C. First-Year Seminar: Mass
Media, Politics, and Public Policy
This seminar will explore important conceptual,
empirical, normative, and public policy
questions surrounding media institutions as they
wrestle with new and increasingly controversial
challenges created by the Internet’s new
technologies such as Web-based communities
of like-minded individuals. Moreover, we will
critically examine the important and intricate
role of public opinion, such that we might gain

Political Science
a finer appreciation of media influences on the
workings of contemporary American
government. Finally, we conclude with an
examination of the economic, demographic,
political, and technological forces that are
propelling the present transformations
surrounding mass media institutions—and
ascertain their implications for American
electoral politics and governance.
1 credit.
Not offered 2012-2013.
POLS 010F. First-Year Seminar: When
Disaster Strikes
When a natural or man-made disaster strikes,
what are the political repercussions? Using a
variety of cases from a different historical
periods, different regions of the world, different
levels of politics (national, regional, and local),
this course will examine both the causes and
consequences of disaster. How does the trauma
of disaster influence political processes,
institutions, and leaders? Is the impact fleeting
or enduring? A different case will be examined
each week. In the final weeks of the semester,
the class will choose several cases of interest to
them that we will then investigate together.
1 credit.
Spring 2013. White.
POLS 010G. First-Year Seminar: The
U.S. Presidency
What’s it like being President of the United
States? How different is the experience today
from other periods in American history? It’s
very hard to know the answers to these
questions since the experience of being
President has been restricted to 44 men over the
course of American history. The rest of us can
hardly know. But political science has always
focused on power, leadership, and their
institutional context. So there is a rich body of
rigorous analysis to consider—the bottom line
of which is that skill at being president is at best
a minor factor in presidential success. Particular
topics include the presidency past, present, and
future, macroeconomic management, the
national security presidency, the impact of mid­
term elections, and the extent of presidential
leadership of public opinion.
1 credit
Not offered 2012-2013.
POLS 01 OH. First-Year Seminar:
Disaster
This seminar will use a combination of reading
materials and video footage to explore the links
between politics and major disasters around the
world. Looking at a series of major disasters in
different parts of the world, and at different
historical moments, we will examine both the
origins and outcomes of these events, and the

p. 385

role o f political forces, actors, or institutions in
the causes or the aftermath of these events. We
will also consider the extent to which any
political lessons were learned from the events,
and whether they were the right lessons. Both
natural and man-made disasters will be
examined.
1 credit.
Not offered 2012-2013.
POLS 011. Ancient Political Theory:
Pagans, Jews, and Christians
This course covers the two great traditions that
feed into the Modem Age. We begin with the
Greeks, with tragedy and philosophy. We read
Nietzsche’s The Birth o f Tragedy, Sohocles,
Plato, and Aristotle. We contrast Greek
philosophy with the biblical traditions that gave
us history and salvation. We read from the
Hebrew Bible, Genesis, Exodus, and the great
prophets of the exile, the New Testament, and
the Gnostic Gospels and culminate in the grand
transformation of both traditions into one
foundation with Augustine’s City o f God.
1 credit.
Fall 2012. Halpem.
POLS 012. Introduction to Modern
Political Thought
This course introduces some o f the major
concepts and themes of modem political
thought through a close reading of texts from
the 16th to the early 20th century. The starting
point o f the course is Machiavelli’s novel
“science” of statecraft, which identified the
state as the focal point of political activity, and
announced that a good politician must be
prepared to act immorally, or even love his city
more than his soul. In other words, we begin
with the thought of politics as a distinct sphere
of activity, centered around the state, and
separable from other spheres such as morality
and religion. The problem of the modem state
and the relationship of the political to other
domains of life will guide our exploration of the
fundamental concepts and debates of modem
political thought. Other themes we will discuss
include secularism and toleration, absolutist and
popular sovereignty, constitutionalism and
individual rights, theories of war and
colonialism, and the relationship between social
and political forms of domination. Authors
include Niccolo Machiavelli, Thomas Hobbes,
John Locke, Jean-Jacques Rousseau, Immanuel
Kant, Alexis de Tocqueville, John Stuart Mill,
Mary Wollstonecraft, Karl Marx, Max Weber
and W.E.B. Dubois.
1 credit.
Spring 2013. Berger.

Political Science
POLS 013. Political Psychology and
Moral Engagement
This course combines readings from the fields
of political psychology, social psychology and
political theory for the purposes of
understanding ourselves as citizens and moral
agents. Students will canvas theories as well as
empirical studies that describe the processes of
political and moral decision-making. We will
also ask whether the same processes that
usually lead to normal political and moral
decision-making might occasionally produce
disastrous consequences, and we will
investigate means of avoiding the worst
outcomes.
1 credit.
Not offered 2012-2013.
POLS 015. Ethics and Public Policy
This course will examine the nature and validity
of ethical arguments about moral and political
issues in public policy. Specific topics and
cases will include ethics and politics, violence
and war, public deception, privacy,
discrimination and affirmative action,
environmental risk, health care, education,
abortion, surrogate motherhood, world hunger,
and the responsibilities of public officials.
Eligible for PPOL credit.
1 credit.
Not offered 2012-2013.
POLS 019. Democratic Theory and
Practice
What is democracy, and what does it require?
Widespread political participation? Social
connectedness? Economic equality? Civic
virtue? Excellent education? How well does the
contemporary U.S. meet those ideal standards?
POLS 019 students read classic and recent texts
in normative political theory and empirical
political science—addressing what democracy
should do and how well the U.S. is doing it
augmented by a participatory component that
requires several hours per week outside o f class.
Students engage with civic leaders and activists
in the strikingly different communities of
Swarthmore and Chester, and participate in a
variety of community projects. The goal is to
understand better the ways in which social,
economic, educational and political resources
can affect how citizens experience democracy.
1 credit.
Fall 2012. Berger.
POLS 021. American Political Parties
and Elections
Considers how national parties organize
presidential and congressional elections. Topics
may include parties in democratic theory,
presidential candidacies, presidential party­
building, presidential campaigns during the

p. 386

general presidential election, presidential
mandates, why parties remain persistently
competitive, party polarization and income
inequality, the development of partisan bases,
and issue evolution and coalition maintenance
in party politics. Prior course work in American
politics not required but is helpful for
comprehension.
1 credit.
Not offered 2012-2013.
POLS 022. American Elections: Ritual,
Myth, and Substance
An examination of the role of policy issues,
candidates images, campaign advertisements,
media, polling, marketing, and political parties
in the American electoral process. We will
consider the role of race, gender, class, and
other variables in voting behavior and look for
evidence concerning the increasing polarization
of American politics. We will examine the
impact of recent laws and practices that seek to
encourage or depress voting in the aftermath of
the 2008 election, and will explore the impact
of felony disenfranchisement. What are some of
the most important recent changes affecting
American electoral politics? Historical trends
will provide the basis for analyzing upcoming
elections. Do elections matter, and, if so, how?
1 credit.
Fall 2012. Nackenoff.
POLS 024. American Constitutional Law
The Supreme Court in American political life,
with emphasis on civil rights, civil liberties, and
constitutional development. The class examines
the court’s role in political agenda-setting in
arenas including economic policy, property
rights, separation of powers, federalism,
presidential powers and war powers, and
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Judicial review, judicial activism and
restraint, and theories of constitutional
interpretation will be explored.
1 credit.
Not offered 2012-2013.
POLS 029. Polling, Public Opinion, and
Public Policy
Public opinion polling has become an essential
tool in election campaigning, public policy
decision making, and media reporting of poll
results. As such, this course focuses on helping
students interested in these areas learn the
fundamental skills required to design,
empirically analyze, use, and critically interpret
surveys measuring public opinion. Because the
course emphasizes the application of polling
data about public policy issues and the political
process, we will examine the following topics:
abortion, affirmative action, September 11th,

Political Science
the 2008 and 2 0 1 2 presidential elections and
presidential leadership.
Prerequisite: POLS 002 or permission of the
instructor.
Eligible for PPOL credit.
1 credit
Not offered 2012-2013.
POLS 031. Difference, Dominance, and
the Struggle for Equality
This course examines how unequal power
relations are maintained and legitimated and
explores different strategies and routes for
achieving equality. Struggles involving gender,
race, ethnicity, religion, class, and colonial and
postcolonial relationships are compared.
1 credit.
Not offered 2012-2013.
POLS 032. Gender, Politics, and Policy
in America
Gender issues in contemporary American
politics, policy, and law. Policy issues include
the feminization of poverty, employment
discrimination, pornography, surrogate
parentage, privacy rights and sexual practices,
workplace hazards, and fetal protection.
1 credit.
Not offered 2012-2013.
POLS 037. Introduction to GIS for Social
and Environmental Analysis
This course is designed to introduce the
foundations of GIS with emphasis on
applications for social and environmental
analysis. It deals with basic principles of GIS
and its use in spatial analysis and information
management. Students learn not only the theory
and concepts of GIS but also how to use GIS
software, ArcGISlO, with hands-on activities
based on real world data sets. Students will
learn to work with a variety of spatial databases
including data sets pertaining to land use/land
cover, parcel records, census demographics,
environmental issues, water, transportation,
local government, community development,
and businesses. Technical topics to be covered
include finding and understanding sources of
information for spatial databases, integration of
data from a variety of sources, database
structure and design issues, spatial analysis
capabilities, data quality and data
documentation. Ultimately, students will design
and carry out research projects on topics of their
own choosing.
1 credit.
Fall 2012. Heckert.
POLS 038. Public Service, Community
Organizing, and Social Change
Through community-based learning, this
seminar explores democratic citizenship in a

p. 387

multicultural society. Semester-long public
service and community organizing internships,
dialogue with local activists, and popular
education pedagogy allow students to integrate
reflection and experience.
1 credit.
Not offered 2012-2013.
POLS 042. Congress in the American
Political System
Institutional evolution, the congressional career,
the participation in congressional politics by
members of Congress themselves, parties in
Congress, and House-Senate differences are the
primary topics. Other issues may include the
committee system, how congressional elections
shape the institution, lobbying and interest
groups in congressional process and politics,
ethics and earmarks, congressional influence on
the bureaucracy, presidential influence on the
legislative process, congressional interaction
with the federal judiciary, the relative difficulty
of conceptualizing and measuring
representation, and deficit politics. Prior course
work in or detailed knowledge of American
politics is essential.
1 credit.
Not offered 2012-2013.
POLS 043. Environmental Policy and
Politics
Topics in environmental politics, policy, and
law. In the United States, we focus on national
regulation and proposals for more flexible
responses to achieve environmental goals;
environmental movements and environmental
justice; the role of science in democratic policy­
making; courts and the impact of federalism,
the commerce clause, and rights on regulation.
The course also considers the role and efficacy
of supranational institutions and NGOs and
controversies between more and less developed
nations. Topics include most of the following:
air and water pollution, common-pool resource
problems, toxic and radioactive waste,
sustainable development, food, natural resource
management, wilderness, environmental racism,
effects of climate change.
Eligible for ENVS credit.
1 credit.
Spring 2013. Nackenoff.
POLS 043B. Environmental Justice:
Theory and Action
Examines historical, political, and activist roots
of the field of environmental justice. Using
interdisciplinary approaches from political
ecology, environmental science, history,
geography, cultural studies, and social
movement theory, we analyze diverse
environmental justice struggles and community
activism in contemporary environmental issues

Political Science
such as: air quality and health, toxic
contamination and reproductive issues,
sustainable agriculture and food security, fossil
energy—coal, oil, hydro-fracking—and
livelihoods, climate change and climate justice.
Course incorporates a community-based
learning component.
1 credit.
Fall 2012. Di Chiro.
POLS 046. Lesbians and Gays in
American Politics
Considers the struggle for gay rights
historically, with an emphasis on both the
political and social construction of homophobic
stigma over the course of the 2 0 th century and
the expansion of gay rights activism during and
after the civil rights and feminist surge of the
1950s, 1960s and 1970s to challenge
homophobia explicitly. The ensuing linkage
between gay rights struggle and major party
competition in turn illuminates the complex mix
of success and anti-gay backlash of the 1990s
and of the past decade—and the expansion of
the original civil rights coalition to include
sexual minorities generally. Besides
considering the role of state courts and the
Supreme Court, the course treats major national
legislative outcomes (the Defense of Marriage
Act and Don’t Ask, Don’t Tell and their repeal)
and thus brings the Presidency and Congress
into the discussion. Public opinion and
federalism are central elements of the story as
well.
1 credit.
Not offered 2012-2013.
POLS 047. Democracy, Autocracy, and
Regime Change
Why do some dictatorships fall, while others
survive? Why are some democracies successful
and vibrant, while other democracies struggle to
survive? This class will introduce students to
the study of political regimes and the core
concepts of democracy, autocracy, and the
politics and processes of regime change. We
will explore the ideal types of democracy and
dictatorship, and learn about the many factors
that contribute to regime stability, and why
some regimes become so unstable that they can
be swept away. Finally, we will examine
various types of regime changes, from the early
waves of democratization to the recent events
of the Arab Spring.
1 credit.
Spring 2013. Farmer.
POLS 048. The Politics of Population
The role of population and demographic trends
in local, national, and global politics will be
examined. Topics include the relationship
between population and development, causes of

p. 388

fertility decline, the impact and ethics of global
and national family planning programs, and
contemporary issues such as population aging
and the AIDS pandemic.
Eligible for ENVS or PPOL credit.
1 credit.
Spring 2013. White.
POLS 049. The U.S. Presidency
The presidency is widely considered an
enormously powerful office, but political
scientists have instead been struck by how
difficult and relatively impotent the office
actually is. The course explores this
contradiction and clarifies exactly how, why,
and when presidents have been influential.
Other topics may include whether and how
presidents control the presidency and the
executive branch, veto bargaining with and
influence on Congress, presidential influence on
the macroeconomy, presidential influence on
the Supreme Court and the federal judiciary, the
politics of executive orders, presidential
acquisition of the war power, and the
development of the national security state and
its implications for political democracy.
1 credit.
Not offered 2012-2013.
POLS 055. China and the World
Examines the rise of China in the late 20th and
early 21st centuries. Topics include China’s
reform and development strategy, the social and
political consequences of reform, the prospects
for regime liberalization and democratization,
and patterns of governance. The course will
also examine patterns of political resistance and
China’s changing role in regional and global
affairs.
Eligible for ASIA or PPOL credit.
1 credit.
Not offered 2012-2013.
POLS 056. Patterns of Asian
Development
Patterns of political, social, and economic
development in Asia will be traced, with special
focus on China, Japan, North and South Korea,
Taiwan, Vietnam, and India. Topics include the
role of authoritarianism and democracy in the
development processes, the legacies of
colonialism and revolution and their influences
on contemporary politics, sources of state
strength or weakness, nationalism and ethnic
conflict, gender and politics, and patterns of
political resistance.
Eligible for ASIA or PPOL credit.
1 credit.
Fall 2012. White.

Political Science
POLS 057. Latin American Politics
A comparative study of the political economy
of Mexico, Chile, Guatemala, Nicaragua,
Colombia, and Cuba. Topics include the
tensions between representative democracy,
popular democracy, and market economies; the
conditions for democracy and authoritarianism;
the sources and impact of revolution; the
political impact of neo-liberal economic
policies and the economic impact of state
intervention; and the role of the United States in
the region.
1 credit.
Spring 2013. Sharpe.
POLS 058. Contemporary Chinese
Politics
Just how strong is China? Is it on the path to
great power status? This course considers those
questions by examining the rise of China in
recent decades, along with the political,
economic and social backdrop to this historic
development. Topics will include China’s
political and economic development, urban and
rural unrest, regionalism and nationalism, music
and the arts as forms of political expression,
environmental politics, law, justice, and human
rights, and the role of the military in Chinese
politics. Literature, music, online media and
video chat with experts will supplement
traditional written materials.
1 credit.
Not offered 2012—2013.
POLS 061. American Foreign Policy
This course analyzes the formation and conduct
of foreign policy in the United States. The
course combines three elements: a study of the
history of American foreign relations since
1865; an analysis of the causes of American
foreign policy such as the international system,
public opinion, and the media; and a discussion
of the major policy issues in contemporary U.S.
foreign policy, including terrorism, civil wars,
and economic policy.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Not offered 2012-2013.
POLS 063. Who’s the Boss? Identity,
Ideology, and Power
Why do we obey? How do we learn the rules
that govern our daily lives? This course
explores efforts by modem states to regulate
social and political behavior through the
inculcation of national identity and ideology,
and the ways in which ordinary citizens
interpret, misinterpret, negotiate, ignore,
internalize, and resist those efforts. The course
focuses on non-coercive, non-violent forms of
power, and pays special attention to the ways in
which the application of state power facilitates

p. 389

both the domination and emancipation of
ordinary members of society.
1 credit.
Spring 2013. Malekzadeh.
POLS 064. American-East Asian
Relations
This course examines international relations
across the Pacific and regional affairs within
East Asia (including China, Japan, North and
South Korea, Taiwan, Vietnam and the United
States). Topics include the impact of Sept. 11
and its aftermath on regional and cross-Pacific
relationships, the significance of growing
Chinese power, tensions on the Korean
peninsula and between China and Taiwan, and
the impact of globalization on cross-Pacific
interactions.
Eligible for AISA credit.
1 credit.
Not offered 2012-2013.
POLS 067. Great Power Rivalry in the
21st Century
Since the end of the great rivalry that marked
the bipolar Cold War, commentators have
debated whether we live in a unipolar or
multipolar world. Celebrations, condemnations,
as well as obituaries of U.S. hegemony have
repeatedly been written. At the same time,
nuclear weapons and the economic
interdependence have radically reduced the
prospects for war between great powers. Does
the U.S.A. stand as the sole great power? Is the
European Union simply an enormous market
with a soft spot for multilateralism, or does the
worldviews it puts forward and the international
relations it fosters rival the U.S. way? To what
extent does the Chinese agenda at multilateral
institutions conflict with that of the U.S.A.’s
and the E.U.’s? In answering these questions
and others, some o f the issues that the course
addresses are: changing meanings of “great
power” and “rivalry”; historical overview of
rivalry; trade disputes between the U.S.A.,
E.U., and China at the World Trade
Organization; relations between these three
powers at other international institutions,
particularly the United Nations and the
International Monetary Fund; foreign aid
policies of the U.S.A., the E.U., and China; the
implications of the rise of Brazil, Russia, and
India for world politics.
Prerequisite: POLS 004.
1 credit.
Not offered 2012-2013.
POLS 069. Globalization: Politics,
Economics, Culture and the
Environment
This course examines globalization along its
diverse but inter-related dimensions, including

Political Science
economic, cultural, and political globalization.
Topics include: historical overview of
globalization; economic globalization and its
governance with a focus on the major
international organizations involved in the
governance of international trade and financial
flows, the World Trade Organization, the World
Bank, and the International Monetary Fund;
global inequality and poverty; cultural
globalization; political globalization and the
state; environmental globalization; regional
organizations, particularly the EU; and
prospects for global democracy. The course will
also examine topical issues, such as the recent
financial crisis.
1 credit.
Not offered 2012-2013.
POLS 070. Political Psychology
Examines the psychological dimensions of
politics. Topics include: the role of perception
and cognition in different political contexts,
from crisis management to routine political
decision-making; the dynamic relationship
between leaders and their followers, including
the impact of charismatic leaders and the
psychology of group dynamics; the impact of
political beliefs and values on political
behavior, and the role of ideology in the
mobilization of revolutionary movements; the
formation of group identity, and the forces that
provoke the breakdown of cooperation and the
eruption of violence between groups. Examples
used to illustrate these issues will be drawn
from a wide range of locations around the world
and a variety of historical eras.
1 credit.
Not offered 2012-2013.
POLS 070B. Politics of Punishment
The question of why the United States has
become a vastly more punitive society—some
2.3 million Americans are held in jails and
prisons throughout this country, at last count-57-,,
is the subject of this upper-level division
seminar. The aim of the seminar is to provide
both a critical and in-depth exploration of the
interplay among American electoral politics,
public concerns regarding crime, and criminal
justice policy. Among the central questions we
will examine are: How is it that so many
Americans are either locked up behind bars or
under the supervision of the criminal justice
system? And where did the idea of using “jails”
and “prisons” as instruments of social and
crime control come from? What explains the
racial and class differences in criminal behavior
and incarceration rates? What does it mean to
be poor, a person of color—and in “jail” or
“prison?” How and why does criminal justice
policy in this country have its roots in both the
media culture and political campaigns? And

p. 390

how might “politics” underpin what is known
as “felon disenfranchisement” or “prison-based
gerrymandering?” What are the implications of
such political practices for broader questions of
racial, economic, and social justice? And
importantly, what are the prospects for reform
of America’s incarceration complex?
Eligible for BLST or PPOL credit.
1.5 credit. Enrollment only by permission of the
instructor.
Spring 2013. Reeves.
POLS 072. Constitutional Law: Special
Topics
Students will explore in depth several recent
issues and controversies, most likely drawn
from First-, Fourth-, Fifth-, Sixth-, and/or 14thAmendment jurisprudence. Attention will also
be given to theories of interpretation. Designed
for students who want to deepen their work in
constitutional law.
Prerequisites: POLS 024 and permission of the
instructor.
1 credit.
Not offered 2012-2013.
POLS 073. Comparative Politics: Special
Topics: Comparative Capitalism
A large proportion of all political conflict
concerns the relationship between states and
economies through regulation, management,
and provision of social services. This course
explores comparative political economy, or the
study o f different ways these questions have
been resolved across the world, with varying
degrees of success and stability. It complements
courses such as International Political
Economy, regional Comparative Politics
courses, American Politics, and Public Policy.
It covers topics such as the development and
crisis of welfare states, the organization of
business-government relations, the impact of
globalization on domestic politics and
economic management, and the multiple
successive models of capitalism within
advanced industrial societies.
1 credit
Not offered 2012-2013.
POLS 075. International Politics: Special
Topics: The Causes of War
The causes of war is arguably one of the most
important issues in the field of international
politics. In each week of the course, a candidate
theory will be examined, and a specific war will
be analyzed in depth to test the validity of the
theory. Topics will include revolution and war,
capitalism and war, misperception and war, and
resource scarcity and war. The course will
conclude with a discussion of the future of war,
particularly the likelihood of conflict among the
great powers.

Political Science
Prerequisite: POLS 004 or equivalent.
1 credit.
Not offered 2012-2013.
POLS 077. Practical Wisdom
What is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations,
education, work, community activities, and
political life? What is the relevance of this
Aristotelian concept for the choices people
make in everyday life, and how does it contrast
with contemporary Kantian, utilitarian, and
emotivist theories of moral judgment and
decision making? What does psychology tell us
about the experience and character development
necessary for practical wisdom and moral
reasoning? And how do contemporary
economic and political factors influence the
development of practical wisdom?
Prerequisites: Some background in philosophy
or political theory.
Enrollment is limited and by permission of the
instructor. (Applications available from
department office.)
1 credit.
Spring 2013. Sharpe.
POLS 078. Iran, Modernity, and the Last
Great Revolution
Described as the site of the last great revolution
of the Modem Era, this course explores Iran’s
recent political history as the expression of an
“authentic” modernity, conceived by Iranians
and articulated in local terms, both Islamic and
pre-Islamic. Rather than treat the
postrevolutionary politics of the Islamic
Republic as a break with modernity or “a force
spinning Iran back thirteen centuries in time,”
the course examines continuities between the
policies of the current regime and more than
200 years of effort in Iran, stretching back
to the Qajar and Pahlavi
monarchies, to reconcile European (and later,
North American) modernity to Iranian culture
and history. Special attention is given to
ideology and political Islam, nationalism, the
educational system, and the concepts of postIslamism and social non-movements,
particularly since the Green Movement and
Arab Spring. The course places Iranian
encounters with modernity into comparative
perspective by looking at similar processes
taking place in countries like Egypt and Turkey,
and in Latin America.
1 credit.
Spring 2013. Malekzadeh.
POLS 079. Comparative Politics Special
Topics: Democracy and Ethnic Conflict
An investigation of the relationship between
democracy and one of the most important

p. 391

political problems in the contemporary world—
ethnic conflict. What are ethnic groups, what is
ethnic conflict, and what causes it to become
violent? What impact does ethnic conflict have
on the emergency, survival, and quality of
democracy? And what effect do democratic
political systems have on the likelihood and
severity of ethnic conflict? Does democracy
exacerbate the problem, or can it be a
“solution” to ethnic conflict? If so, how? The
course will use examples from a wide range of
countries around the world.
1 credit.
Not offered 2012-2013.
POLS 079B. Comparative Politics:
Special Topic
Inspired by the recent events of the Arab
Spring, this course is a theoretical and historical
examination of revolutions. We will study the
different definition, causes, and effects of
revolutions, as well as the distinction between
revolutions and other forms of social
movements. Students will be challenged to
explain how we know when a revolution is
complete—what happens after the storming of
the palace?—as well as the reasons why certain
revolutions fail while others succeed. Although
the course considers a broad scope of political
uprisings, ranging from the “colored
revolutions” of the post-Communist to the
Occupy Wall Street movement, special
attention will be paid to the French, Russian,
Mexican, Chinese, Cuban, and Iranian
revolutions.
1 credit.
Fall 2012. Malekzadeh.
POLS 088. Governance and
Environmental Issues in China
(Cross-listed as CHIN 088)
This course examines China’s environmental
challenges and the range of governmental
policies and institutions that have an impact on
those challenges. Topics include air pollution,
food supply, energy consumption, urbanization,
and environmental activism. Students will be
guided through an examination of China’s
historical approach to environmental issues, its
contemporary pattern of environmental
governance, and its engagement with global
institutions and environmental diplomacy.
Special attention will be given to the
transformation of Beijing and other major
cities, to China’s policy-making process, and
the role of environmental NGOS and global
institutions in shaping domestic policy
outcomes. Literary works (Chinese novels and
short stories) and feature films/documentary
films reflecting environmental issues will be
combined with readings from social science and
environmental science to provide an

Political Science
interdisciplinary perspective. All required
readings/screenings are in English or English
translation/subtitled. Chinese language ability is
preferred, but not required.
1 credit.
Spring 2013. White, Kong.
POLS 088A. Governance and
Environmental Issues in China
(Cross-listed as CHIN 088A)
This is an attachment to POLS 088. Students
who complete the course have the option of
adding a 0.5 credit field work component. Field
work will be conducted in China under the
supervision of Professors Kong and White, and
will include specific Chinese language training
in the vocabulary used in the field of
environmental studies.
0.5 credit
Summer 2013. Kong, White.
POLS 090. Directed Readings in Political
Science
Available on an individual or group basis,
subject to the approval of the instructor.
1 credit
Staff.
POLS 092. Senior Comprehensives
Open only to senior majors completing the
comprehensive requirement.
0.5 credit.
Spring 2013. Berger.
POLS 095. Thesis
A 1-credit thesis, normally written in the fall of
the senior year. Students need the permission of
the department chair and a supervising
instructor.
1 credit.

Seminars
The following seminars prepare for
examination for a degree with honors:
POLS 100. Ancient Political Theory:
Plato to Hobbes
This course will consider the development of
political thought in the ancient and medieval
periods and the emergence of a distinctively
modem political outlook. Special attention will
be paid to the differences between the way the
ancients and the modems thought about ethics,
reason, wisdom, politics, democracy, law,
power, justice, the individual, and the
community. Key philosophers include Plato,
Aristotle, and Hobbes.
2 credits.
Fall 2012. Sharpe.

p. 392

POLS 101. Modern Political Theory
In this seminar, we will study the construction
of the modem liberal state and capitalism
through the works of Hobbes, Locke, and
Rousseau, and then, in more detail, we will
examine the greatest critics of the modem
age—Marx, Nietzsche, Jung, and Foucault.
Marx demands that we take history and class
conflict seriously in political theory. Nietzsche
connects the evolution of human instinct to the
politics of good and evil for the sake of political
transformation. Jung establishes psychology
and mythology as foundations for politics, and
Foucault uses all three of these critics to
question the modem subject and the disciplines
of power and knowledge that construct selves
and politics in a postmodern age.
2 credits.
Spring 2013. Halpem.
POLS 102. Comparative Politics: China
Examines contemporary Chinese politics
against the backdrop of its revolutionary past.
Topics include pathways of political and
economic development, the legacy of the
Maoist era, the origins and evolution of the
modernization and reform program
implemented over the last several decades, and
the dynamics of political, economic and social
change. Also examine issues of political unrest
and instability, demographic change and
migration, religion and nationalism, institutions
and governance, law and human rights, and
civil-military relations.
2 credits.
Not offered 2012-2013.
POLS 104. American Political System
An intensive survey of the best political science
literature on national institutions, democratic
processes, citizens’ attitudes and their attention
to and knowledge of politics, the behavior of
voters and politicians, federalism, income
inequality’s political origins, and the questions
that political scientists have asked and currently
ask about these topics. Previous background in
American politics and history is essential. The
seminar mixes the latest research with enduring
contributions in order to capture the vitality and
excitement of studying American politics and
its constituent elements.
Prerequisite: POLS 002 or an intermediate
American politics course.
2 credits.
Not offered 2012-2013.
POLS 105. Constitutional Law in the
American Polity
This seminar examines the Supreme Court in
American political life, with emphasis on civil
rights, civil liberties, and constitutional
development. The seminar explores the court’s

Political Science
role in political agenda setting in arenas
including economic policy, property rights,
separation of powers, federalism, presidential
powers and war powers, and interpreting the
equal protection and due-process clauses as
they bear on race and gender equality. Judicial
review, judicial activism and restraint, and
theories of constitutional interpretation will be
included.
2 credits.
Spring 2013. Nackenoff.
POLS 106. The Urban Underclass and
Public Policy
This seminar is a critical examination of some
of the most pressing (and contentious) issues
surrounding the nation’s inner cities today and
the urban underclass: the nature, origins, and
persistence of ghetto poverty; racial residential
segregation and affordable public housing;
social organization, civic life, and political
participation; crime and incarceration rates;
family structure; adolescent street culture and
its impact on urban schooling and social
mobility; and labor force participation and
dislocation. We conclude by examining how
these issues impact distressed urban
communities, such as the neighboring city of
Chester.
Eligible for BLST or PPOL credit.
2 credits.
Spring 2013. Reeves.
POLS 107. Identity, Order, and Conflict
in Modern Europe
This seminar will investigate fundamental
concepts in comparative politics: collective
identities, political and economic regime types,
radical and extremist movements, and violent
conflict. What demands and problems are
generated by nationalist, class, and ethnic
conflict? How have multinational and
multicultural solutions to these problems
succeeded and failed, and how are immigration
and cultural conflict challenging these
solutions? What explains dictatorship and
democracy in the 2 0 th century, and are
nationalism and authoritarianism experiencing a
resurgence in the 21st? What varieties of
capitalism and social welfare remain viable
after the collapse of communism and the
growth of globalization? How do current radical
right wing and terrorist movements compare to
those in the past, and what impacts do such
movements have on political and economic
organization? Why can some conflicts be
contained within political procedures, yet others
spill over into violence? The focus will be on
comparisons across Europe, between European
and outside cases, and within the European
Union.

p. 393
2 credits.
Not offered 2012-2013.

POLS 108. Comparative Politics: East
Asia
This course examines the politics of China,
Japan, the two Koreas, Vietnam and Taiwan. It
compares pathways to development, the role of
authoritarianism and democracy in the
development process, the conditions that
promote or impede transitions to democracy,
and the impact of regional and global forces on
domestic politics and regime legitimacy. It also
explores the ideas and cultural patterns that
influence society and politics, and the role of
social change and protest in regime
transformation.
Eligible for ASIA or PPOL credit.
2 credits.
Fall 2012. White.
POLS 109. Comparative Politics: Latin
America
A comparative study of the political economy
of Mexico, Chile, Guatemala, Nicaragua,
Colombia, El Salvador, and Cuba. Topics
include the tensions between representative
democracy, popular democracy, and market
economies; the conditions for democracy and
authoritarianism; the sources and impact of
revolution; the political impact of neo-liberal
economic policies and the economic impact of
state intervention; and the role of the United
States in the region.
2 credits.
Spring 2013. Sharpe.
POLS 110. Comparative Politics: Identity
and Conflict
An exploration of the role of identities in
political conflict. Does diversity in its many
forms (national, ethnic, cultural, religious,
gender, etc.) cause violent conflict such as riots,
ethnic cleansing, or genocide? What about non­
violent conflict such as discrimination,
party/electoral competition, and political
protest? How do categories of identity differ
from one another, and which ones are the most
important? Using cases from around the world
we will investigate the origins, evolution, and
representation of politicized identities, their
effects on violence, peace, and stability in
democratic and authoritarian regimes, and the
reciprocal impact of political systems on
identities and identity conflict. We will evaluate
strategies intended to moderate identity conflict,
such as multiculturalism and separation, power­
sharing and repression, preferential treatment
and assimilation. Finally we will consider
changes brought about by immigration,
demographic shifts, new patterns of
identification, and new political models.

Political Science
2 credits.
Not offered 2012-2013.

POLS 112. Democratic Theory and Civic
Engagement in America
This course begins with the questions: What is
democracy, and what does it require?
Widespread political participation? Economic
equality? Good education? Civic virtue? If any
of these conditions or characteristics are
necessary, how might they be promoted? In
addition to theoretical questions, we will
investigate one of the hottest debates in
contemporary political science: whether
political participation, social connectedness,
and general cooperation have declined in the
United States over the past half-century. If so,
why? What might be done? We will consider
the potential civic impact of economic and
social marginalization in inner-city areas, the
role of education in promoting civic
engagement, the problem of civic and political
disengagement among America’s youth, and the
potential for the Internet and other
communications technology to resuscitate
democratic engagement among the citizenry.
We will close by considering some lessons
from successful community activists,
politicians, and political mobilizers.
2 credits.
Fall 2012. Berger.
POLS 113. International Politics: War,
Peace, and Security
This seminar will investigate in depth the issues
of conflict, security, and the use of force in
contemporary international politics. The course
will begin by considering the changing meaning
of “security” and by analyzing the major
theoretical approaches including realism,
liberalism, and constructivism. The course will
then tackle some of the great puzzles of
international security including the clash of
civilizations hypothesis, the role of nuclear
weapons, civil wars and intervention, terrorism,
and human rights.
2 credits.
Not offered 2012-2013.
POLS 116. International Political
Economy
The course studies the main historical and
contemporary approaches in international
political economy, and focuses on the primary
contemporary issues in political-economic
relations among states as well as between states
and non-state actors. Topics include: domesticinternational level interaction in the politics of
international economic relations, economic
globalization, the international financial and
monetary systems, the international trading
system, development and aid, economic crises,

p. 394

multinational corporations, interlinkages
between economic and security relations,
multilateral platforms to address international
political economic issues, including relatively
new forums such as the G20.
Prerequisites: POLS 004 and ECON 001
(Introduction to Economics).
2 credits.
Spring 2013. Kaya.
POLS 180. Thesis
With the permission of the department, honors
candidates may write a thesis for double course
credit.
2 credits.

Psychology

p. 395

FRANK H. DURGIN, Professor
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor and Acting Chair
ANDREW WARD, Professor and Chair 23
JANE E. GILLHAM, Associate Professor
JODIE A. BAIRD, Assistant Professor (part time)
STELLA CHRISTIE, Assistant Professor
DANIEL J. GRODNER, Assistant Professor
MICHELE REIMER, Assistant Professor (part time) 2
RYAN E. B. MRUCZEK, Visiting Assistant Professor
ZHI LI, Post-Doctoral Research Fellow
LES SIKOS, Post-Doctoral Research Fellow
CLORJONDA VÊLEZ, Post-Doctoral Research Fellow
JULIA L. WELBON, Academic Coordinator
KATHRYN TIMMONS, Administrative Coordinator
2 Absent on leave, spring 2013.
3Absent on leave, 2012-2013.

Psychology is concerned with the systematic
study of human behavior and experience.
Psychologists use diverse approaches to
understand human relationships, mental and
emotional life, and decision-making, as well as
the relationships between language, perception,
the mind, and the brain. Topics also include the
influence of other people on the individual and
the origins and treatment of mental illness.

The Academic Program
The courses and seminars of the department are
designed to provide a sound understanding of
the principles and methods of psychology.
Students learn the nature of psychological
inquiry and psychological approaches to
various problems encountered in the
humanities, the social sciences, and the life
sciences.
The Psychology Department offers a course
major and minor, honors major and minor, and
regularized special majors in neuroscience and
in psychology and education. Students may,
with approval, develop other individualized
special majors, such as psychology and
economics.
Prerequisites
The most common way to fulfill the
prerequisite for further work in psychology is to
take PSYC 001 Introduction to Psychology. A
second entry point is a psychology first-year
seminar PSYC 006 First-Year Seminar:
Happiness.
Advanced Placement
Alternatively, a student may meet the
prerequisite for psychology courses with a
grade of AP 5 on die psychology Advanced
Placement test or a grade of 6 or 7 for
psychology in the International Baccalaureate
Program, but this practice is not encouraged. In
either case, an entering student should seek

guidance from the department chair or
academic coordinator about selection of a first
psychology course. Students electing the AP or
IB placement option are not permitted to take a
core course (numbered in the 30s) in their first
semester. (Swarthmore credit is not granted for
AP or IB work in psychology.)

Course Major
A course major must include at least 8 credits in
psychology. One additional credit is required in
statistics as a prerequisite for PSYC 025.
Normally, one credit of the 8 credits in
psychology may be accepted from a semester
abroad. The minimum requirement excludes
courses cross-listed in psychology that are
taught solely by members of other departments,
such as EDUC 021/PSYC 021, EDUC
023/PSYC 023, EDUC 025/PSYC 022 and
EDUC 026/PSYC 026. COGS 001 Introduction
to Cognitive Science may be counted in the
minimum courses required for the major when
taught by a member of the psychology
department.
A typical sequence of courses toward a major
begins with PSYC 001 Introduction to
Psychology (or equivalent), followed by a core
course (those with numbers in the 30s) or PSYC
025 Research Design and Analysis.
Requirements
1. PSYC 001 Introduction to Psychology (or
equivalent) is normally a prerequisite for all
courses in psychology (see the note about
prerequisites above).
2. PSYC 025 Research Design and Analysis is
a requirement for the major. Note that STAT
011 Statistical Methods (or equivalent, e.g.,
ECON 031) is a prerequisite for PSYC 025, or
may be taken concurrently.
3. At least four core courses in psychology are
required (those with numbers in the 30s): 030

Psychology

p. 396

Physiological Psychology; 031 Cognitive
Neuroscience; 032 Perception; 033 Cognitive
Psychology; 034 Psychology of Language; 035
Social Psychology; 036 Thinking, Judgment
and Decision Making; 037 Cultural
Psychology; 038 Clinical Psychology; 039
Developmental Psychology.
4. Finally, to graduate with a major in
psychology, students must also complete a
culminating research experience, described
below.

at the high B level in psychology and overall.
Application to the senior thesis program is
usually made by the end of the junior year. The
list of faculty research interests on the
department’s website will help students identify
the appropriate faculty member to consult when
developing thesis plans.
4. Complete a clinical practicum (PSYC 090) in
the spring semester of the senior year.
Extensive planning in advance is necessary. See
the PSYC 090 description.

Comprehensive Requirement:
Culminating Research Experience
Students in the Course Program must satisfy the
College’s comprehensive requirement in their
majors. In psychology, this can be done in one
of the following four ways:
1. Complete a research practicum in
psychology in the senior year: PSYC 102
Research Practicum in Cognition and
Perception; PSYC 104 Research Practicum in
Language and Mind; PSYC 106 Research
Practicum in Cognitive Development; PSYC
107 Research Practicum in Social Psychology;
108 Research Practicum in School-Based
Interventions; 109 Research Practicum in
Clinical Psychology; 110 Research Practicum
in Cognitive Neuroscience. Students may enroll
in these practica to conduct original empirical
research for one-half or one credit, and may
take these courses before the senior year
without meeting the comprehensive
requirement. When taking these courses to meet
the comprehensive requirement, the student will
normally enroll for one credit and participate in
the Senior Research Poster Session.
2. Complete PSYC 098 Senior Research
Project. With the approval of the faculty,
students may select a topic of their choice in
psychology and write a substantial paper on the
topic based on library research-and possibly
some original empirical research. The paper
may constitute a significant expansion and
extension of a paper or papers written by the
student previously for psychology courses, or it
may address a topic on which the student has
not written before. Students are encouraged, but
not required, to select topics that span more
than one content area in psychology. In addition
to submitting their written reports, students
participate in the Senior Research Poster
Session. Students receive one-half course credit
for satisfactory work on the Senior Research
Project, and a letter grade is assigned. Students
should enroll in the course in the fall semester.
3. Complete PSYC 096097 Senior Thesis.
Admission to the senior thesis program is by
application only. Enrollment in 2 credits of
senior thesis, one each semester of the senior
year, is required. We require that students
wishing to prepare a senior thesis have averages

Acceptance Criteria
To be accepted as a course major, students must
have successfully completed two courses in
psychology and be in good standing at the
College.

Course Minor
A course minor in psychology requires a
minimum of 5 credits taken with psychology
faculty at Swarthmore. There is no
comprehensive requirement.
Requirements
PSYC 001 Introduction to Psychology (or
equivalent) is normally a prerequisite for all
courses in Psychology (see the note about pre­
requisites above).
A minimum of two core courses in psychology
(those with numbers in the 30s) is required: 030
Physiological Psychology; 031 Cognitive
Neuroscience; 032 Perception; 033 Cognitive
Psychology; 034 Psychology of Language; 035
Social Psychology; 036 Thinking, Judgment
and Decision Making; 037 Cultural
Psychology; 038 Clinical Psychology; 039
Developmental Psychology.
Acceptance Criteria
To be accepted as a course minor, students must
have successfully completed one course in
psychology and be in good standing at the
College.

Honors Major
An honors major in psychology requires
completing all the requirements for the course
major while incorporating three honors
preparations in psychology, of which one is a 2 credit senior honors thesis. The other two
honors preparations in psychology are
composed of two core courses (a course
numbered in the 30s) along with their
corresponding one-credit seminars (numbered
in the 130s).
The Psychology Department currently offers
examination in honors in the following fields:
Clinical Psychology
Cognitive Neuroscience
Cognitive Psychology/Peiception

Psychology
Developmental Psychology
Physiological Psychology
Psycholinguistics
Social Psychology
Thinking, Judgment and Decision Making
Requirements
PSYC 001 Introduction to Psychology (or
equivalent) is normally a prerequisite for all
courses in psychology (see the note about
prerequisites above).
PSYC 025 Research Design and Analysis is
required of honors majors, as it is for course
majors. Note that STAT Oil Statistical
Methods (or equivalent, e.g., ECON 031) is a
prerequisite for PSYC 025 (or may be taken
concurrently).
Two seminar-based honors preparations, as
described above, must be completed, each
consisting of a core course and its
corresponding seminar.
In all, a minimum of four core courses in
psychology (those with numbers in the 30s)
must be completed: 030 Physiological
Psychology; 031 Cognitive Neuroscience; 032
Perception; 033 Cognitive Psychology; 034
Psychology of Language; 035 Social
Psychology; 036 Thinking, Judgment and
Decision Making; 037 Cultural Psychology;
038 Clinical Psychology; 039 Developmental
Psychology.
A two-credit honors thesis (PSYC 180), spread
over both semesters of the senior year, is the
third honors preparation and fulfills the
comprehensive requirement in psychology.
The Honors Examination for Majors
In psychology, the usual form of evaluation is a
three-hour written examination prepared by the
external examiner and administered during the
honors examination period in the senior year.
This is followed, during the subsequent
examiners’ weekend, by an oral examination
with the examiner for each of a student’s
preparations. An honors thesis stands in place
of one written examination.
Acceptance Criteria
Approval of an application to participate in the
Honors Program as a major depends upon
successfully completing two psychology
courses at Swarthmore, normally PSYC 001,
Introduction to Psychology, or a psychology
first-year seminar, and one core course.
Admission to the Honors Program usually takes
place in the spring semester of the sophomore
year, but students may apply for honors even in
the junior year. To be accepted, students must
have high B averages in psychology and
overall. Moreover, to continue in honors,
students must have attained a B+ average in
psychology at the end of the junior year.

p. 397

Honors Minor
Completing an honors minor in psychology
requires fulfilling the requirements for the
course minor while incorporating a single
honors preparation in psychology, composed of
a core course (a course numbered in the 30s)
and its corresponding one-credit seminar
(numbered in the 130s). A complete list of
available preparations is given above in the
section on honor majors.
Requirements
A minimum of five credits taken with
psychology faculty at Swarthmore, including
the honors preparation, are required for the
honors minor. PSYC 001 Introduction to
Psychology (or equivalent) is normally a
prerequisite for all courses in psychology (see
the note about prerequisites above).
Two of the five credits must be core courses in
psychology (those with numbers in the 30s):
030 Physiological Psychology; 031 Cognitive
Neuroscience; 032 Perception; 033 Cognitive
Psychology; 034 Psychology of Language; 035
Social Psychology; 036 Thinking, Judgment
and Decision Making; 037 Cultural
Psychology; 038 Clinical Psychology; 039
Developmental Psychology.
The honors preparation is completed by taking
the seminar corresponding to one of the
aforementioned core courses. PSYC 025
Research Design and Analysis is strongly
recommended for honors minors.
The Honors Examination for Minors
The usual form of evaluation is a three-hour
written examination prepared by the external
examiner and administered during the honors
examination period in the senior year. This is
followed, during the subsequent examiners’
weekend, by an oral examination with the
examiner.
Acceptance Criteria
Approval of an application to participate in the
Honors Program as a minor depends upon
successfully completing two psychology
courses at Swarthmore, normally PSYC 001,
Introduction to Psychology, or a psychology
first-year seminar, and one core course.
Admission to the Honors Program usually takes
place in the spring semester of the sophomore
year, but students may apply for honors even in
the junior year. To be accepted, students must
have high B averages in psychology and
overall. Moreover, to continue in honors,
students must have attained a B+ average in
psychology at the end of the junior year.

Special Major in Neuroscience
The psychology and biology departments have
defined a regularized special major in

Psychology
neuroscience that combines work in the two
departments. Students interested in developing
a special major in Neuroscience are encouraged
to consult faculty in both departments. The
neuroscience special major is a revision of the
special major in psychobiology. Students in the
classes of 2 0 1 2 and 2013 may elect either a
neuroscience or a psychobiology special major.
The transition to the special major in
neuroscience will be complete for students in
the class of 2014.
Entry Requirements
The study of neuroscience involves advanced
coursework with the following prerequisites.
For admission to the Neuroscience special
major, students must
a. complete (or otherwise satisfy) the required
courses listed below (up to two credits of these
taken at Swarthmore may be counted as Group
B electives for the special major), and
b. obtain a minimum GPA of 3.0 for these
courses overall, as well as within all biology
courses and within all psychology courses.
Biology
BIOL 001. Cellular and Molecular Biology
BIOL 002. Organismal and Population Biology
Chemistry
CHEM 010. General Chemistry
CHEM 022. Organic Chemistry I
Math/Stat
MATH 015, Elementary Single-Variable
Calculus
STAT Oil. Statistical Methods
Psychology
PSYC 001. Introduction to Psychology
PSYC 025. Research Design and Analysis
• The requirement for BIOL 001 and/or BIOL
002 may be satisfied by credit from the Biology
AP exam (score of 5) if at least one credit in
Biology has been completed at Swarthmore.
• The requirement for CHEM 010 will be
satisfied if the student has placed out of it and
completed CHEM 022.
• The requirements for MATH 015 and STAT
0 1 1 may be satisfied by placement out of these
courses, as determined by the Mathematics and
Statistics Department.
• The requirement for PSYC 001 may be
satisfied with a Psychology AP exam score
of 5.
• Provisional admission to the special major
will normally be granted based on substantial
progress in satisfying these entry requirements
at the time of application.
Course Major Requirements
A Neuroscience major will include two (2)
Foundation Courses and eight (8 ) Elective

p. 398

credits from the lists below, as well as fulfilling
the comprehensive requirement. Up to twelve
credits may be included in the major.
1. Neuroscience Foundation Courses: Majors
will complete both courses.
PSYC 030. Physiological Psychology
BIOL 022. Neurobiology
2. Electives
Majors will complete at least eight (8 ) elective
credits from the following lists, to include at
least one seminar. At least four elective credits
must be from Group A. The others can be from
either Group A, Group B (including up to two
of the Entry Requirement courses taken at
Swarthmore), or Group C (see restrictions
below). It is possible to substitute or add
electives from other universities (e.g., Systems
Neuroscience at the University of
Pennsylvania), including abroad, but students
should seek Swarthmore faculty approval for
such courses in advance.
Group A: Neuroscience Electives
BIOL 030. Animal Behavior
BIOL 123. Learning and Memory seminar (1 or
2 credits)
BIOL 124. Hormones and Behavior seminar (1
or 2 credits)
BIOL 131. Animal Communication seminar (2
credits)
PSYC 031. Cognitive Neuroscience
PSYC 032. Perception
PSYC 043. Developmental Cognitive
Neuroscience
PSYC 091. Advanced Topics in Behavioral
Neuroscience
PSYC 130. Physiological Psychology seminar
( 1 credit)
PSYC 131. Cognitive Neuroscience seminar (1
credit)
Group B: Course Electives in
Related/Overlapping Scientific Areas
BIOL 010. Genetics
BIOL 014. Cell Biology
BIOL 020. Animal Physiology
BIOL 021. Comparative Vertebrate Anatomy
BIOL 024. Developmental Biology
BIOL 026. Invertebrate Biology
BIOL 034. Evolution
BIOL 110. Human Genetics seminar (2 credits)
BIOL 111. Developmental Genetics seminar (2
credits)
BIOL 119. Genomics and Systems Biology
seminar ( 2 credits)
BIOL 130. Behavioral Ecology seminar (2
credits)
CHEM 038. Biological Chemistry

Psychology
COGS 001. Introduction to Cognitive Science
CPSC 021. Introduction to Computer Science
PSYC 033. Cognitive Psychology
PSYC 034. Psychology of Language
PSYC 036. Thinking, Judgment and Decision
Making
PSYC 038. Clinical Psychology
PSYC 039. Developmental Psychology
PSYC 132. Perception, Cognition, and
Embodiment seminar (1 credit)
PSYC 133. Metaphor and Mind seminar (1
credit)
PSYC 134. Psycholinguistics seminar (1 credit)
PSYC 138. Clinical Psychology seminar (1
credit)
PSYC 139. Developmental Psychology seminar
( 1 credit)
Group C: Research Electives in
Related/Overlapping Areas of Science
One unit of research (of up to 2 credits) in
neuroscience from the following may be
counted toward the minimum required 1 0
credits of the major (additional research units
may be counted for optional credits up to 1 2 ).
Note that research electives are one way of
fulfilling the comprehensive requirement (see
below) for the Neuroscience major.
BIOL 094. Research Project (1 credit)
PSYC 094. Independent Research (up to 1
credit)
PSYC 096/097. Senior Thesis (2 credits)
PSYC 102. Research Practicum in Perception
and Cognition
PSYC 104. Research Practicum in Mind and
Language
PSYC 110. Research Practicum in Cognitive
Neuroscience
3. Comprehensive Requirement
The comprehensive requirement is a
Neuroscience Research Thesis, a complete
scientific paper based on a research project
conducted in Biology or Psychology or some
other area related to neuroscience. The
Research Thesis may either (1) be a research
paper from a Group C elective completed (or
substantially revised) during the senior year or
(2 ) be based on a separate research project, such
as might occur during a summer (whether at
Swarthmore or at another institution) or as part
of a laboratory course in a Neuroscience
Elective (e.g., a Biology seminar taken in the
junior or senior year)*.
In either case, a proposal will be submitted no
later than the beginning of the senior year that
explains the student’s plan for conducting or
completing the comprehensive requirement. If
option 2 is selected, the proposal must be
detailed. Upon approval of an option 2

p. 399

proposal, students will register for a 0.5 credit
unit of Neuroscience Thesis during either
semester (but not both) of the senior year. The
thesis will be evaluated by two faculty
members, typically from two different
departments.
*Students in Biology seminars, for example,
often work on group projects and sometimes
produce multi-authored research papers. Such
projects may serve as the basis of a
Neuroscience Research Thesis, but the paper
must be a unique product of the student who
submits it as his/her thesis.

Special Major in Psychology
and Educational Studies
A student wishing to undertake a special major
in psychology and educational studies will
propose and justify an integrated program that
includes 1 0 - 1 2 credits in the two disciplines, as
described below.
Requirements
The special major will include 5 credits in
courses or seminars taught by members of the
department of psychology, including at least 3
core areas (courses numbered in the 30s) and
PSYC 025 Research Design and Analysis. It
will include at least 5 credits taught by
members of the department o f educational
studies. One of these courses must be
EDUC/PSYC 021 Educational Psychology.
Practice Teaching (EDUC 016) and the
Curriculum and Methods Seminar (EDUC 017)
may not be included in the program.
Culminating Exercise/Comprehensive
Examination
Either a two-semester, two-credit
interdisciplinary senior thesis, a research
practicum (0.5 or 1 credit), a practicum in
clinical psychology (PSYC 090,1 credit) or an
integrated comprehensive project (PSYC 098 or
EDUC 098,0.5 credit) suitable to the special
major serves to satisfy the comprehensive
requirement. Theses and comprehensive
projects are supervised by one member o f each
department. Students wishing to prepare a
senior thesis must have averages at the high B
level in psychology, educational studies, and
overall. Application to the senior thesis
program is usually made by the end of the
junior year. Because special majors may not
undertake work on a thesis in a semester in
which they are student teaching, such students
must be sure to apply early and to begin thesis
work as second semester juniors.
Honors special major in psychology and
education
The requirements for honors require that four
honors preparations be included in the special
major, including the senior honors thesis. For

Psychology
special majors involving educational studies,
theses are supervised by both departments.
Normally, the remaining three honors
preparations consist of two two-credit seminars
in educational studies and one preparation in
psychology composed of a core course (a
course numbered in the 30s) and its
corresponding one-credit seminar (numbered in
the 130s), but a program could be proposed
involving two preparations in psychology and
one in educational studies.
Acceptance Criteria
To be accepted as a special major in psychology
and educational studies, a student must have
successfully completed two courses in
psychology, EDUC 014 Introduction to
Education, and be in good standing at the
College.

Other Special Majors Involving
Psychology
Other individualized special majors including
psychology may be designed. A special major
in cognitive science, which may involve
psychology, is administered through the
program coordinator of cognitive science. A
special major in psychology and economics is
also an option.

Transfer Credit
Transfer credit is handled on an individual
basis. Whenever possible, prior approval is
recommended.

Off-Campus Study
The Psychology Department recognizes that
international study may have an important place
in the educational programs of students, and we
support those who wish to include such an
experience. We usually advise students to
complete their time abroad by the middle of the
junior year so that it does not interfere with
applications for summer research or with the
development of thesis proposals and senior
research projects proposals, but students may
wish to consult with an adviser in the
department about their specific plan because of
the absence of international standards in
psychology. In most cases, we encourage
students to emphasize work in areas other than
psychology while away. However, the
department may permit a student to transfer a
single psychology course from a study abroad
program to count toward the minimum major
requirements, but normally not in fulfillment of
a core course requirement nor as a prerequisite
for an advanced seminar. Additional work may
be considered for transfer beyond the minimum
major requirements. Prior completion of
introductory psychology or its equivalent is an

p. 400

important component of approval for transfer
credit.

Research and Service-Learning
Opportunities
Students are encouraged to get involved with
research at any point in their time at
Swarthmore, and many seniors also do field
placements through the clinical practicum.
Academic Year Opportunities
There are many opportunities for research with
the faculty of the department during the
academic year either for academic credit (PSYC
094: Independent Research, PSYC 102:
Research Practicum in Perception and
Cognition, PSYC 104: Research Practicum in
Language and Mind, PSYC 106: Research
Practicum in Developmental Psychology,
PSYC 108: Research Practicum in School
Based Interventions, PSYC 109: Research
Practicum in Clinical Psychology) or as a paid
assistant. Students may participate in the
design, conduct and analysis of projects at any
stage in their program. In the senior year, such
experiences, in the form of a thesis or research
practicum, may constitute the culminating
comprehensive experience. The list of faculty
research interests on the department’s website
will help students identify die appropriate
faculty member to consult about developing
research plans.
The clinical practicum (PSYC 090) provides
field experience for students who are
considering careers in clinical psychology,
psychiatry, social work, and counseling. Some
advanced students undertake practica to gain
experience in clinical settings such as a shelter
for battered women, a program for children
with autism, or a residential treatment facility.
Enrollment is often limited to seniors and
requires at least a B average in Psychology as
well as appropriate course preparation. The
clinical practicum is a Community-based
Learning course.
Service-Learning Opportunities
Several psychology courses are designated as
Community-Based Learning courses. They are
PSYC 090 Practicum in Clinical Psychology;
PSYC 108 Research Practicum in School-Based
Interventions; and PSYC 109 Research
Practicum in Clinical Psychology.
Summer Research Opportunities
Students may apply for summer funding to
conduct research in psychology either through
the Social Sciences Division or through the
Division of Natural Sciences and Engineering,
depending on the nature of the research project.
Students should seek the sponsorship of a
faculty member who is willing to provide
guidance in developing and submitting an

Psychology
application. Funding may be obtained to work
with faculty members on campus or, in some
cases, at another campus or setting. Students
planning to prepare a thesis are especially
encouraged to consider ways of integrating a
summer of research into their thesis work, but
all interested students should feel free to
explore their options. The list of faculty
research interests on the department’s website
will help students identify the appropriate
faculty member to consult.

Teacher Certification
Students who wish to qualify for certification at
the secondary school level should consult
faculty in the educational studies department.
Psychology majors can complete the
requirements for teacher certification in social
science, through a program approved by the
Commonwealth of Pennsylvania. For further
information about the relevant set of
requirements, please refer to the Educational
Studies section of the Bulletin.

Life After Swarthmore
Psychology majors have followed a variety of
paths after graduation, including into medicine,
law, business, information technology,
marketing, counseling, finance, theater, and
education, as well as into traditional psychology
programs leading to clinical practice and/or
academic research in psychology, neuroscience
and related fields.

Courses
PSYC 001. Introduction to Psychology
An introduction to the basic processes
underlying human and animal behavior—
studied in experimental, social, and clinical
contexts. Analysis centers on the extent to
which normal and abnormal behaviors are
determined by learning, motivation, neural,
cognitive, and social processes.
In addition to the course lectures, students are
required to participate in a mini-seminar for
several weeks during the semester. Each
meeting is 1 hour and 15 minutes, typically
during the Monday or Wednesday (1:15-4
p.m.), or Friday (2:15-5 p.m.) class periods.
Students will be assigned to a group after
classes begin but should keep at least one
period open.
Students also act as participants in Psychology
Department student and faculty research
projects.
PSYC 001 is a prerequisite for further work in
the department.

p. 401

Social sciences.
1 credit.
Each semester. Staff.
COGS 001. Introduction to Cognitive
Science
(See COGS 001) ,
COGS 001 is offered in the Cognitive Science
Program. It can count toward the minimum
required credits in a psychology major when
taught by a member of the Psychology
Department.
1 credit.
Spring 2013. Grodner.
PSYC 006. First-Year Seminar:
Happiness
What is happiness? How important is it to
people? How important should it be to people?
Do people know what makes them happy? If
they do know, are they able to make decisions
that promote happiness? This course asks all of
these questions and tries to answer at least some
of them by examining current psychological
research. This course serves as an alternate
prerequisite for further work in the department.
Social Sciences.
1 credit.
Not offered 2012-2013. Schwartz.
PSYC 009. First-Year Seminar: RealWorld Issues in Developmental
Psychology
One of the fimdamental responsibilities held by
scientists in any discipline is to conduct
research that will inform the public on issues of
everyday significance, with the ultimate goal of
promoting and protecting public welfare. The
aim of this course is to examine specific topics
in the field of developmental psychology that
are significant for parenting, education, and
public policy. We will also examine issues in
developmental psychology that have been the
source of popular debate or controversy, with
the goal of separating evidence-based
knowledge from myth and hype.
Social Sciences.
1 credit.
Fall 2012. Baird.
PSYC 021. Educational Psychology
(See EDUC 021)
Note: The Educational Studies Department
offers this course. It does not count toward the
minimum required credits fo r a psychology
major or minor.
Fall 2012. Renninger.

Psychology
PSYC 023. Adolescence
(See EDUC 023)
Note: The Educational Studies Department
offers this course. It does not count toward the
minimum required creditsfo r a psychology
major or minor.
Spring 2013. Ford.
PSYC 025. Research Design and
Analysis
How can one answer psychological questions?
What counts as evidence for a theory? This
course addresses questions about the
formulation and evaluation of theories in
psychology. The scientific model of
psychological hypothesis testing is emphasized,
including the critical evaluation of various
research designs and methodology,
understanding basic data analysis and statistical
issues, and the application of those critical
thinking skills to social science fmdings
reported in the media.
Students also learn to design and conduct
psychology studies, analyze data generated
from those studies, and write up their findings
in the format of a psychology journal article.
This course is required for the major prior to the
student’s senior year. Statistics Oil must be
taken prior to or concurrently with the course.
Prerequisite: PSYC 001.
Social sciences.
Writing course.
1 credit.
Fall 2012. Baird, Pelham.
Spring 2013. Baird, Mruczek.
PSYC 026. Special Education: Issues
and Practice
(See EDUC 026)
Note: The Educational Studies Department
offers this course. It does not count toward the
minimum required creditsfo r a psychology
major or minor.
Fall 2012. Linn.
PSYC 029. Practical Wisdom
(Cross-listed as POLS 077)
What is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations,
education, work, community activities, and
political life? What is the relevance of this
Aristotelian concept for the choices people
make in everyday life, and how does it contrast
with contemporary Kantian, utilitarian, and
emotivist theories of moral judgment and
decision making? What does psychology tell us
about the experience and character development
necessary for practical wisdom and moral
reasoning? And how do contemporary

p. 402

economic and political factors influence the
development of practical wisdom?
Prerequisites: Some background in psychology,
philosophy or political theory.
Enrollment is limited and by permission o f the
instructors. (Applications available from either
department office.)
1 credit.
Not offered 2012—2013. Schwartz and Sharpe.
PSYC 030. Physiological Psychology
A survey of the neural and biochemical bases of
behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and
clinical implications are considered.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2013. Schneider.
PSYC 031. Cognitive Neuroscience
What neural systems underlie human
perception, attention, memory, motor behavior
and executive control? What deficits arise from
damage to these systems? This course
introduces a variety of cognitive neuroscience
and neuropsychological methods and what they
tell us about human cognition.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2012. Mruczek.
PSYC 032. Perception
Perception is fundamental to both cognition and
action. How does perception work? This course
covers a variety of scientific theories of
perception including biological analyses of
comparative functional anatomy of sensory
systems and the informational “ecology” in
which they have evolved, as well as
functionalist information processing theories
including computational, statistical and
inferential approaches. An integrated series of
laboratories and demonstrations provides
students with experience testing theories of
perception empirically. Required weekly
laboratory.
Prerequisite: PSYC 001 and PSYC 025:
Research Design and Analysis or permission of
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2013. Durgin.
PSYC 033. Cognitive Psychology
Cognitive psychology is one of the intellectual
foundations on which modem psychological
science is built. This course has two principal

Psychology

p. 403

goals. On the one hand, it provides an
integrated overview of a variety of subfields of
cognitive psychology including perception,
attention, memory, language, concepts,
imagery, thinking, decision-making, and
problem solving. On the other hand, it develops
a coherent conceptual framework for
understanding how behavioral experiments can
illuminate the workings of the human mind.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2012. Durgin.

people do go about making decisions in a
complex, uncertain world; and how the gap
between the two can be closed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2012. Schwartz.

PSYC 034. Psychology of Language
(Cross-listed as LING 034)
The capacity for language sets the human mind
apart from all other minds, both natural and
artificial, and so contributes critically to making
us who we are. In this course, we ask several
fundamental questions about the psychology of
language: How do children acquire it so quickly
and accurately? How do we understand and
produce it, seemingly without effort? What are
its biological underpinnings? What is the
relationship between language and thought?
How did language evolve? And to what extent
is the capacity for language “built in”
(genetically) versus “built up” (by experience)?
Prerequisite: PSYC 001 or permission of the
instructor.
Social sciences.
1 credit
Fall 2012. Grodner.

PSYC 038. Clinical Psychology
A consideration of major forms of
psychological disorder in adults and children.
Cognitive, behavioral, psychodynamic,
sociocultural, and biological theories of
abnormality are examined, along with their
corresponding modes of treatment
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2012. Reimer. Spring 2013. Gillham.

PSYC 035. Social Psychology
Social psychology argues that social context is
central to human experience and behavior. This
course provides a review of the field with
special attention to relevant theory and
research. The dynamics of cooperation and
conflict the self, group identity, conformity,
social influence, prosocial behavior, aggression,
prejudice, attribution, and attitudes are
discussed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2013. Staff.
PSYC 036. Thinking, Judgment, and
Decision Making
People in the modem world are flooded with
major and minor decisions on a daily basis. The
available information is overwhelming, and
there is little certainty about the outcomes of
any of the decisions people face. This course
explores how people should go about making
decisions in a complex, uncertain world; how

PSYC 037. Cultural Psychology
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Not offered 2012-2013.

PSYC 039. Developmental Psychology
Do infants have concepts? How do children
learn language? These questions and others are
addressed in this survey course of cognitive,
social, and emotional development from
infancy to adolescence. The course examines
theoretical perspectives on the nature of
developmental change in addition to empirical
and applied issues in the study of children.
Topics include the formation of social
attachments; the foundations and growth of
perceptual, cognitive, and social skills;
language acquisition; and the impact of family
and peers on the development of the child.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2012. Christie.
PSYC 041. Children at Risk
Violence, educational inequality, war, and
chronic poverty are key contexts for many
children’s lives. We consider children’s
responses to adversity from clinical,
developmental and ecosystemic perspectives. In
addition, we explore the role of psychology in
both prevention and social policy affecting
children and families.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039:
Developmental Psychology or permission of the
instructor.

Psychology

p. 404

Social sciences.
1 credit.
Not offered 2012-2013. Reimer.

Social sciences.
1 credit.
Not offered 2012-2013. Gillham.

PSYC 045. Functional Magnetic
Resonance Imaging (fMRI)
Functional MRI offers an unprecedented view
into the healthy human brain. Its use in
psychology and neuroscience research has
grown exponentially over the past decade. This
course provides a broad introduction to fMRI
research, including how MRI can generate
images, how these signals are related to
neuronal activity, and how to design and
analyze fMRI experiments. Students also
review recent fMRI literature and gain hands-on
experience analyzing fMRI datasets.
Prerequisites: PSYC 001, PSYC 025 Research
Design and Analysis; and one of the following:
PSYC 030 Physiological Psychology; PSYC
031 Cognitive Neuroscience; BIOL 022
Neurobiology or permission of the instructor.
Social sciences.
1 credit.
Fall 2012. Mruczek.

PSYC 055. Family Systems Theory and
Psychological Change
Systems theory is important in clinical,
educational, medical and organizational
contexts. This Course explores family systems
perspectives on illness and change. Research
and theory are supplemented with popular film,
documentaries, and therapeutic case histories to
understand how psychologists work with
individuals and organizations to address
developmental, communication, and emotional
impasses.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039:
Developmental Psychology or permission of the
instructor.
Social sciences.
1 credit.
Fall 2012. Reimer.

PSYC 046. Psychology and Economic
Rationality
The discipline of economics makes a set of
assumptions about human motivation and
decision making. This course examines those
assumptions in light of evidence from other
social sciences, especially psychology. The
course is taught in a seminar format, open
especially to students in psychology and
economics.
Prerequisites: PSYC 001 and ECON 001 or
related preparation with permission of
instructor.
Social Sciences.
1 credit
Not offered 2012-2013. Schwartz.
PSYC 050. Developmental
Psychopathology
This course covers several psychological
disorders that often first appear in childhood
and adolescence, including autism and other
developmental disorders, attention-deficit
disorder, conduct disorder, eating disorders, and
emotional disorders. Theories about the causes
and treatment are discussed. A heavy emphasis
is on current research questions and empirical
findings related to each disorder.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039:
Developmental Psychology or permission of the
instructor.

PSYC 090. Practicum in Clinical
Psychology
An opportunity for advanced psychology
students to gain supervised experience in offcampus clinical settings. Requirements include
8 hours per week in an off-campus placement,
weekly meetings to discuss placement
experiences and relevant readings, and a major
term paper. Students are expected to have
clinical contact with clients/patients and to have
an on-site supervisor. Students are responsible
for arranging a placement, in consultation with
the instructor in advance of the semester.
Students applying for this course must have at
least a B average in psychology. Contact the
instructor for details and an application form.
When taken in the senior year, this course
fulfills the comprehensive requirement in
psychology. Students who plan to take PSYC
090 to fulfill the senior comprehensive
requirement must apply by April 15 of the
junior year. For all other students, applications
are due November 4.
Prerequisites: PSYC 001 and one of the
following: PSYC 038: Clinical Psychology,
PSYC 041: Children at Risk or PSYC 050:
Developmental Psychopathology. Enrollment is
limited to seniors and juniors. If the course
over-enrolls, priority is given to senior majors
and special majors.
Social sciences. Community-based Learning
course.
1 credit.
Spring 2013. Gillham.

Psychology
PSYC 091. Advanced Topics in
Behavioral Neuroscience
Current issues in behavioral neuroscience are
considered from both a clinical and an
experimental perspective. Topics include
learning and memory, with a focus on
emotional memory and its relation to anxiety
disorders; memory storage, with a focus on the
impact of brain damage; neuropsychiatric and
degenerative disorders, including
schizophrenia, clinical depression, Alzheimer’s
and Parkinson’s diseases; psychopharmacology,
with a focus on drug addiction.
Prerequisites: PSYC 001 and PSYC 030:
Physiological Psychology or permission of the
instructor.
Social sciences.
1 credit.
Fall 2012. Schneider.
PSYC 094. Independent Research
Students conduct independent research projects.
They typically study problems with which they
are already familiar from their courses. Students
must submit a written report o f their work.
Registration for independent research requires
the sponsorship of a faculty member in the
Psychology Department who agrees to
supervise the work.
Each semester. Staff.
PSYC 095. Tutorial
Any student may, under the supervision of a
member of the Psychology Department, work in
a tutorial arrangement for a single semester.
The student is thus allowed to select a topic of
particular interest and, in consultation with a
faculty member, prepare a reading list and work
plan. Tutorial work may include field research
outside Swarthmore.
Each semester. Staff
PSYC 096 and 097. Senior Thesis
A senior thesis, which is a yearlong empirical
research project, fulfills the senior
comprehensive requirement in psychology. It
must be supervised by a member of the
department and must be taken as a twosemester sequence for 1 credit each semester.
Admission requirements include a B+ average
in psychology and overall, an approved topic,
an adviser, and sufficient advanced work in
psychology to undertake the thesis. The
supervisor and an additional reader (normally a
member of the department) evaluate the final
product. Students should develop a general plan
in consultation with an adviser by the end of the
junior year. Students are encouraged to begin
thesis work during the summer preceding the
senior year.

p. 405

Prerequisites: PSYC 001 and PSYC 025:
Research Design and Analysis and permission
of a research supervisor.
Social sciences.
1 credit each semester.
Each semester. Staff
PSYC 098. Senior Research Project
As one means of meeting the comprehensive
requirement, a student may select a topic in
psychology in consultation with psychology
faculty. During the fall semester of the senior
year, the student writes a substantial paper on
the topic based on library research or original
empirical research. In addition to submitting
written reports, students participate in a poster
conference at the end of fall semester. One-half
credit with a letter grade is awarded for all
components of the project. See the department
brochure for further details.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of adviser.
Social sciences.
0.5 credit.
Fall 2012. Staff.
PSYC 102. Research Practicum in
Perception and Cognition
In this course, students conduct research
projects singly or in small groups in
collaboration with the instructor. Projects
include designing, implementing, analyzing and
reporting an experiment. Project topics are
negotiated at the beginning of the semester. Past
projects have studied eye-movements and
decision-making, perception of the bodily self,
self-motion and space perception, metaphor
processing, and even experimental demand
characteristics. All students meet together for a
weekly lab meeting; additional weekly meeting
times will be scheduled. When taken in the
senior year, this course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of the
instructor.
Social Sciences.
Section 01:0.5 credit.
Section 02: 1 credit.
Fall 2012. Durgin.
PSYC 104. Research Practicum in
Language and Mind
In this course students conduct research projects
singly or in small groups in collaboration with
the instructor. Projects include designing,
implementing, analyzing and reporting an
experiment. Project topics are negotiated at the
beginning of the semester. Past projects have
investigated how people understand the
perspective of conversational partners, how

Psychology
comprehenders resolve linguistic ambiguity,
how perceivers infer what a speaker means
from what they have said, and hemispheric
differences in the way the brain processes
language. All students meet together for a
weekly lab meeting; additional weekly meeting
times will be scheduled. When taken in the
senior year, this course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis, and permission of the
instructor.
Social Sciences.
Section 01: 0.5 credit.
Section 02:1 credit.
Fall 2012. Grodner.
PSYC 106. Research Practicum in
Cognitive Development
This course provides experience in conducting
research with infants and young children.
Students conduct research projects singly or in
small groups in collaboration with the
instructor. Students will design, implement,
analyze, and report an experiment. Project
topics are negotiated at the beginning of the
semester and are focused on language and
concept acquisition as well as the interaction
between language and cognition early in
development. All students meet together for a
weekly lab meeting; additional weekly meeting
times will be scheduled. When taken in the
senior year, this course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of the
instructor. PSYC 039 Developmental
Psychology is recommended.
Social Sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Spring 2013. Christie.
PSYC 107. Research Practicum in Social
Behavior and Cultural Mind
In this course, students work in groups to gain
research skills. The projects in which the
students engage will be relevant to ongoing
research conducted in the instructor’s lab. We
follow the entire process of conducting
psychological research, including developing a
research question, conducting a literature
review, designing a study, preparing research
materials, obtaining ethics approval, collecting
data, analyzing data using SPSS, presenting the
results in a poster session, and writing an
empirical research paper using APA format. All
students meet together for a weekly lab
meeting. When taken in the senior year, this
course fulfills the comprehensive requirement
in psychology.

p. 406

Prerequisites: PSYC 001 and PSYC 025:
Research Design and Analysis and permission
of the instructor. PSYC 035: Social Psychology
is strongly preferred.
Social Sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Not offered 2012—2013.
PSYC 108. Research Practicum in
School-Based Interventions
This course provides experience conducting
research on school-based interventions.
Students collaborate on research that is
evaluating school-based interventions designed
to promote well-being in early adolescents.
Students gain experience in many aspects of the
research process, such as reviewing research
literature, developing hypotheses, collecting,
entering and analyzing data, writing in journal
article format and presenting findings. All
students meet together for lab meetings;
additional meeting times will be scheduled.
When taken in the senior year, this course
fulfills the comprehensive requirement in
psychology.
Commitment: 2 semester (fall and spring)
commitment required.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and at least one of the
following: PSYC 038: Clinical Psychology;
PSYC 041: Children at Risk; PSYC 050:
Developmental Psychopathology; PSYC 055:
Family Systems Theory and Psychological
Change; and permission of the instructor.
Social Sciences. Community-based Learning
course.
1 credit each semester.
Fall 2012. Gillham.
PSYC 109. Research Practicum in
Clinical Psychology
This course provides experience conducting
research related to clinical psychology or
positive psychology. Students collaborate on
projects evaluating psychosocial interventions
designed to promote well-being. Students gain
experience in many aspects of the research
process, such as reviewing research literature,
developing hypotheses, collecting, entering and
analyzing data, writing in journal article format
and presenting findings. All students meet
together for lab meetings; additional meeting
times will be scheduled. When taken in the
senior year, this course fulfills the
comprehensive requirement in psychology.
Commitment: 2 semester (fall and spring)
commitment required.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of the

Psychology
instructor. PSYC 038: Clinical Psychology is
strongly preferred.
Social Sciences. Community-based Learning
course.
1 credit each semester.
Fall 2012. Gillham.
PSYC 110. Research Practicum in
Cognitive Neuroscience
Students conduct research projects singly or in
small groups in collaboration with the
instructor. Projects include designing,
implementing, analyzing and reporting a study.
Topics are negotiated at the beginning of the
semester and are focused on the neural basis of
language, memory and other higher level
cognitive processes. How does brain maturation
impact different human capacities? What
specific roles do different brain regions play in
a given capacity? All students meet together for
a weekly lab meeting; additional weekly
meetings times are scheduled. When taken in
the senior year, the course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of the
instructor.
Social Sciences.
Section 01:0.5 credit.
Section 02: 1 credit.
Not offered 2012-2013.

Seminars
Note: Admission to honors seminars normally
requires at least a B+ in the associated core
course. Enrollment in seminars is normally
limited to 12 students.
PSYC 130. Seminar in Physiological
Psychology
An analysis of the neural bases of motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisites: PSYC 001 and PSYC 030:
Physiological Psychology or permission of the
instructor.
Social sciences.
1 credit.
Spring 2013. Schneider.
PSYC 131. Seminar in Cognitive
Neuroscience
This seminar focuses on a critical analysis of
current cognitive neuroscience
literature, covering topics such as visual
perception, attention and consciousness, and
object recognition and interactions. Students
consider evidence from studies using a
broad spectrum of methods, including

p. 407

behavioral measures, functional
neuroimaging, neurophysiological recordings,
neuropsychology and computational modeling.
Prerequisites: PSYC 001 and PSYC 031:
Cognitive Neuroscience or permission of the
instructor.
Social Sciences.
1 credit.
Spring 2013. Mruczek.
PSYC 132. Perception, Cognition and
the Embodied Mind Seminar
This seminar examines foundational issues and
theories in the empirical study of human
perception and cognition including the interplay
between perception, action, language, and
reasoning. Emphasis is placed on skeptical rigor
in exploring philosophical and neuroscientific
considerations regarding embodied cognition.
What counts as an explanation of experience?
How could conscious beings evolve? What is
the relationship between perception and
cognition? Topics vary from year to year.
Prerequisites: PSYC 001 and either PSYC 032:
Perception or PSYC 033: Cognitive Psychology
or permission of the instructor.
Social sciences.
1 credit.
Spring 2013. Durgin.
PSYC 133. Metaphor and Mind Seminar
This seminar examines scientific theories of
metaphor with an emphasis on using metaphor
as a way of understanding the representation of
meaning in the brain and the communication of
meaning.
Prerequisites: PSYC 001 and either PSYC 033:
Cognitive Psychology or PSYC 034:
Psychology of Language or permission of the
instructor.
Social sciences.
1 credit.
Not offered 2012-2013. Durgin.
PSYC 134. Seminar in Psycholinguistics
(Cross-listed as LING 134)
An advanced study o f special topics in the
psychology of language. A research component
is sometimes included.
Prerequisites: PSYC 001 and PSYC 034:
Psychology of Language or permission of the
instructor.
Social sciences.
1 credit.
Spring 2013. Grodner.
PSYC 135. Seminar in Social
Psychology
The seminar will provide an opportunity for
critical exploration of contemporary topics in

Psychology
social psychology, including findings from
cross-cultural social neuroscience research.
Various perspectives and methods for
investigating how human mind and social
behavior interact with situational and
environmental factors are considered. Real
world implications and applications are also
discussed.
Prerequisites: PSYC 001 and PSYC 035: Social
Psychology or permission of the instructor.
PSYC 025: Research Design and Analysis is
strongly preferred.
Social sciences.
1 credit.
Spring 2013. Staff.
PSYC 136. Seminar in Thinking,
Judgment, and Decision Making
The seminar considers in depth several of the
topics introduced in PSYC 036.
Prerequisites: PSYC 001 and PSYC 036:
Thinking, Judgment, and Decision Making or
permission of the instructor.
Social sciences.
1 credit.
Spring 2013. Schwartz.
PSYC 138. Seminar in Clinical
Psychology
We take up a variety of topics in clinical
psychology, including etiology and treatments
for several major disorders, controversies
regarding psychodiagnosis and the proliferation
of new diagnostic categories, and emerging
psychotherapies and community-based
treatments. We also examine cultural and
historical differences in expressions of psychic
suffering, the social meanings attributed to such
suffering, and local healing practices.
Prerequisites: PSYC 001 and PSYC 038:
Clinical Psychology or permission of the
instructor.
Social sciences.
1 credit.
Fall 2012. Gillham.
PSYC 139. Seminar in Developmental
Psychology
The seminar builds on concepts learned in
PSYC 039 and considers special topics of
interest in the field at an advanced level. An
original group research component is included.
Prerequisites: PSYC 001 and PSYC 039:
Developmental Psychology or permission of the
instructor.
Social sciences.
1 c re d it

Spring 2013. Christie.

p. 408

PSYC 180. Honors Thesis
An honors thesis, a yearlong empirical research
project, fulfills the senior comprehensive
requirement in psychology as part of an honors
major in psychology. It must be supervised by a
member of the department and must be taken as
a two-semester sequence for 1 credit each
semester. Students should develop a general
plan in consultation with an adviser by the end
of the junior year. When possible, students are
encouraged to begin work on their thesis during
the summer before their senior year.
Prerequisites: PSYC 001; PSYC 025: Research
Design and Analysis and permission of a
research supervisor.
Social sciences.
1 credit each semester.
Each semester. Staff.

Public Policy

p. 409

Coordinator.

JOHN CASKEY (Economics)
Cathy Wareham (Administrative Assistant)

Committee:

Erin Todd Bronchetti (Economics)
Frank Grossman (Educational Studies)
Robinson Hollister (Economics)1
Ellen Magenheim (Economics)
Carol Nackenoff (Political Science)
Michael Reay (Sociology and Anthropology)
Keith Reeves (Political Science)
Richard Valelly (Political Science)*3
Robert Weinberg (History)

1Absent on leave, fòli 2012.
3 Absent on leave, 2012-2013.

The minor in public policy enables students to
combine work in several departments toward
both critical and practical understanding of
public policy issues, including those in the
realm of social welfare, health, energy,
environment, food and agriculture, and national
and global security. These issues may be within
domestic, foreign, or international
governmental domains. Courses in the minor
encompass the development, formulation,
implementation, and evaluation of policy.

The Academic Program
The minor in public policy may be taken
together with a course major in any field or as a
minor in the Honors Program. At a minimum,
the minor consists of six credits and an
internship. The program of each minor should
be worked out in consultation with the
coordinator of the Public Policy Program and
approved by the coordinator, preferably at the
same time as majors in the Course and Honors
Programs are planned.
The public policy minor consists of 6 credits of
work. Basic academic requirements for the
minor cover three areas: (1) economic analysis,
(2) political analysis, and (3) quantitative
analysis. These may each be met by taking one
course or seminar in each of the three
categories; courses that fulfill these
requirements are listed below.
In addition to these three preparatory or
prerequisite courses, three credits must be taken
from among the substantive policy courses
listed below, one of which must be the Public
Policy Thesis. These courses deal with
substantive sectors and institutional aspects of
public policy analysis. The substantive policy
requirement may be fulfilled through courses
and seminars. Only one credit of a two credit
seminar can be counted toward the public
policy requirements. Please note that seminars
are limited in size and that most departments
give priority to departmental majors and

minors, so Public Policy minors might not be
admitted. In addition, students should take into
account course prerequisites when planning the
minor program.
Some students may wish to focus their
substantive work in policy heavily in a
particular field, e.g. environmental studies, food
studies, welfare issues, health, or education.
The College generally does not offer
interdisciplinary majors; rather it urges students
to undertake interdisciplinary work in minors in
addition to their major field. It is possible,
however, to do broad work in some
interdisciplinary areas taking courses that fit the
Public Policy minor as well as additional
courses that support the culminating policy
thesis.
Internship
Some direct experience or practical
responsibility in the field, through work in a
public, private, or voluntary agency, is required
for graduation with a minor in public policy.
Normally, students will hold internships
between their junior and senior years. The
internship program is supervised by the
coordinator for the program. Planning for the
internship experience should begin six to eight
months before the time it might commence.
Students should keep the program coordinator
informed of their internship plans and, if
needed, seek his or her advice in finding an
appropriate internship. Funding for an
internship is 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
ten weeks of a summer internship.
For students who are minors, the College
attempts to provide support to those unable to
fund themselves. Other possible sources of
support for an internship include the James H.
Scheuer Summer Internships in Environmental
and Population Studies, the J. Roland Pennock
Fellowships in Public Affairs, the Joel Dean

Public Policy
Awards, the Sam Hayes III Research Grant, the
Lippincott Peace Fellowships, and the David G.
Smith Internship in Health and Social Policy.
The total award from all Colleges sources may
not exceed $4,350. Information on each of these
sources can be obtained in the Public Policy
Program Office, 105 Trotter.
Thesis / Culminating Exercise
As noted above, one of the requirements of the
minor, providing one of the three units of
substantive policy work, is a senior thesis. The
thesis requirement is designed to provide a
structured opportunity to write a substantial
paper on a public policy issue. It is especially
aimed to allow those who have cultivated
(through internships and academic work) a
well-developed understanding of some policy
question to complete research and analysis
under the supervision of the Coordinator of the
Public Policy Program. Paper topics may focus
on national or international policy issues and
may range widely within areas of competence.
Students writing a thesis should register for
PPOL 097 in the fall of the senior year.
Honors Minor Option
Students sitting for honors may have a minor in
public policy by combining the one-credit thesis
with a related course or seminar.
Policy work examined as a minor should meet
three criteria: first, the thesis and the associated
coursework should fit together in some fashion
that is coherent and examinable; second, the
honors minor preparation must meet the
College requirement that the work be in a
discipline outside the student’s major
department; and third, each student must have
his/her proposed preparation approved by the
Public Policy Program Coordinator who may
consult with the Public Policy Committee.
In most cases, the honors exam will be an oral
exam. But, in some cases, the honors exam
could include a written exam.
For more information on the public policy
minor, internships, theses and related topics,
please talk with the Coordinator of the program.
Off-Campus Study
Minors planning to study abroad during their
junior year should confirm that any required
courses that have not been completed will be
offered during their remaining time on campus.
For students who will be away during the spring
semester, it is highly recommended that the
internship be secured before leaving or that the
internship be done after the sophomore year.
Communicating with the program office and,
more importantly, with a prospective internship
organization, from abroad is difficult and will
limit opportunities.

p. 410

Areas of Policy Focus
Some students may wish to focus their
substantive work in policy heavily in a
particular field (e.g., environmental studies,
food studies, welfare issues, health, or
education). Given the size and interests of the
faculty, not every area of public policy is well
represented within the curriculum and faculty.
Nevertheless, there are several policy areas in
which a student can take multiple courses, often
in a variety of departments. Courses that fulfill
the public policy foundation requirements in
political analysis, economic analysis, and
quantitative analysis as well as other courses
that count toward the program are listed
subsequently. Students can also petition the
program coordinator to have appropriate
courses that are not listed below count toward
the minor.
Foundation Requirements
P o litica l A n alysis C ourses

POLS 002. American Politics or equivalent
policy analysis in political science
POLS 003. Comparative Politics
POLS 004. International Politics
E conom ic A n alysis C ourses

ECON OIL Intermediate Microeconomics
ECON 041. Public Economics
ECON 141. Public Economics*
Q u an titative A n alysis C ourses

ECON 031. Introduction to Econometrics
ECON 035. Econometrics
ENGR 057/ECON 032. Operations Research
STAT Oil. Statistical Methods
STAT 031. Data Analysis and Visualization
STAT 061. Mathematical Statistics
P olicy C ourses an d S em in ars (A rranged by
D epartm en t)*

ECON 005. Savage Inaccuracies: The Facts and
Economics of Education in America (Crosslisted as EDUC 069)
ECON 041. Public Economics
ECON 042. Law and Economics
ECON 044. Urban Economics
ECON 051. The International Economy
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 075. Health Economics
ECON 081. Economic Development
ECON 082. Political Economy of Africa
ECON 101 A. Economic Theory: Advanced
Microeconomics*
ECON 141. Public Economics*
ECON 151. International Economics*
ECON 171. Labor and Social Economics*

Public Policy
ECON 181. Economic Development*
EDUC 068/SOAN 020B. Urban Education
EDUC 069/ECON 005. Savage Inaccuracies:
The Facts and Economics of Education in
America
ENGR 004. Introduction to Environmental
Protection
ENGR 066. Environmental Systems
Engineering
HIST 049. Race and Foreign Affairs
HIST 054. Women, Society, and Politics
HIST 066. Disease, Culture and Society in the
Modem World
PPOL 097/098. Public Policy Thesis
POLS 015. Ethics and Public Policy
POLS 029. Public Opinion, Polling, and Public
Policy
POLS 032. Gender, Politics, and Policy
POLS 033. Race, Ethnicity, and Public Policy:
African Americans
POLS 039. Faith-Based Social Policy in the
United States
POLS 041. Political Economy and Social
Policy: The United States in the 1990s
POLS 042. Congress in the American Political
System
POLS 043. Environmental Politics and Policy
POLS 048. The Politics of Population
POLS 055. China and the World
POLS 070B. The Politics of Punishment
POLS 104. American Political System
POLS 106. The Urban Underclass and Public
Policy
POLS 111. International Politics*
SOAN 020B/EDUC 068. Urban Education
Descriptions of the courses listed previously
can be found in each department’s course
listings in this catalog.
* Note: Seminars are limited in size,
departmental majors and minors are often given
registration priority, so public policy minors
may not be admitted.
For more information on the Public Policy
Program, internships, theses, and related topics,
see www.swarthmore.edu/PublicPolicy.

p. 411

Religion

p. 412

REBECCA CHOPP, Professor*
YVONNE P. CHIREAU, Professor *
STEVEN P. HOPKINS, Professor
ELLEN M. ROSS, Associate Professor and Chair
MARK I. WALLACE, Professor
TARIQ al-JAMIL, Associate Professor
GWYNN KESSLER, Assistant Professor*1*3
HELEN PLOTKIN, Visiting Assistant Professor (part time)
ELLIOT RATZMAN, Visiting Assistant Professor
RYAN P. HARPER, Instructor5
ANITA PACE, Administrative Assistant
•President o f the College.
1Absent on leave, fell 2012.
3Absent on leave, 2012-2013.
3Fall 2012.

The Religion Department plays a central role in
the Swarthmore academic program. One
attraction of the study of religion is the crosscultural nature of its subject matter. The
discipline addresses the complex interplay of
culture, history, text, orality, performance, and
personal experience. Religion is expressed in
numerous ways: ritual and symbol, myth and
legend, story and poetry, scripture and
theology, festival and ceremony, art and music,
moral codes and social values. The department
seeks to develop ways of understanding these
phenomena in terms of their historical and
cultural particularity and in reference to their
common patterns.
Courses offered on a regular cycle in the
department present the development of
Judaism, Islam, Buddhism, Hinduism, AfroCaribbean religions, and Christianity as well as
the development of religion and religions in the
regional areas of the Indian Sub-Continent
(Hindu, Jain, Buddhist, Muslim, Sikh), Sri
Lanka and Southeast Asia (Buddhism,
Hinduism, and Islam), China (Taoist,
Confucian, spirit cults), Japan (Buddhist and
Shinto), Africa (Fon, Yoruba, Dahomey, and
Kongo), the Middle East (Christian, Islamic,
Jewish, Gnostic, Mandean), Jewish, Christian,
and Islamic Europe and the Americas (from
New World African traditions, Vodou and
Candomblé, to Neo Paganism and Civil
Religion in North America). Breadth in subject
matter is complemented by strong
methodological diversity; questions raised
include those of historical, theological,
philosophical, literary, feminist, sociological,
and anthropological interests. This multifaceted
focus makes religious studies an ideal liberal
arts major.

The Academic Program
Normally, the student who applies for a major
or minor in religion will have completed (or be

in the process of completing) two courses in the
discipline. Majors successfully complete eight
credits in religion, including the required Senior
Symposium (Religion Café) in the fall of the
senior year, to meet departmental and college
graduation requirements. Minors complete five
credits in the Religion Department and are not
required to take the Senior Symposium. For
many students, courses numbered Religion
001-013 serve as points of entry for advanced
work in the department, and sometimes as
prerequisites for higher-level courses, though
this is not always the case.
Students come to the study of religion through
various courses at various levels, and the
department encourages this flexibility and
diversity of entry-points by having no
introductory course requirements, nor are there
required distribution courses. The major in
religion is planned in consultation with faculty
members in the department, the individual
student’s adviser, along with other relevant
faculty, who encourage curricular breadth
(close work in more than one religious
tradition) and methodological diversity in the
proposed program. Such breadth and diversity
in the program is encouraged at the very
beginning in the major’s Sophomore Plan.
The curriculum in the Religion Department is
strongly comparative, thematic, and
interdisciplinary, so it is relatively easy for
students to propose programs that are crosscultural and trans-disciplinary in scope.
Religion majors are encouraged to include
study abroad in their programs, planned in
collaboration with the department. Often a
student’s independent study project done while
studying abroad is expanded into a one or twocredit honors or course thesis upon return to
Swarthmore.

Religion
Course Major and Minor
Requirements
General major requirements are 8 credits in
religion, including ihe Senior Symposium. En
route to completing (at least) eight religion
credits, students who major in religion are free
to take a variety of courses of their own choice,
in consultation with the department and their
departmental adviser, but are required to enroll
in the Senior Symposium: Religion Café, in the
fall of the student’s senior year. Successful
completion of the symposium will be the
culminating requirement for the course major.
For all religion majors the symposium will be a
one-credit seminar and will include a term
essay assignment.
Religion minors will complete (at least) five
religion credits, and will not enroll in the Senior
Symposium: Religion Café.
Students may choose to write a thesis. Those
seniors who desire to complete a one-credit
thesis or a two-credit thesis as part of the major
will need to obtain permission from a faculty
adviser in consultation with the department. For
majors, this exercise will not substitute for the
Senior Symposium.
With department approval, up to three courses
cross-listed but not housed within the Religion
Department may count toward the major. Only
one such cross-listed course will count toward
the minor. Up to two non-Swarthmore courses
(i.e., courses taken abroad or domestically) may
count toward the major; only one such course is
permissible for the minor. The department will
accept two courses in language (Arabic,
Hebrew, or other proposed research languages)
toward the major with the approval of
department faculty. The department will accept
one course in language (Arabic, Hebrew, or
other proposed research languages) toward the
minor with the approval of department faculty.
Admission to the Major
The Religion Department considers two areas
when evaluating applications: overall GPA and
quality of prior work in religion courses.
Applicants are sometimes deferred for a term so
the department can better evaluate an
application for the major (generally it is
expected that students will have taken two
courses in religion before being accepted into
the major/minor). A student’s demonstrated
ability to do at least B/B- work in religion is
required for admission to the major in course.

Honors Major and Minor
Requirements
All honors majors and minors fulfill
requirements for the Course Program. Beyond
this step, the normal method of preparation for

p. 413

the honors major will be done through three
seminars, although with the consent of the
department, a single 2-credit thesis, a 1-credit
thesis/course combination, or a combination of
two courses (including attachments and study
abroad options) can count for one honors
preparation. In general, only one such
preparation can consist of non-seminar-based
studies.
In the religion major, the mode of assessing a
student’s three 2-credit preparations in religion
(seminars or course combinations, but not 2credit theses) will be a three-hour written
examination set by an external examiner. In
addition, with the exception of a thesis
preparation, a student will submit to each
external examiner a Senior Honors Study paper.
Senior Honors Study papers will be between
2500 and 4000 words and will normally be a
revision of the final seminar paper or, in the
event of a non-seminar mode of preparation, a
revised course paper. A final oral examination
by the examiner follows the written exam. 2credit theses will be read and orally examined
by an external examiner (with no extra Senior
Honors Study requirement).
In the minor, the mode of assessing a student’s
one 2-credit preparation in religion will also be
a three-hour written examination (and the oral)
set by an external examiner, along with a Senior
Honors Study paper.
Seminars and the written and oral external
examinations are the hallmarks of honors.
Seminars are a collaborative and cooperative
venture among students and faculty members
designed to promote self-directed learning. The
teaching faculty evaluates seminar performance
based on the quality of seminar papers,
comments during seminar discussions, and
when required, a final paper. Since the seminar
depends on the active participation of all its
members, the department expects students to
live up to the standards of honors. These
standards include: attendance at every seminar
session, timely submission of seminar papers,
reading of seminar papers before the seminar,
completion of the assigned readings prior to the
seminar, active engagement in seminar
discussions, and respect for the opinions of the
members of the seminar. Students earn double­
credit for seminars and should expect twice the
work normally done in a course. The external
examination, both written and oral, is the
capstone of the honors experience.
Admission to the Honors Program
Because of the nature of different instructional
formats (e.g., seminars) and of the culminating
exercise in the Honors Program, the department
expects applicants to this program to have at
least a B+/B average in religion courses as well

Religion
as an overall average above the College
graduation requirement for admission to the
Honors Program.

Application Process for the
Major or the Minor
Sophomore Plan applications, and other
applications to the religion major or minor,
should include (1) a one to two paragraph
statement that details the applicant’s reason for
applying to the department (we encourage
curricular breadth and diversity of courses) and
(2) all students must complete the “Semesterby-Semester Course Planning” form. This form
must be filled out as a supplement to the
Sophomore Plan.
Please note: All religion majors must take
RELG 095 Religion Café: Senior Symposium
in the fall of senior year.

Transfer Credit
For policy regarding domestic study or any
summer study see the Registrar’s Office and
website: Policies, ‘Transfer Credit Policy Credit for Work Done Elsewhere.”

Off-Campus Study
In many cases, credit may be earned in the
Religion Department for study abroad or at
other institutions in this country. Typically, the
Religion Department will approve a maximum
of 2 religion credits for off-campus study. For
international study during the academic year,
see the Off-Campus Study Office and website.
In addition, students who are seeking credit for
study to be completed at other institutions
should consult with the Religion Department
off-campus study representative prior to
enrolling in courses. In order to seek credit for
any work completed while away from
Swarthmore the general policy is that students
must have the Registrar’s or Off-Campus Study
Office’s approval form signed by the Religion
Department representative prior to undertaking
the course or courses.
Further Notes about International Off-Campus
Study:
1. Prior to the international study opportunity,
speak with Sharon Friedler, Faculty Adviser for
Off-Campus Study, or with Rosa Bernard,
Assistant Director for Off-Campus Study, in the
Off-Campus Study office. Carefully review all
material received from the Off-Campus Study
Office.
2. Complete the “Application for PreEstimation of Study Abroad Credit.” This will
include getting signatures from representatives
in departments from which you will be
requesting credit.

p. 414

3. While away, contact the Religion
Department if any changes are made to the pre­
approved schedule.
4. During your study away from Swarthmore,
keep all relevant course material including
syllabi, class notes, papers, and examinations,
etc.
5. At the beginning of the semester after your
return, meet with an Off-Campus Study Office
staff member to organize your materials for
evaluation for credit.
6. Complete the “Record of Departmental
Materials Submission” (available at the OffCampus Study Office). At the time you submit
all supporting documents (e.g., syllabi, papers,
examinations, class notes, etc.) to the Religion
Department, have this form signed by the
Religion Department representative who
oversees transfer credit requests in religion.
7. The Religion Department will then consider
credit award and will send the student, the
Registrar, and the Off-Campus Study Office its
decision. At this time, you may pick up your
supporting materials in the Religion
Department Office.

Courses
RELG 001. Religion and Human
Experience
This course introduces the nature of religious
worldviews, their cultural manifestations, and
their influence on personal and social self­
understanding and action. The course explores
various themes and structures seminal to the
nature of religion and its study: sacred scripture,
visions of ultimate reality and their various
manifestations, religious experience and its
expression in systems of thought, and ritual
behavior and moral action. Members of the
department will lecture and lead weekly
discussion sections.
Writing course.
1 credit.
Not offered 2012-2013.
RELG 001C. Religion and Terror in an
Age of Hope and Fear
Religion kills: this is the verdict against religion
since the September 11,2001 attacks oh the
World Trade Center. Since that time, here and
abroad, the United States views many forms of
religion as potent security threats. Various
forms of Judaism, Christianity, and Islam, in
particular, are seen as direct challenges to the
secular ethos and global mission of late
capitalist societies. This team-taught course in
religion, politics, and culture, will offer a
counter-narrative to the argument that religion
and violence are equivalent terms using the
resources of postcolonial theory, critical race

Religion
theory, sustainability economics, liberation
theology, and psychoanalytic theory. No pre­
requisites.
1 credit
Eligible for ISLM or PEAC credit.
Fall 2012. al-Jamil and Wallace.
RELG 002. Religion in America
This course is an introduction to religion in the
United States, beginning with Native American
religions and European-Indian contact in the
colonial era, and moving forward in time to
present-day movements and ideas. The course
will explore a variety of themes in American
religious history, such as slavery and religion,
politics and religion, evangelicalism, Judaism
and Islam in the United States, “cults” and
alternative spiritualities, New Age religions,
popular traditions, and religion and film, with
an emphasis on the impact of gender, race, and
national culture on American spiritual life.
1 credit.
Fall 2012. Harper.
RELG 003. The Bible: In the Beginning...
The Bible has exerted more cultural influence
on the West than any other single document;
whether we know it or not, it impacts our lives.
This class critically examines the Hebrew Bible
(Old Testament)—from its Ancient Near
Eastern context to its continued use today. We
explore a variety of scholarly approaches to the
Bible—historical, literary, postmodern—as we
read the Bible both with the tools of sourcecriticism and as cultural critics. Particular focus
will be placed on constructions of God, gender,
nature, and the “other” in biblical writings as
well as the themes of collective identity,
violence, and power.
Eligible for GSST or INTP credit.
1 credit.
Not offered 2012—2013.
RELG 004. New Testament and Early
Christianity
A discussion-rich introduction to the New
Testament in light of recent biblical
scholarship. The class engages the issues of
authprship and redaction, purpose and structure,
and historical context and cultural setting. Some
of the particular themes that are studied include
the dynamic of canon formation, the synoptic
problem in relation to the Gospel of John, firstcentury Judaism, Greek and Roman influences,
the messianic consciousness of Jesus, the use of
epistolary literature in Paul, the problem of
apocalyptic material, and the wealth of extracanonical writings (e.g., Gospel of Thomas)
that are crucial for examining the rise of
Christianity in the years from 30 CE to 150 CE.
Novels and films inspired by the New
Testament are read and viewed as well.

p. 415

Eligible for INTP credit.
1 credit.
Spring 2013. Wallace.
RELG 004B. Jewish Interpretation: From
the HolyLand to Hollywood
A famous rabbinic statement proclaims, “If you
wish to know The-One-Who-Spoke-and-theWorld-Came-Into-Being, learn aggadah” (Sifre
Deuteronomy 11:22). This course further
proclaims, if you wish to know Judaism, study
Jewish interpretation. The process of Jewish
interpretation, begun in the Hebrew Bible and
continuing to the present day, offers great
insight not only into the ways Jewish tradition,
literature, and culture have come into being, but
also how these facets of Judaism, and Judaism
writ large, adapt and develop over time. This
class begins with Jewish interpretations during
the 2nd Temple Period, proceeds to examine in
some depth classical rabbinic exegesis, moves
on to explore some “off the beaten track”
medieval sources, and culminates in
contemporary meditations (and movies) about
Judaism. We pay attention to both the
continuities and disjunctions of Jewish writings
and representations over time as we explore
what the boundaries are-if indeed there are anyof both Jewish interpretation and Judaism.
1 credit.
Not offered 2012-2013.
RELG 005. World Religions
Wars are fought; walls go up; hope marches on.
Religion plays a crucial role in culture, politics,
global events, and in the lives of contemporary
peoples world-wide. This class, by examining
what religion is and how it manifests itself in
multiple ways around the world and in the
United States, provides students with religious
literacy and analytic skills to better engage as
citizens of the world in the 21st century. This
course introduces students to both the academic
study of religion and to religions as practiced
around the world. We will explore textual
traditions and lived practices of religions—and
investigate the relationships between such texts
and practices—in numerous historical and
cultural contexts. Topics covered include:
definitions and meanings of the term “religion;”
understandings and expressions of the sacred;
the relationship between violence and religion.
We will examine the myths and rituals, the
beliefs and practices, institutions, and
expression of global religious traditions.
Eligible for PEAC credit.
1 credit.
Not offered 2012-2013.
RELG 005B. Introduction to Christianity
This course is a selective introduction to
Christian religious beliefs and practices. This

Religion
course introduces students to the development
and diverse forms of Christianity, drawing on
categories from the study of religion including
ritual, narrative, art, and theology.
Eligible for INTP credit.
1 credit.
Not offered 2012-2013.
RELG 006. Judaism: God, Torah, Israel
This course explores Judaism through a survey
of its history, literature, practices and beliefs—
with particular emphasis on the concepts of
God, Torah, and Israel (the Jewish people). We
examine the fundamental historical
developments of Judaism from the biblical to
modem eras, paying attention to how Judaism
has developed and continues to develop over
time. We consider the diversity of Judaism as a
religion and the diverse expressions of Jewish
identity, particularly in their contemporary
North American contexts).
1 credit.
Not offered 2012-2013.
RELG 007B. Women and Religion
This course will examine the variety of
women’s religious experiences in the United
States. Topics will include the construction of
gender and religion, religious experiences of
women of color, spiritual autobiographies and
narratives by women, Wicca and witchcraft in
the United States, and feminist and womanist
theology.
Eligible for GSST credit.
1 credit.
Not offered 2012-2013.
RELG 008. Patterns of Asian Religions
A thematic introduction to the study of religion
through an examination of selected texts,
teachings, and practices of the religious
traditions of South and East Asia structured as
patterns of religious life. Materials are drawn
from the Buddhist traditions of India, Tibet,
China, and Japan; the Hindu and Jain traditions
of India; the Confucian and Taoist traditions of
China; and the Shinto tradition of Japan.
Themes include deities, the body, ritual,
cosmology, sacred space, religious specialists,
and death and the afterlife.
Writing course.
Eligible for ASIA credit.
1 credit.
Spring 2013. Hopkins.
RELG 008B. The Qur’an and Its
Interpreters
This is course will include detailed reading of
the Qur’an in English translation. The first part
of the course will be devoted to the history of
the Qur’an and its importance to Muslim

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devotional life. The first portion of the course
will include: discussion of the history of the
compilation of the text, the methods used to
preserve it, styles of Qur’anic recitation, and the
principles of Qur’anic abrogation. Thereafter,
attention will be devoted to a theme or issue
arising from Qur’anic interpretation. Students
will be exposed to the various sub-genres of
Qur’anic exegesis including historical, legal,
grammatical, theological and modernist
approaches.
Eligible for ISLM or MDST credit.
1 credit.
Spring 2013. al-Jamil.
RELG 009. The Buddhist Traditions of
Asia
This course explores the unity and variety of
Buddhist traditions within their historical
developments in South, Central, and East Asia,
by way o f the study of its texts The course will
be organized chronologically and
geographically, and to a lesser extent
thematically, focusing on the formations of
early Indian Buddhism (the Nikaya traditions in
Pâli and Sanskrit), the Theravada in Sri Lanka
and Thailand, Mahayana Ch’an/Zen traditions
in China and Japan, and Vajrayana (tantra)
traditions in Tibet. Themes include narratives of
the Buddha and the consecration of Buddha
images; gender, power, and religious authority,
meditation, liberation, and devotional vision;
love, memory, attachment and Buddhist
devotion; the body, and the social construction
of emotions and asceticism.
Writing course.
Eligible for ASIA credit.
1 credit.
Not offered 2012-2013.
RELG 010. African American Religions
What makes African American religion
“African” and “American”? Using texts, films,
and music, we will examine the sacred
institutions of Americans of African descent.
Major themes will include Africanisms in
American religion, slavery and religion, gospel
music, African American women and religion,
black and womanist theology, the civil rights
movement, and Islam and urban religions. Field
trips include visits to Father Divine’s Peace
Mission and the first independent black church
in the United States, Mother Bethel A.M.E.
Church.
Writing course.
Eligible for BLST credit.
1 credit.
Not offered 2012-2013.

Religion
RELG 011. First-Year Seminar: Religion
and the Meaning of Life
“Whoever wants to save their life will lose it,
but whoever loses their life for my sake will
save it.” One of the most intriguing
contradictions in comparative religious studies
is the claim that only when one forfeits the self
can one discover genuine selfhood; the journey
to the true self begins by first abandoning one’s
assumptions about selfhood through practicing
the disciplines of self-emptying and self-giving.
In this seminar, we will analyze the collapse of
the received notions of the stable self in
classical thought and then move toward a
postmodern recovery of the self-that-is-not-aself founded on the spiritual practice of
solicitude for the other. Readings may include
Plato, Augustine, Rumi, Kierkegaard, Weil,
Nishitani, Bonhoeffer, Levinas, Thich Nhat
Hanh, and Dillard. This discussion-rich seminar
includes regular student presentations and a
community service-learning component.
1 credit.
Not offered 2012-2013.
RELG 011B. The Religion of Islam
This course is a comprehensive introduction to
Islamic doctrines, practices, and religious
institutions in a variety of geographic settings
from the rise of Islam in the seventh century to
the present. Translated source materials from
the Qur’an, sayings of Muhammad, legal texts,
and mystical works will provide an overview of
the literary expressions of the religion. Among
the topics to be covered are: the Qur’an as
scripture and as liturgy; conversion and the
spread of Islam; Muhammad in history and in
the popular imagination; concepts of the
feminine; Muslim women; sectarian
developments; transmission of religious
knowledge and spiritual power; Sufism and the
historical elaboration of mystical communities;
modem reaffirmation of Islamic identity; and
Islam in the American environment.
Writing course.
Eligible for ISLM or MDST credit.
1 credit.
Not offered 2012-2013.
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
rale. Topics include the ritual system of the
Vedas, the philosophy of the Upanishads, the
rise of Buddhist and Jain communities, and the
development of classical Hindu society. Focal
themes are hierarchy, caste and class, purity and
pollution, gender, untouchability, world

p. 417

renunciation, and the construction of a
religiously defined social order.
Eligible for ASIA credit.
1 credit.
Not offered 2012-2013.
RELG 012B. Hindu Traditions of India:
Power, Love, and Knowledge
This course is an introduction to the religious
and cultural history of Hindu traditions of India
from the prehistoric Indus Valley in the
northwest to the medieval period in the
southeast, and major points and periods in
between, with a look also at formative points of
the early modem period. Our focus will be on
the interactions between Vedic, Buddhist,
brahmanical, popular/ritual, and Jain religious
traditions in the development, and formation of
Hindu religious streams, along with major ritual
and ascetic practices, hagiographies, and myths,
hymns and poetry, and art and images
associated with Hindu identities and sectarian
formations, pre-modem and modem. In
addition to providing students with a grasp of
the basic doctrines, practices, and beings
(human, superhuman, and divine) associated
with various Hindu traditions, the course also
seeks to equip them with the ability to analyze
primary and secondary sources.
1 credit.
Fall 2012. Hopkins.
RELG 013. The History, Religion, and
Culture of India II: Muslim, Hindu, Sikh,
and Dalit in North India
After a survey of premodem Hindu traditions,
the course tracks the sources of Indo-Muslim
culture in North India, including the
development of Sufi mysticism; Sindhi, Urdu,
and Tamil poetry in honor of the Prophet
Muhammad; syncretism under Mughal emperor
Akbar; and the consolidation of orthodoxy with
Armad Sirhindi and his school in the 16th to
17th century. We then trace the rise of the Sikh
tradition in the milieu of the Mughals, northern
Hindu Sants and mendicant Sufis, popular
goddess worship and village piety, focusing on
several issues of religious experience. We then
turn to the colonial and post-colonial period
through the lenses of the Hindu saints, artists,
and reformers (the “nationalist elite”) of the
Bengali Renaissance, and the political and
religious thought of Mohandas Gandhi and
Dalit reformer Ambedkar. We will use
perspectives of various theorists and social
historians, from Ashis Nandy, Partha
Chatteijee, Peter van der Veer, to Veena Das
and Gail Omvedt.
Eligible for ASIA or ISLM credit.
1 credit.
Not offered 2012-2013.

Religion

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RELG 014. Christian Life and Thought in
the Middle Ages
Survey of western Christian religious culture
and thought from the early to the late Middle
Ages. Among other topics, the course will
consider debates about the nature of the Divine,
the person and work of Jesus Christ, heresy and
dissent, bodily devotion, love, mysticism,
scholasticism, and holy persons. Readings may
include Augustine, Anselm, Avicenna, Abelard,
Hildegard of Bingen, Francis of Assisi,
Catherine of Siena, Thomas Aquinas, Julian of
Norwich, and John Wyclif.
Eligible for MDST credit.
1 credit.
Not offered 2012-2013.

RELG 016. First-Year Seminar: Spiritual
Journeys: Into the Wild
What does it mean to take religion “on the
road”? How does one “pray with one’s feet”?
Where is the sacred to be found—on the
journey itself or at the place of destination—or
both? What is the sacred anyway? Spiritual
journeys—pilgrimages to places old and new—
are on the rise in contemporary society. By
reading a number of accounts of personal
spiritual journeys we will travel the landscape
of contemporary religious America—with its
vibrancy and variety—and consider our own
journeys (spiritual or otherwise) along the way.
1 credit.
Not offered 2012-2013.

RELG 015. First-Year Seminar: Religion
and Literature: Blood and Spirit
A seminar-style introduction to study of relation
of religious ideas to visionary literature,
including novels, stories, sacred texts, and
films. A variety of critical theories are deployed
to understand (or construct) the meaning of
different imaginative variations on reality.
Academic and creative writers include many or
all of the following: Sophocles, Augustine,
Joyce, Morrison, O’Connor, Updike,
Dostoevsky, Crace, Lewis, Weil, Scorsese,
Kazantzakis, Snyder, Abbey, and Camus.
Eligible for INTP credit.
1 credit.
Not offered 2012-2013.

RELG 018B. Modern Jewish Thought
Is modem reason compatible with biblical
revelation? Beginning with the heretic Spinoza,
we’ll examine the giants o f Jewish thought—
religious reformers, philosophers, and
theologians wrestling with the challenge of
modernity, politics, and multiculturalism.
Topics will include: the essence of Judaism, the
nature of law, religion and state, God and evil,
the status of women and non-Jews, the legacy
of the Holocaust. Readings from: Martin Buber,
Abraham Joshua Heschel, Judith Plaskow,
Emmanuel Levinas, and others.
1 credit.
Fall 2012. Ratzman.

RELG 015B. Philosophy of Religion
(Cross-listed as PHIL 016)
Searching for wisdom about the meaning of
life? Curious as to whether there is a God?
Questioning the nature of truth and falsehood?
Right and wrong? You might think of
philosophy of religion as your guide to the
universe. This course considers AngloAmerican and Continental philosophical
approaches to religious thought using different
disciplinary perspectives; it is a selective
overview of the history of philosophy with
special attention to the religious dimensions of
many contemporary thinkers’ intellectual
projects. Topics include rationality and belief,
proofs for existence of God, the problem of
evil, moral philosophy, biblical hermeneutics,
feminist revisionism, postmodernism, and
interreligious dialogue. Thinkers include,
among others, Anselm, Kierkegaard,
Dostoevsky, Nietzsche, Kant, Wittgenstein,
Derrida, Levinas, Weil, and Abe. This year, the
central theme of the course is the problem of
evil.
Eligible for INTP credit.
1 credit.
Not offered 2012-2013.

RELG 019. First-Year Seminar: Religion
and Food
Why do some people eat the body of their god?
What is soul food? Is the pig an abomination?
Is there such a thing as “devils food” and
“angel’s food”? Which is more spiritual, to
feast or to fast? All of these questions are tied
together by a common theme: They point to the
relationship between food, eating, and the
religious experiences of human beings. This
seminar will introduce students to the study of
religion, using food as an entry point. We will
investigate the significance of food across a
variety of traditions and explore such issues as
diet, sacrifice, healing, the body, ethics, and
religious doctrines concerning food. Topics will
include religious fasting, vegetarianism, eating
rituals, food controversies, purity and pollution,
theophagy and cannibalism as sacred practice.
1 credit.
Not offered 2012-2013.
RELG 020. Christian Mysticism
This course considers topics in the history of
Christian mysticism. Themes include mysticism
as a way of life, relationships between mystics
and religious communities, physical
manifestations and spiritual experiences,
varieties of mystical union, and the diverse

Religion
images for naming the relationship between
humanity and the Divine. Readings that explore
the meaning, sources, and practices of Christian
mystical traditions may include Marguerite
Porete, Francis of Assisi, Julian of Norwich,
Simone Weil, Thomas Merton, and Dorothee
Soelle.
Eligible for MDST credit.
1 credit.
Not offered 2012-2013.
RELG 021. Prison Letters: Religion and
Transformation
Focusing on themes of religion and
transformation and prison as a literal and
metaphorical space, this course explores themes
of life and death, oppression and freedom,
isolation and community, agency, and identity.
Drawing primarily on Christian sources,
readings move from the New Testament
through Martin Luther King, Jr., to the
contemporary U.S. context where more than 2
million people are incarcerated today.
1 credit.
Not offered 2012-2013.
RELG 022. Religion and Ecology
This course focuses on how different religious
traditions have shaped human beings’
fundamental outlook on the environment in
ancient and modem times. In turn, it examines
how various religious worldviews can aid the
development of an earth-centered philosophy of
life. The thesis of this course is that the
environment crisis, at its core, is a spiritual
crisis because it is human beings’ deep ecocidal
dispositions toward nature that are the cause of
the earth’s continued degradation. Course topics
include ecological thought in Western
philosophy, theology, and biblical studies; the
role of Asian religious thought in forging an
ecological worldview; the value of American
nature writings for environmental awareness,
including both Euro-American and Amerindian
literatures; the public policy debates concerning
vegetarianism and the antitoxics movement;
and the contemporary relevance of
ecofeminism, deep ecology, Neopaganism, and
wilderness activism. In addition to writing
assignments, there will be occasional
contemplative practicums, journaling exercises,
and a community-based learning component.
Eligible for ENVS credit.
1 credit
Not offered 2012-2013.
RELG 023. Living in the Light: Quakers
Past and Present
This course explores the beliefs and practices,
the social activism, and the impact of Quakers
in North America from the 1650s to the present.
Topics include Quakers and social reform

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including peace work, women’s rights
advocacy, prison reform; Quakers and nature;
Quakers and education; and Quaker writings
about God, self, and the world. Readings will
include the work of George Fox, Margaret Fell,
William Penn, John Woolman, John Bartram,
Lucretia Mott, Elias Hicks, Elise Boulding, and
Rufus Jones. Students will have the opportunity
to work with the resources of Swarthmore
College’s Friends Historical Library and Peace
Collection.
Writing course.
Eligible for PEAC credit.
1 credit.
Fall 2012. Ross.
RELG 024. From Vodun to Voodoo:
African Religions in the Old and New
Worlds
Is there a kindred spirituality expressed within
the ceremonies, beliefs, music and movement of
African religions? This course explores the
dynamics of African religions throughout the
diaspora and the Atlantic world. Using text, art,
film, and music, we will look at the interaction
of society and religion in the black world,
beginning with traditional religions in west and
central Africa, examining the impact of slavery
and migration, and the dispersal of African
religions throughout the Western Hemisphere.
The course will focus on the varieties of
religious experiences in Africa and their
transformations in the Caribbean, Brazil and
North America in the religions of Candomblé,
Santeria, Conjure, and other New World
traditions. At the end of the term, in
consultation with the professor, students will
create a web-based project in lieu of a final
paper.
Study abroad credit may be available.
Eligible for BLST credit.
1 credit.
Spring 2013. Chireau.
RELG 025. Black Women and Religion in
the United States
This course is an exploration of the spiritual
lives of African American women. We will hear
black women’s voices in history and in
literature, in film, in performance and music,
and within diverse periods and contexts, and
reflect upon the multidimensionality of
religious experience in African American
women’s lives. We will also examine the ways
that religion has served to empower black
women in their personal and collective attempts
at the realization of a sacred self. Topics
include: African women’s religious worlds;
women in the black diaspora; African American
women in Islam, Christianity, and New World
traditions; womanist and feminist thought; and

Religion
sexuality and spirituality. Readings include
works by: Alice Walker; Audre Lorde; bell
hooks; Zora Neale Hurston; Patricia Williams,
and others.
No prerequisites.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2012-2013.
RELG 026. Performing Judaism: Feasts
and Fasts
This course introduces students to Judaism as
lived—enacted and embodied—through a
critical examination of Jewish holiday and
lifecycle rituals. We will study the beginnings
of Jewish rituals and chart their development
throughout centuries of Jewish history, noting
how ritual allows Judaism to retain ancient
roots and grow new branches. Our discussions
will be informed by contemporary scholarship
in Performance Studies, Ritual Studies, Gender
Studies, and Anthropology. These current
approaches will help us compare (and contrast)
Jewish rituals with rituals of other religions.
1 credit.
Not offered 2012-2013.
RELG 027. The Radical Jesus
This class is a discussion-intensive, student-led
exercise in the critical study of Jesus that
centers on analytical reading and writing;
contemplative practice; and community action.
Beginning with the joyous and terrifying
Gospel o f Mark and the recently discovered
Gospel o f Judas, and continuing with the rise of
Constantine, Martin Luther’s Ninety-Five
Theses, and Dostoevsky’s “The Grand
Inquisitor,” this class theologically analyzes
Jesus today as the mystic-prophet revolutionary
who, alternately, is “the first and last Christian”
(Friedrich Nietzsche), “the preacher of
Christian atheism” (Dietrich Bonhoeffer), “the
face of divine affliction” (Simone Weil), “my
great brother” (Martin Buber), “the advocate for
the disinherited” (Howard Thurman), “the God
within each of us” (Thich Nhat Hanh), “the
prophet of simplicity” (Shane Claiborne), and
“the liberating Com Mother” (George Tinker).
1 credit.
Not offered 2012-2013.
RELG 028B. First-Year Seminar:
Religious Radicals: The Religious
Socialism of Martin Luther King Jr. and
the Civil Rights Movement
What was Martin Luther King thinking? We’ll
read along with Martin Luther King, treading
the theological paths of the Civil Rights
Movement in Christian theology (Niebuhr,
Barth, Tillich), Jewish thought (Buber,

p. 420

Heschel), and Gandhi. We’ll read Martin Luther
King’s writings, and those of some of his critics
(Baldwin, Malcolm X, Fanon) and explore
more recent attempts by black thinkers (Cornel
West, Michael Dyson, James Cone) to recapture
the radical core of King’s vision. Along with
theory, we’ll consider practice, investigating the
role of religious communities, organizers and
clergy, and “everyday” people in the success
and failures of the various movements of the
1960s through today.
Eligible for BLST or PEAC credit.
1 credit.
Fall 2012. Ratzman.
RELG 030. The Power of Images: Icons
and Iconoclasts
This course is a cross-cultural, comparative
study of the use and critique of sacred images in
biblical Judaism; Eastern Christianity; and the
Hindu, Buddhist, and Jain traditions of India.
Students will explore differing attitudes toward
the physical embodiment of divinity, including
issues of divine “presence” and “absence”;
icons, aniconism, and “idolatry”; and
distinctions drawn in some traditions between
different types of images and different
devotional attitudes toward sacred images, from
Yahweh’s back and bleeding icons to Jain
worship of “absent” saints.
Eligible for ASIA or MDST credit.
1 credit.
Spring 2013. Hopkins.
RELG 031. Religion and Literature: From
the Song of Songs to the Hindu Saints
A cross-cultural, comparative study of religious
literatures in Jewish, Christian, Islamic, and
Hindu traditions. How “secular” love poetry
and poetics have both influenced and been
influenced by devotional poetry in these
traditions, past and present.
Eligible for ASIA or MDST credit.
1 credit.
Not offered 2012-2013.
RELG 032. Queering God: Feminist and
Queer Theology
The God of the Bible and later Jewish and
Christian literature is distinctively masculine,
definitely male. Or is He? If we can point out
places in traditional writings where God is
nurturing, forgiving, and loving, does that mean
that God is feminine, or female? This course
examines feminist and queer writings about
God, explores the tensions between feminist
and queer theology, and seeks to stretch the
limits of gendering—and sexing—the divine.
Key themes include: gender; embodiment;
masculinity; liberation; sexuality; feminist and
queer theory.

Religion
Eligible for GSST or INTP credit.
1 credit.
Not offered 2012-2013.
RELG 036. Christian Visions of Self and
Nature
This course is a thematic introduction to
Christianity. Beginning with early Christian
writings and moving historically up through the
contemporary period, we will explore a wide
variety of ideas about God, self, and nature.
Readings will focus on scientific and natural
history treatises in dialogue with theological
texts. We will explore the writings of Christian
naturalists to study the linking of science and
religion, and we will investigate a multiplicity
of views about Christian understandings of the
relationship between the human and non-human
world. This class includes a community-based
learning component: Students will participate in
designing and teaching a mini-course on
“Nature and Chester” to students in the nearby
community of Chester. Readings include
Aristotle (critical for understanding science in
the later Middle Ages), Hildegard of Bingen,
Roger Bacon, Galileo Galilei, Charles Darwin,
Herman Melville, Ralph Waldo Emerson, John
Muir, Graceanna Lewis, Thomas Berry, Nalini
Nadkami, and Terry Tempest Williams.
1 credit.
Not offered 2012-2013.
RELG 037. Hebrew Bible and its Modem
Interpreters
When was the last time you read the most
important text in the West? The Hebrew Bible
isn’t what it used to be. In the modem period,
the scientific study of the Bible opened up new
ways of thinking about sacred texts. This is an
introduction to the Hebrew Bible as a literary,
historical, political, and religious document. We
will explore the use and abuse of the Hebrew
Bible by Jews and Christians, paying attention
to its role in contemporary culture, politics, and
ethics. Reading select books of the Bible, we
will emphasize issues of gender and race,
revolution and Zionism, genocide and slavery,
good and evil.
1 credit.
Spring 2013. Ratzman.
RELG 038. Religion and Film
An introductory course that uses popular film as
a primary text/medium to explore fundamental
questions in the academic study of religion. In
particular, we will be concerned with the ways
that religion and religious experience are
constituted and defined on film as well as
through film viewing. In discussing films from
across a range of subjects and genres, we will
engage in the work of mythical, theological and
ideological criticism, while examining the

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nature, function, and value of religion and
religious experience. We will also consider
some of the most significant writers and
traditions in the field of Religion and develop
the analytical and interpretive skills of the
discipline. Scheduled films include The Seventh
Seal, The Matrix, Breaking the Waves, Contact,
Jacob’s Ladder, The Passion of the Christ, The
Rapture, The Apostle, as well as additional
student selections. Weekly readings, writing
assignments, and evening screening sessions are
required.
1 credit.
Spring 2013. Chireau.
RELG 040. Race and Judaism
Are Jews white? Is Zionism racism? Is Judaism
just a religion? Regarded as the “other” of
European history and politics, the perpetrators
of discrimination in Israel, and agents of racial
justice in America, Jews play a significant role
in the creation of modem racial discourses. This
course is an introduction to Jewish history and
politics through the lens of race. We will
examine primary documents, works of history,
fiction, film, comedy, ethnography, and theory
in order to make sense of present problems in
Israel, Europe, and America. Topics will
include: race and difference in the Hebrew
Bible and Rabbinic culture, the history of
“race” in Europe, anti-Semitism and racism, the
theory and practice of Nazism, ethnic conflict in
Israel, diverse Jewish communities and
practices, Jews in the civil rights movement,
and Jews and blacks in American culture and
politics.
1 credit.
Spring 2013. Ratzman.
RELG 048. First-Year Seminar: American
Idols: Sacred and Secular Music
What makes music sacred or secular? Focusing
on American popular and religious music after
World War II, this course will examine the
variety of ways musicians, music fans,
executives in the music industry, and members
of different faith traditions have answered this
question—and how their answers have changed
over time.
1 credit.
Fall 2012. Harper.
RELG 053. Gender, Sexuality, and the
Body in Islamic Discourses
An exploration of sexuality, gender roles, and
notions of the body within the Islamic tradition
from the formative period of Islam to the
present. This course will examine the historical
development of gendered and patriarchal
readings of Islamic legal, historical, and
scriptural texts. Particular attention will be
given to both the premodem and modem

Religion
strategies employed by women to subvert these
exclusionary forms of interpretation and to
ensure more egalitarian outcomes for
themselves in the public sphere. Topics
discussed include female piety, marriage and
divorce, motherhood, polygamy, sex and desire,
honor and shame, same-sex sexuality, and the
role of women in the transmission of
knowledge.
Eligible for GSST, ISLM, or MDST credit.
1 credit.
Fall 2012. al-Jamil.
RELG 054. Power and Authority in
Modern Islam
This course examines some of the salient issues
of concern for Muslims thinkers during the
modem period (defined for the purposes of this
course as the colonial and post-colonial
periods). Beginning with discussion of the
impact of colonialism on Islamic discourses, the
course moves on to address a number of
recurrent themes that have characterized
Muslim engagement with modernity. Readings
and/or films will include religious, political, and
literary works by Muslims in variety of cultural
and linguistic settings. Topics to be discussed
will include: nationalism and the rise of the
modem nation-state, questions of religion and
gender, the Israeli-Palestinian conflict,
developments in Islam in the United States and
Canada, and case studies of reformist and
revivalist movements in the modem nation­
states of Iran, Iraq, Afghanistan, Pakistan, and
Saudi Arabia. Special attention will be paid to
contemporary Muslim responses to feminist
critiques, democracy, pluralism, religious
violence, extremism, and authoritarianism.
Eligible for ISLM credit.
1 credit.
Not offered 2012-2013.
RELG 057. Hebrew for Text Study I
(Cross-listed as LING 007)
What does the Bible really say? Have you ever
noticed how radically different the Hebrew
Bible seems in different translations? If you
want to understand the enigma of this text, if
you want to experience it through your own
eyes, if you want to plumb its depths, appreciate
its beauty, confront its challenges, and
understand its influence, you must read it in
Hebrew. In this course, you will learn the
grammar and vocabulary required to experience
the Hebrew Bible and ancient Hebrew
commentaries in the original language. You
will learn to use dictionaries, concordances, and
translations to investigate word roots and to
authenticate interpretations of the texts. In
addition to teaching basic language skills, this
course offers students the opportunity for direct
encounter with primary biblical, rabbinic, and

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Jewish liturgical sources. No experience
necessary. If you already have some Hebrew
competence, contact the instructor for advice.
1 credit.
Spring 2013. Plotkin.
RELG 059. Hebrew for Text Study II
(Cross-listed as LING 010)
This course is a continuation of Hebrew for
Text Study I. Students who have not completed
that course will require the permission of the
instructor to enroll in this course.
This set of courses teaches the grammar and
vocabulary required to experience the Hebrew
Bible and ancient Hebrew commentaries in the
original language. You will leam to use
dictionaries, concordances, and translations to
investigate word roots and to authenticate
interpretations of the texts. In addition to
teaching basic language skills, this course offers
students the opportunity for direct encounter
with primary biblical, rabbinic, and Jewish
liturgical sources.
1 credit.
Fall 2012. Plotkin.
RELG 067. Judaism and Nature
“We are not obligated to complete the task;
neither are we free to abstain from it.” (Pirke
Avot 2:21) The task before us is to examine the
relationship(s) between Judaism and Nature.
We are setting out to decide—or at least
ponder—the following questions (though we
will surely encounter more along the way):
What does Jewish literature from the Garden of
Eden to the present day say about the earth and
humanity’s relationship with it? Because of the
growing awareness about current ecological
concerns and crises, Jewish tradition is being
mined—or cultivated—for historical precedents
that reflect ecologically sound models of Jewish
living. How fruitful is this process? To what
extent can contemporary Jews rely on tradition
to provide such models, and to what extent
must Jews today find new ways of bringing
humanity and nature together?
1 credit.
Not offered 2012-2013.
RELG 093. Directed Reading: Readings
in Classical Jewish Texts
Section 01.
0.5 credit.
Fall 2012 and spring 2013. Plotkin.
RELG 093. Directed Reading
Section 02.
1 credit.
Fall 2012 and spring 2013. Staff.

Religion
RE LG 095. Religion Café: Senior
Symposium
This seminar is a weekly symposium for senior
majors addressing some of the major themes,
theories, and methods in the academic study of
religion. The seminar will highlight the
inherently multidisciplinary nature of religious
studies by reading scholars from several
disciplines who have influenced certain
theoretical and philosophical assumptions and
vocabularies in the field. The seminar will
examine a number of approaches to religious
studies including, but not limited to, those
drawn from: post-structuralism, gender studies,
critical theory, cognitive science,
phenomenology, ethics, pragmatism, social
history, and anthropology.
1 credit.
Fall 2012. Hopkins.
RELG 096. Thesis
Writing course.
1 credit.
Fall 2012 and spring 2013. Staff.
RELG 097. Thesis
1 credit.
Fall 2012 and spring 2013. Staff.

Seminars
RELG 100. Holy War, Martyrdom, and
Suicide in Christianity, Judaism, and
Islam
An examination of the concepts of martyrdom,
holy war, and suicide in Islam, Christianity, and
Judaism. How are “just” war, suicide,
martyrdom presented in the sacred texts of
these three traditions? How are the different
perspectives related to conceptions of death and
the afterlife within each tradition? Historically,
how have these three traditions idealized and/or
valorized the martyr and/or the “just” warrior?
In what ways have modem post-colonial
political groups and nationalist movements
appropriated martyrdom and holy war in our
time?
Eligible for ISLM or PEAC credit.
2 credits.
Not offered 2012-2013.
RELG 101. Jesus in History, Literature,
and Theology
This seminar explores depictions of Jesus in
narrative, history, theology, and popular
culture. We consider Jesus as historical figure,
trickster, mother, healer, suffering savior,
visionary, embodiment of the Divine, lover,
victorious warrior, political liberator, and
prophet.

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2 credits.
Not offered 2012-2013.
RELG 102. Folk and Popular Religion
This seminar investigates the cultural
complexity of the American religious
experience through the lens of folk and popular
traditions. We will utilize historical,
anthropological, and literary approaches to
explore folk Catholicism in the United States,
local religious celebrations, 19th- and 20thcentury popular movements, and folk art and
other material representations of religion.
Topics include serpent handling in Appalachia;
American consumerism as religion; heterodox
spiritualities in America; Marian shrines and
spirit apparitions; and black Gods and racial
folk religions.
2 credits.
Not offered 2012-2013.
RELG 108. Poets, Saints, and
Storytellers: The Poetry and Poetics of
Devotion in South Asian Religions
A study of the major forms of Hindu religious
culture through the lenses of its varied regional
and pan-regional literatures, with a focus on the
literature of devotion (bhakti), including
comparative readings from Buddhist and
Islamic traditions of India. The course will
focus on both primary texts in translation
(religious poetry and prose narratives in epic
and medieval Sanskrit, Tamil, Kannada,
Bengali, Hindi, Pali, Sinhala, Sindhi, and Urdu)
as well as pertinent secondary literature on the
poetry and poetics of religious devotion. We
will also pay close attention to specific literary
forms, genres, and regional styles, as well as the
performance (music and dance) and
hagiographical traditions that frame the poems
of Hindu saint-poets, Buddhist monks, and
Muslim mystics. Along with a chronological
and geographical focus, the seminar will be
organized around major themes such as
popular/vemacular and “elite” traditions; the
performance and ritual contexts of religious
poetry; the place of the body in religious
emotion; love, karma, caste, and family
identity; asceticism and eroticism; gender and
power; renunciation and family obligations.
Eligible for ASIA or MDST credit.
1 credit.
Not offered 2012-2013.
RELG 109. Afro-Atlantic Religions
This seminar explores the historical experiences
of the millions of persons who worship African
divinities in the West. We will consider the
following questions: How were these religions
and their communities created? How have they
survived? How are African-based traditions
perpetuated through ritual, song, dance,

Religion
dramming, and healing practices? Special
attention will be given to Yoraba religion and
its New World offspring, Santeria, Voodoo and
Candomble.
Eligible for BLST or LAS credit.
2 credits.
Not offered 2012-2013.
RELG 110. Religious Belief and Moral
Action
The seminar will explore the relationship
between religion and morality. Basic moral
concepts in Buddhism, Christianity, Judaism,
Taoism, Islam and Hinduism will be studied in
relationship to their cosmological/theological
frameworks and their historical contexts. The
course will analyze concepts of virtue and
moral reasoning, the religious view of what it
means to be a moral person, and the religious
evaluation of a just society.
2 credits.
Not offered 2012—2013.
RELG 112. Postmodern Religious
Thought
This seminar asks whether religious belief is
possible in the absence of a “transcendental
signified.” Topics include metaphysics and
theology, the death of God, female divinity,
apophatic mysticism and deconstruction, ethics
without foundations, the question of God
beyond Being, and analogues to notions of truth
in ancient Buddhist thought. Readings include
Eckhart, Kierkegaard, Nietzsche, Wittgenstein,
Derrida, Nagaijuna, Nishitani, Ricoeur, Marion,
Rorty, Loy, Taylor, Panikkar and Vattimo.
Eligible for INTP credit.
2 credits.
Fall 2012. Wallace.
RELG 114. Love and Religion
The course will explore the concept of “love”
and many of its ramifications in several western
traditions and in Hindu traditions of ancient and
contemporary India through a careful reading of
both primary and secondary texts. We will
focus primarily on the uses of erotic love (along
with the body and the “passions”) in religious
discourse—in poetry, commentary, and prose
narratives—the many ways passionate love
and/or sexuality are used cross-culturally to
describe the relationship between the human
and the divine. We will also explore other
emotions and attitudes evoked by the word
love: devotion, affection, friendship, “charity”
(caritas), parental love, and the tensions of these
forms of “love” with erotic love. Along with
primary texts from the Greek, Jewish, Christian,
Islamic, secular troubadour, and Hindu
traditions, we will explore the theoretical
writings of Martha Nussbaum, Peter Brown,
David Halperin, Julia Kristeva, David Biale,

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Daniel Boyarin, Caroline Walker Bynum,
Henry Corbin, Michael Sells, A.K. Ramanujan,
Wendy Doniger, David Shulman, and Margaret
Trawick. Such a thematic treatment of what we
in the English-speaking West call “love” brings
to the fore many important theoretical questions
concerning the cultural construction of
emotions, particular love and “ennobling
virtues,” the erotic life, the body, and religion.
Eligible for GSST or MDST credit.
2 credits.
Fall 2012. Hopkins.
RELG 119. Islamic Law and Society
A survey of the history of Islamic law and its
developments, with particular attention to the
ways Islamic legal principles were formed,
organized, operated in practice, and changed
over time. It will focus on issues in Islamic
legal theory, methodology, constitutional law,
personal law, and family law that have had the
greatest relevance to our contemporary world.
This course functions as a basic introduction to
the Islamic legal system in its pre-modem and
contemporary forms. The course will also
provide comparative discussion of the contrasts
between Islamic legal theory and positive law
and European and American legal and
constitutional thought.
Eligible for ISLM or MDST credit.
2 credits.
Not offered 2012-2013.
RELG 120. Good and Evil
What do the Western religious traditions have
to teach us about the evils of alienation, racism,
war, disease, exploitation and the possibility of
solidarity, resistance, love, and goodness? This
course will be an intense examination of
modem philosophical and theological responses
to the mysteries of radical evil and radical good.
2 credits.
Spring 2013. Ratzman.
RELG 126. The Poetry and Prophesies
of William Blake
This course focuses on the lyric poems,
extended epic cycles, and illuminated books of
one of the most unique poets in English
literature, William Blake (1757-1827). We will
do a close reading of the poetry and images of
the major works of Blake, with the help of textcritical, theoretical and historical perspectives,
views of the body, innocence, experience,
sexuality, the “margins” of literature; selfhood,
self-giving, and “the gift of death” in the late
prophetic books. Along with published books of
the designs and extended commentaries on the
illuminated books by David Erdman, images,
bibliographies, and other resources from the
online “Blake Archive” of Eaves and Viscomi

Religion

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will be used for “close reading” of Blake’s
illuminated books and visionary designs.
2 credits.
Not offered 2012-2013.

RELG 180S. Senior Honors Thesis
Writing course.
1 credit.
Spring 2013. Staff.

RELG 127. Secrecy and Heresy
This seminar will explore religious literature,
bodily practices, and social behaviors
associated with the performance of secrecy in
various geographical, historical, and political
contexts. Religious communities have often
employed secrecy as a strategy for the
maintenance of group solidarity and religious
identity when faced with allegations of heresy.
Secrecy functions not only as a means to
subvert and undermine the marginalization of
religious minorities but as a powerful tool for
the creation of more egalitarian possibilities
through preservation of privileged knowledge
and the presence of internally shared though
externally undisclosed social and religious
connections. What kinds of religious secrets are
meant to be safeguarded? What set of behaviors
and strategies are required to keep these
“secrets” or sustain adopted personas? Is
religious secrecy merely a tactic for ensuring
survival in the context of social marginalization
and political persecution? What is the
relationship between secrecy and suspicion? Is
it necessary that what one wishes to conceal is
inherently negative, pernicious or even
heretical?
Eligible for ISLM or MDST credit.
2 credits.
Spring 2013. al-Jamil.

RELG 199. Senior Honors Study
0.5 credit.
Spring 2013. Staff.

RELG 128. Sex, Gender, and the Bible
The first two chapters of the biblical book of
Genesis offer two very different ancient
accounts of the creation of humanity and the
construction of gender. The rest o f the book of
Genesis offers a unique portrayal of family
dynamics, drama and dysfunction, full of
complex and compelling narratives where
gender is constantly negotiated and
renegotiated. In this class, we will engage in
close readings of primary biblical sources and
contemporary feminist and queer scholarship
about these texts, as we explore what the first
book of the Bible says about God, gender,
power, sexuality, and “family values.”
Eligible for GSST, INTP, or MDST credit.
2 credits.
Not offered 2012-2013.
RELG 180. Senior Honors Thesis
1 credit.
Fall 2012. Staff.

Sociology and Anthropology

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JOY CHARLTON, Professor of Sociology4
MICHAEL L. MULLAN, Professor of Sociology
BRAULIO MUÑOZ, Professor of Sociology
FARHA N. GHANNAM, Associate Professor of Anthropology, Acting Chair
LEE A. SMITHEY, Associate Professor of Sociology
SARAH WILLIE-LeBRETON, Associate Professor of Sociology, Chair34
MICHAEL REAY, Assistant Professor of Sociology
CHRISTINE SCHUETZE, Assistant Professor of Anthropology
MAYA NADKARNI, Visiting Assistant Professor of Anthropology
NINA JOHNSON, Post-Doctoral Fellow and Visiting Assistant Professor of Sociology and
Black Studies
STEPHEN VISCELLI, Visiting Assistant Professor of Sociology
ROSE MAIO, Administrative Coordinator
3Absent on leave, 2012-2013.
4Absent on administrative leave, 2012-2013.

The Sociology and Anthropology Department
provides students with intellectual tools for
understanding contemporary and historical
social issues, such as globalization, nationalism,
racism, sexism, bioethical decisions, and the
complex layering of social inequalities in
everyday life. These two disciplines approach
the study of social life from different avenues,
each bringing a set of separate and overlapping
analytical and research tools to intellectual tasks
that are complementary and synergistic. Our
students seek knowledge about societies of the
world and the social dynamics within them. To
that end, our majors each conduct independent
projects based on primary research and/or
fieldwork during their senior year.
Sociology and anthropology often analyze
experiences at the level of the individual or the
group and connect them to larger social
dynamics. The disciplines illustrate how matters
that are often perceived as “private troubles”
are actually consequences of social structures,
including those that appear and feel natural and
inevitable. Among the goals of sociology and
anthropology are to acquire knowledge about
different groups, systems, and societies and to
engage critically with the complexities of social
life.
The Sociology and Anthropology Department
offers a course major, honors major and minor,
and several special majors, but no course minor.

The Academic Program
Course Major
Applicants for the major normally have
completed at least two courses in the
department. Courses numbered SOAN 001 to
020 serve as points of entry for students
wishing to begin work in the department and
normally serve as prerequisites to higher-level
work in the department (SOAN 021-099).
(Some higher courses may, however, with
permission of the instructor, be taken without

prerequisite.) Seminars are numbered SOAN
100 to 199. For current seminar listings, consult
the website at www.swarthmore.edu/socanth, or
contact the department administrative
coordinator.
The applicant’s performance in department
courses is discussed during the application
review process; we also consider carefully an
applicant’s potential for carrying out the
department’s senior thesis requirement. Please
note that the Sociology and Anthropology
Department does not offer a course minor.
(Note: Course labeling within each of the three
tiers of offerings-introductory courses [SOAN
001-019], regular courses [SOAN 020-099]
and seminars [SOAN 100-199]-reflect internal
departmental codes rather than levels of
advancement or particular research areas.
Consult the listings for prerequisites particular
to each course.)
Requirements
Course majors are required to take eight units of
work in the department; of the eight, five are
assigned. Assigned courses include SOAN
012M Exemplary Studies in Sociology and
Anthropology (optimally taken during the
sophomore year), (at least) one designated
theory course, (at least) one designated methods
course (STAT Oil Statistical Methods) and a
two-credit senior thesis.
Culminating Exercise/Comprehensive
Examination
In order to graduate, all course majors must
complete a two-credit senior thesis.
Acceptance Criteria
For course majors, the department usually looks
for at least a C average overall and at least a C
average for work in the department.

Sociology and Anthropology
Course Minor
The Sociology and Anthropology Department
does not offer a course minor.

Honors Major
Requirements
Students seeking to do an honors major are
required to complete at least nine SOAN
credits, five of which are assigned: “Exemplary
Studies in Sociology and Anthropology,” (at
least) one designated theory course, (at least)
one designated methods course and a two-credit
honors senior thesis. In addition, two - 2 credit
preparations may be seminars, or, with
permission, a course plus attachment, or paired
upper-level courses, or courses taken abroad.
Honors preparations include:
1. Three honors preparations in Sociology and
Anthropology, of which one must be a double
credit thesis. The other two may be a seminar,
course plus attachment, paired upper level
courses, or in special circumstances, courses
taken abroad. The latter three forms of
preparation must have the advance approval of
the supervising faculty member and of the
department.
2. For thesis preparations: the thesis will be sent
(the last day of April in your senior year) to and
read by an external examiner, who will also
administer an oral exam in the traditional
manner. These will be the bases for the
examiner’s evaluation of the thesis.
3. For non-thesis preparations: evaluations will
be in the form of written assignments or
examinations given by the external examiners
and completed by honors students at the end of
the senior year. External examiners will also
administer oral examinations in the traditional
manner.
4. In lieu of one of the three honors preparations
specified above, majors may propose other
work as the basis for an honors preparation.
Acceptance will be at the discretion of the
department.
Acceptance Criteria
Applicants for the Honors Program (majors and
minors) will usually be expected to have
completed at least two courses in the
department outside the honors preparations, to
have at least a B average overall and grades of
at least B for work taken in the department.
The department will evaluate the progress of
students writing Senior Honor Thesis before the
end of November. If progress is deemed
inadequate, the student will be asked to
withdraw from honors.
Honors Preparation with Attachments
Students wishing to prepare for honors through
a course plus an attachment must obtain

p. 427

permission from the instructor. Honors
preparation will consist of the following
materials: a) the syllabus for the course, b) the
bibliography for the attachment, and c) written
materials as requested by the instructor. The
syllabus, the bibliography for the attachment,
plus the written materials will be forwarded to
the external examiner. The external examiner
will be asked to prepare a written examination
based on the material as a unified whole. An
oral examination will follow.
Honors and Off-Campus Study
There are a number of ways in which study
abroad can be either integral or complementary
to a major in sociology and anthropology.
These include, but are not restricted to, the
development of an honors preparation from
work abroad and preparation for the senior
thesis. To explore study abroad possibilities,
students are encouraged to consult with the
chair of the department.
Students who contemplate basing an honors
preparation on off-campus study work must
seek the department’s conditional approval for
this, before undertaking the off-campus study.
Upon returning from abroad, students must
request departmental approval of the honors
preparation based on work done abroad. To do
this, students must submit to the department all
materials done abroad, including syllabi and
written work, which are intended to be part of
the honors preparation. Upon review of these
materials, the department will notify the student
as to whether or not the proposed honors
preparation is approved. Students should expect
approval of only one honors preparation which
includes off-campus study.

Honors Minor
Students seeking to do an Honors minor
normally complete at least five SOAN credits,
three o f which are assigned: “Exemplary
Studies in Sociology and Anthropology,” (at
least) one designated theory course, (at least)
one designated methods course.
Minors in the Honors Program must complete
one two-credit preparation: a seminar or a
thesis, or with permission paired courses.
The Honors Minor preparations include:
1. One honors preparation in SOAN, selected
from the menu presented in (1), above. .
2. Depending on the format of the presentation,
the examiner will receive the materials
described in (2) and (3), above. The minor
student’s work for this preparation will be the
same as the major student’s work.
Requirements
Applicants for the Honors Program (majors and
minors) will usually be expected to have

Sociology and Anthropology
completed at least two courses in the
department outside the honors preparations, to
have at least a B average overall and grades of
at least B for work taken in the department.
The department will evaluate the progress of
students writing Senior Honor Thesis before the
end of November. If progress is deemed
inadequate, the student will be asked to
withdraw from Honors.
Acceptance Criteria
Applicants for the Honors Program (majors and
minors) will usually be expected to have
completed at least two courses in the
department outside the honors preparations, to
have at least a B average overall and grades of
at least B for work taken in the department.

p. 428

Application Process Notes for
the Major or the Minor
Students intending to major or minor in
sociology/anthropology must submit a
Sophomore Plan application to the department
office.

Advanced
Placement/lnternational
Baccalaureate Credit
Considered on a case-by-case basis for majors
and minors.

Transfer Credit
Considered on a case-by-case basis for majors
and minors.

Special Major

Off-Campus Study

Most Special Majors need to be anchored in a
home department. When a student anchors their
special major in the department of Sociology
and Anthropology they must fulfill the
requirements below. In many cases, the best
option is pursuing a course major, since the
department is not required to approve a Special
Major application.

Because of its strong cross-cultural and
transnational orientations, the department
encourages students to study abroad. For many,
study abroad provides a basis for their senior
thesis project (see the department’s homepage
for a listing of students’ projects). The senior
thesis project allows students to develop their
research interests through working directly with
a faculty member. This combination of breadth
of knowledge, global understanding, and
independent research make sociology and
anthropology an ideal liberal arts major.

Requirements
• In SOAN, we normally require five SOAN
credits to be a home department. One credit
must be “Exemplary Studies in Sociology and
Anthropology,” (at least) one designated theory
course, (at least) one designated methods course
and a two-credit senior thesis.
• Four credits from outside of the department
must be included as part of the special major.
• In putting together the special major, it is
advisable that the student only designate ten
courses as part of the major. That way there will
be no problems with the 20-course rule.
Culminating Exercise/Comprehensive
Examination
In order to graduate, all special majors must
complete a two-credit thesis.
Acceptance Criteria
The department usually looks for at least a C
average overall and at least a C average for
work in the department.

Thesis / Culminating Exercise
The 2-credit senior thesis requirement, normally
completed in the fall and spring semesters of
the senior year, includes the Thesis Writers
Masters Class and a thesis tutorial in which the
student works closely with a faculty adviser.

Research and Service-Learning
Opportunities
Students have the opportunity to conduct
original research with faculty—whose
approaches run the gamut from ethnography to
textual analysis to survey research. Students
also explore the historical development of
sociology and anthropology. Research design
and statistical analysis are an important
component of many academic programs,
enabling students to undertake rigorous
research projects and best analyze, interpret,
and communicate their findings. The
curriculum also provides opportunities for
students to learn techniques to creatively
convey their work through photography and
documentary films.
Experiential learning is an important
component of much work in sociology and
anthropology. Our department strongly supports
participation in study abroad as well as work in
the field. For many students, these experiences
challenge them to ask questions that eventually
serve as foundation of their senior thesis
project. Summer funding opportunities exist
and are particularly relevant for juniors
planning research towards their senior thesis
projects. Study aboard and fieldwork provide an
opportunity for students to develop contacts and

Sociology and Anthropology
gain rapport within their eventual research
setting. Funding is available from the
department and the College to support students
in their pursuit of these experiences.
The Sociology and Anthropology Department
emphasizes independent research. We prepare
students to conduct research on primary and
secondary documents as well as to conduct
interviews, engage in participant observation,
organize focus groups, administer surveys, and
produce ethnographic films. By senior year, our
students are ready to write a senior thesis that is
not only based on library research but also in
real-world experience. Recent student research
projects have focused on issues such as
alternative development programs in Latin
America, immigration policies in the United
States, and human rights in Africa. Independent
research conducted by our students is one
feature that consistently distinguishes them
when they are pursuing jobs, fellowships, or
graduate school admission.
Summer Opportunities
Grants from a variety of college-administered
sources are available to support research by
students during the summer. Please look at our
website for information about our extensive and
generous funds for travel, research, internships,
and faculty/student collaboration.
We encourage our juniors to explore these
possibilities. Each year for the past several
years, some of our majors have been awarded
these grants and, in most cases, the summer
research done under their auspices has been the
basis for fine senior theses.

Teacher Certification
Each year, in conjunction with the Educational
Studies Department, a number of our majors
seek teacher certification. Students
contemplating teacher certification would
normally schedule their program in a semester
which does not conflict with their senior thesis.
Such programs should be developed in close
consultation with advisers in the Educational
Studies Department.

Courses
Note: Course labeling within each of the three
tiers of offerings-introductory courses [SOAN
001-019], regular courses [SOAN 020-099]
and seminars [SOAN 100-199]-reflect internal
departmental codes rather than levels of
advancement or particular research areas.
Please consult the listings for prerequisites
particular to each course.
SOAN 002D. First-Year Seminar: Culture
and Gender
The aim of this first-year seminar is to
dismantle many of our commonplace

p. 429

assumptions about gender, sexuality, and sexual
difference. It introduces the study of gender
theory and anthropology by bringing key
theoretical texts by Foucault, Butler, and others
into conversation with recent ethnographies that
have responded to, problematized, or advanced
these theoretical claims. Central to our
investigation is the gendered body as the site of
specific paradigms of power and resistance, in
contexts that range from the colonial empire to
present-day labor inequalities, and from
technologies of reproduction to drag
performances of femininity.
Theory course.
Eligible for GSST credit.
1 credit.
Not offered 2012-2013. Nadkami.
SOAN 002E. Anthropology of Mass
Media
This course is an introduction to the
anthropology of modernity and the massmediation of modem forms of knowledge. It
examines how the emergence of mass media
has produced new kinds of subjects, social
relations, and ways of narrating and interpreting
modem social life: from novel images of
national community to mass experiences of
crime, war, and violence. Along the way, the
course also asks the impact of new media
technologies on the theory and practice of
anthropology itself, and how such technologies
force us to re-imagine identity, community, and
locality.
Theory course.
Eligible for FMST credit.
1 credit.
Spring 2013. Nadkami.
SOAN 003F. Culture and Religion in
Africa
In this course, we will explore the powerful
interplay between religion, politics, and culture
in Africa. Students engage in exploration of a
wide range o f topics designed to provide a
historical and geographical overview of
religious practices in different regions of subSaharan Africa. In our readings and in class
discussions, we will pay close attention to how
world views and systems of meaning shape
actions and attitudes, and focus our
anthropological eye on the practices of daily
life: the material conditions and day-to-day
routines of living. Throughout the course, we
will consider the usefulness of the term
“religion” itself, as we examine how daily
practices that emerge in and through religious
practices in Africa transcend Western
distinctions between “religion,” “politics,”
“economics,” and “society.”
Eligible for BLST credit.

Sociology and Anthropology
1 credit.
Not offered 2012—2013. Schuetze.
SOAN 003G. First-Year Seminar:
Development and its Discontents
In this course, our goal will be to gain a new
perspective on an often unquestioned social
“good”: that of international economic
development, including foreign aid to countries
in the global south. This course will provide
students with an introduction to the origin and
evolution of ideas about development, and will
encourage them to examine major theories and
approaches to development from classical
modernization theories to world-systems
theories. Students will gain insight into how
ideas of development fit into larger global
dynamics of power and politics and how,
contrary to professed goals, the practices of
international development have often
perpetuated poverty and widened the gap
between rich and poor. During the course, we
will investigate these issues through an array of
texts that address different audiences including
a novel, academic books and journals, film,
popular writings and ethnographic monographs.
Writing course and theory course.
Eligible for BLST credit.
1 credit.
Fall 2012. Schuetze.
SOAN 004B. First-Year Seminar:
Introduction to Contemporary Social
Thought
A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work of such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffman, Adorno, and
Arendt will also be included. These
developments will be studied against the
background of the sociophilosophical climate of
the 19th century.
Theory course.
1 credit.
Fall 2012. Munoz.
SOAN 006F. Rich and Poor
The U.S. has experienced a remarkable rise in
economic inequality since the 1970s. What is
driving this trend? Is the U.S. still the land of
opportunity or is it a society of haves and havenots largely determined at birth? This course
will address these and other pressing questions
about economic inequality.
Theory course.
1 credit.
Fall 2012. Viscelli.

p. 430

SOAN 006G. Social Problems and Social
Policy
This course uses theories of class, race, and
social policy to analyze the concept of the
“underclass” over the past four decades. The
class focuses on sociological thinking about the
effects of public policies concerning labor
markets, housing, incarceration, and the war on
drugs.
1 credit
Spring 2013. Viscelli.
SOAN 007B. Introduction to Race and
Ethnicity in the United States
This course uses classic ethnographies, current
race theory, and journalistic accounts to
examine the experiences of selected ethnic
groups in the United States and to investigate
theories of racism, the meaning of race and
ethnicity in the 20th century, and contemporary
racialized public debates over affirmative
action, welfare, and English-only policies.
Theory course.
Eligible for BLST credit.
1 credit.
Spring 2013. Johnson.
SOAN 007C. Sociology Through African
American Women’s Writing
Interrogating the explicit and implicit claims
that black women writers make in relation to
work by social scientists, we will read texts
closely for literary appreciation, sociological
significance, and personal relevance, examining
especially issues that revolve around race,
gender, and class. Of special interest will be
where authors position their characters vis-à-vis
white supremacy, patriarchy, capitalism, and
the United States.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2012-2013. Willie-LeBreton.
SOAN 008F. First-Year Seminar:
Technology and Humanity
It sometimes seems as if science and
technology tend to replace communal
understanding and human relationships.
Historical and social scientific investigations
suggest this is an illusion however; technology
has always been shaped by and embedded in
personal connections, group struggles, and
cultural understandings. The real danger in fact
lies in letting false impressions of technological
dominance create unnecessary inequality and
oppression. The class will explore this topic
using examples such as the development of
modem industry, the construction of railroads,
the risks of nuclear catastrophe, the digital
divide, and the development of online identities.

Sociology and Anthropology
1 credit.
Not offered 2012-2013. Reay.
SOAN 009C. Cultures of the Middle East
Looking at ethnographic texts, films, and
literature from different parts of the region, this
class examines the complexity and richness of
culture and life in the Middle East. The topics
we will cover include orientalism, colonization,
gender, ethnicity, tribalism, nationalism,
migration, nomadism, and religious beliefs. We
will also analyze the local, national, and global
forces that are reshaping daily practices and
cultural identities in various Middle Eastern
countries.
Eligible for ISLM credit.
Writing course.
1 credit.
Fall 2012. Ghannam.
SOAN 009E. First-Year Seminar: Social
Action and Social Responsibility
We will explore the conditions and
consequences 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
off-campus opportunities for students to learn
from groups and individuals dedicated to
activism and service.
1 credit.
Not offered 2012-2013. Charlton.
SOAN 010C. The Social Development of
Sport
The course is designed as an introduction to the
subfield of sport sociology. The primary focus
of the course will rest on the developmental
history of the institution of Western sport and
the principal analytical frameworks constructed
to explain its origins. Although the historical
and theoretical material is centered on European
developments, contemporary issues and debates
on the relationship of gender, race, and
ethnicity to sport will concentrate on American
society. Readings will be drawn from the work
of sociologists and historians working directly
in sport studies.
1 credit.
Not offered 2012-2013. Mullan.
SOAN 010H. The Tribal Identity of Sport:
Nationalism, Ethnicity, and the Rise of
Sport in the Modern Era
This course focuses on the development of
modem sport of multiple levels of analysis.
First, it is a primer on the descriptive facts of
sport development in the late 19th and early
20th centuries and the social theory employed
to study it. Second, it is more detailed at the
connections between nationalism and sport, the

p. 431

nexus of national, communal association with
sporting achievement as a social mechanism in
the construction of group identity.
1 credit
Not offered 2012-2013. Mullan.
SOAN 010J. War, Sport, and the
Construction of Masculine Identity
The course will concentrate on the themes of
sport and war and the historical construction of
male identity. Our culturally endorsed ideals of
manhood are related to tests of skill and
physical exertion. The influence of the
sport/warrior ethic on modem sensibilities will
take us to 19th-century England and the United
States as these nations grappled with the
meaning of sport and war as markers of the
adult male. Contemporary works that challenge
stock impressions of masculinity will be read.
Eligible for GSST or PEAC credit.
1 credit.
Spring 2013. Mullan.
SOAN 01 OS. Diasporic Ethnicities: Mass
Emigration 1860-1924
In this course, we will explore theories and
traditions of sociological thought on ethnicity.
Working with individual social histories of
diaspora peoples as they make their
communities in the U.S., students will be
introduced to theoretical frameworks that help
to explain the differences between sojourners
and settlers, migration and exile.
1 credit.
Fall 2012. Mullan.
SOAN 012M. Exemplary Studies
How do sociologists approach social structures,
organizational systems, and dynamics between
groups? How do anthropologists study cultural
meanings, daily practices, and social identities?
What are the methods and theories that
sociologists and anthropologists utilize to
understand our contemporary society and other
cultures? These are some of the questions that
our class will explore through looking at studies
in anthropology and sociology that are
methodologically and theoretically
distinguished and self-reflexive. Our purpose
will be to capture the productive aspects of the
methods and theoretical framings used in these
studies. We will also seek to appreciate how
sociological and anthropological concepts,
research methods, and writing styles have
changed and shifted over time. The optimal
time to take this course is sophomore year.
1 credit.
Fall 2012. Nadkami and Smithey.
SOAN 020B. Urban Education
(See EDUC 068)
Theory course.

Sociology and Anthropology

p. 432

1 credit.
Spring 2013. Jones-Walker.

1 credit
Spring 2013. Mufioz.

SOAN 020J. Dance and Diaspora
(See DANCE 025A)
Theory course.
Writing course.
1 credit.
Fall 2012. Chakravorty.

SOAN 024D. Topics in Social Theory
This course deals with Kant’s and Hegel’s
social philosophy insofar as it influenced the
development of modem social theory. Works
by Marx, Weber, Durkheim, Freud, and critical
theorists, neo-conservatives, and
postmodernists will also be discussed.
Theory course.
1 credit.
Not offered 2012-2013. Munoz.

SOAN 023C. Anthropological
Perspectives on Conservation
Conservation of biodiversity through the
creation of national parks is an idea and a
practice that began in the United States with the
creation of Yellowstone in 1872. In this course,
we will examine the ideas behind the initial
creation of national parks and explore the
global spread of these ideas through the
historical and contemporary creation o f parks in
other countries. As we examine the origin of the
idea for parks, we will also consider the human
costs that have been associated with their
creation. Ultimately, the class offers a critical
exploration of theories and themes related to
nature, political economy, and culture—themes
that fundamentally underlie the relationship
between society and environment.
Theory course.
Eligible for ENVS and BLST credit.
1 credit
Spring 2013. Schuetze.
SOAN 024B. Latin American Society and
Culture
An introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research,
literature, philosophy, and theology will be
examined.
Eligible for LASC or PEAC credit.
1 credit.
Not offered 2012-2013. Muñoz.
SOAN 024C. Latin American Society
Through Its Novel
(Cross-listed as LITR 07 IS)
From an interdisciplinary framework, we will
explore the relationship between society and its
representation in the Latin America novel. The
course will also help us understand the links
between fiction and reality, and the role of
literature as a form of cognition. Selected works
by Carlos Fuentes, Mario Vargas Llosa, Gabriel
García Márquez, Isabel Allende, Luisa
Valenzuela, Jose Maria Arguedas and others.
Readings, assignments, and open-dialogue class
are in English. No prior knowledge of Spanish
necessary.
Eligible for LASC credit.

SOAN 025B. Transforming Intractable
Conflict
This course will address the sociology of peace
process and intractable identity conflicts in
deeply divided societies. Northern Ireland will
serve as the primary case study, and the course
outline will include the history of the conflict,
the peace process, and grassroots conflict
transformation initiatives. Special attention will
be given to the cultural underpinnings of
division, such as sectarianism and collective
identity, and their expression through symbols,
language, and collective actions, such as
parades and commemorations.
Eligible for PEAC credit.
1 credit.
Not offered 2012-2013. Smithey.
SOAN 027B. The Constitution of
Knowledge in Modern Society
This course takes classic sociology of
knowledge texts as a starting place for an
interrogation and discussion of how knowledge
is constructed in this culture. Additional texts
will be drawn from gender and sexuality
studies, black studies, and media studies as we
examine the powerful ways that knowledge can
be and is differently constructed within our own
culture as well as the ways that some kinds of
knowledge seem to be categorically intractable
across time and space.
Prerequisite: A course in theory,
sociology/anthropology, literature, or
philosophy.
Theory course.
1 credit.
Not offered 2012-2013. Willie-LeBreton.
SOAN 027C. Classical Theory
Through the works of Marx, Weber, Durkheim,
Simmel, DuBois, and Freud, the recurrent and
foundational themes of late 19th- and early
20th-century social theory will be examined:
capitalism, class conflict and solidarity,
alienation and loneliness, social disorganization
and community, and secularization and new
forms of religiosity.

Sociology and Anthropology
Theory course.
1 credit.
Not offered 2012—2013. Willie-LeBreton.
SOAN 028D. Deviance
The first part of this course introduces some
basic theories of why norms arise and why
some people may go against them, or be labeled
as doing so. It emphasizes the fact that
standards of normality and deviance always
involve issues of group membership, political
power, and unequal opportunity. The second
part looks at the special case of crime in the
U.S., covering explanations focused on biology,
family history, group association, physical
environment, community disorganization, and
life course patterns, illustrating once again the
central role of power, and in this case racial
inequality. The third part of the course applies
the same theories to non-criminal subgroups
and cultural resistance, with examples from
sex/sexuality/gender, youth and music, non­
orthodox religion, and extremist politics.
1 credit.
Fall 2012. Reay.
SOAN 028E. Methods of Social
Exploration
Social phenomena aren’t made up of a bunch of
transparent facts open to all; they have to be
explored using particular methods and
technologies. None of these methods are wholly
objective, reliable, or comprehensive, and none
of them are as easy as one might think. This is
mainly because evidence of social activity can
only be obtained by way o f further social
activity, such as talking and reading, becoming
involved in people’s lives, going to archives,
and interacting with other powerful
organizations. This course discusses these
issues and covers a wide range of different
methods of social exploration, including;
archival and oral history; interviews; participant
observation; analysis of interactions,
conversations, texts, and media images; use of
audio and video recording; sample surveys and
questionnaires; government and academic
databases; Geographic Information Systems,
and network mapping. With all of these options
at their fingertips researchers can hopefully use
the combinations most suited to getting at what
interests them, as well as better understand,
critique, and make use of relevant past research.
Methods course.
1 credit.
Spring 2013. Reay.
SOAN 029B. Ethnography: Theory and
Practice
This class maps anthropological theories and
methods through reading and critically
analyzing the discipline’s flagship genre,

p. 433

ethnography. We work historically by reading
classical texts that exemplify different
approaches (such as functionalism,
structuralism, symbolic anthropology, and
reflexive anthropology) used to analyze culture
and social structure. We address questions such
as: How did Malinowski understand
ethnography? How does this understanding
compare to more recent views of
anthropologists such as Geertz? How did the
meaning of fieldwork change over time? We
pay special attention to the politics of
representation and the anthropologists’
continuous struggle to find new ways to write
about culture.
Theory and methods course.
Writing course.
1 credit.
Not offered 2012—2013. Ghannam.
SOAN 030P. Introduction to GIS for
Social and Environmental Analysis
(See POLS 037)
1 credit.
Fall 2012. Heckert.
SOAN 032C. Anthropological
Perspectives on Childhood and the
Family
The experience of being a child would appear to
be universal, and yet the construction of
childhood varies greatly across cultures and
throughout history. In this course, we examine
childhood and child-rearing in a variety of
ethnographic contexts, investigating how the
figure of the child has become the site of
specific cultural ambitions and anxieties, as
well as how children themselves are social
actors. Topics include new and traditional
forms of family and reproduction; the
construction of threats and endangerment to
(and from) the child; and how childhood is
conceptualized by human rights discourse,
among others.
Theory course.
1 credit.
Spring 2013. Nadkami.
SOAN 035C. Social Movements and
Nonviolent Power
Social Movements and Nonviolent Power will
address the sociological literature on social
movements, including their emergence and
maintenance. When and why do people
participate? We will also take a strategic
perspective and investigate a range of tactics
and methods that movements employ. We will
emphasize the power in social relations upon
which collective nonviolent action capitalizes
and the effects of strategic choices within
movements. Case studies might include the
U.S. civil rights movement, the Soviet bloc

Sociology and Anthropology
revolutions, People Power in the Philippines,
and the Arab Spring, among others.
Theory course.
1 credit
Not offered 2012-2013. Smithey.
SOAN 036B. Field Methods
In this course students are introduced to the
theory and practice of field methods and their
utility to sociologists. Students will design and
carry out their own semester long research
project employing both participant observation
and in-depth interviewing.
Methods course.
1 credit.
Fall 2012. Viscelli.
SOAN 036C Sociology of U.S. Labor
Movement
Did the labor movement really bring workers
the weekend? If so, why can’t it deliver for
them today? Will there even be a labor
movement tomorrow? This course will cover
sociological thinking about the past, present and
possible futures of the labor movement.
1 credit.
Spring 2013. Viscelli.
SOAN 038C. Sociology of Economic Life
The discipline of economics tends to focus
primarily on how markets work, i.e. how
rational calculations influence commodity
prices. There are many other things involved in
economic life however, such as resource
inequalities, institutional hierarchies, cultural
worldviews, patterns of habitual interaction,
and specific historical sequences of events. This
class explores how consideration of these kinds
of factors—power, culture, networks, and
history—can be added to market models to
create a fuller picture of how humans organize
production, exchange, and consumption in what
we currently call “the economy.” Specific
topics covered include the difference between
precapitalist and capitalist economies, the
nature of modem advertising, the causes of
financial bubbles and crashes, corporate culture
and managerial behavior, the institutional
arrangements behind different varieties of
capitalism, the nature and effects of
globalization, and the operation of gift
exchange systems.
Theory course.
1 credit.
Spring 2013. Reay.
SOAN 039B. Globalization and Culture
What is globalization? Is globalization “cultural
imperialism,” Westernization, Americanization,
or McDonaldization? Our class will examine
such questions and critically analyze how

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global flows (of goods, capital, labor,
information, and people) are shaping cultural
practices and identities. We will study recent
theories of globalization and transnationalism
and read various ethnographic studies of how
global processes are articulated and resisted in
various cultural settings.
Theory course.
Writing course.
1 credit.
Not offered 2012-2013. Ghannam.
SOAN 040B. Language, Culture, and
Society
(See LING 025)
Prerequisite: At least one linguistics course.
1 credit.
Fall 2013. Staff.
SOAN 040G. Between the “Is" and the
“Ought" Black Social and Political
Thought
(Cross-listed as BLST 040G)
Our study of black social and political thought
will include not only the pivotal scholarly texts,
but also the social and political practice and
cultural production of abolitionists, maroons,
Pan-Africanists, club women, freedom fighters,
poets, and the vast array of “race men and
women” across the spectrum of crusades. We
will explore the range of intellectual and
cultural production and protest ideology/action
of Blacks through the politics and social
observation of the pre-emancipation period,
post-emancipation liberation struggles, and the
post-colonial and post-civil rights period.
1 credit
Spring 2013. Johnson.
SOAN 043E. Culture, Health, Illness
People in all societies encounter and manage
sickness. Yet, there are diverse and unique
approaches to understanding and managing
health and disease. The human experience of
sickness entails a complex interplay between
biological, socio-economic and cultural factors.
This course offers an introduction to medical
anthropology, and draws upon social, cultural,
biological, and linguistic anthropology to better
understand those factors which influence health
and well being (broadly defined), the
experience and distribution of illness, the
prevention and treatment of sickness, healing
processes, the social relations of therapy
management, and the cultural importance and
use of pluralistic medical systems. Topics
covered include how beliefs about health,
disease and the body are constructed and
transmitted, how healers are chosen and trained,
social disparities in health and illness, and the
importance of narrative and performance in the

Sociology and Anthropology
effectiveness of healing practices. Finally, we
will consider the ways in which medical
anthropology can shed light upon important
contemporary medical and social concerns
Theory course.
1 credit.
Fall 2012. Schuetze.
SOAN 044B. Colloquium: Art and
Society
An examination of the relationship between art
and society from a sociohermeneutical
perspective. Literary and sociotheoretical works
will be the main focus of analysis this semester.
Selected works by Plato, Nietzsche, Hegel,
Mann, Dostoevski, Kafka, Benjamin, Lukács,
Freud, Borges, Foucault, and Sontag will be
examined.
Eligible for INTP credit.
Theory course.
1 credit.
Not offered 2012-2013. Mufioz.
SOAN 044C. Colloquium: Contemporary
Social Theory
A discussion of contemporary social theory and
its antecedents. The first part of the course will
be devoted to a discussion of works by
Nietzsche, Marx, and Freud. The second part
will deal with works by contemporary theorist
such as Habermas, Geertz, Foucault, Bourdieu,
and Freire.
Prerequisite: SOAN 044E.
Theory course.
1 credit
Spring 2013. Mufioz.
SOAN 044D. Colloquium: Critical Social
Theory
An overview of major developments of critical
social theory since the 19th century. Readings
from Marx, Freud, Nietszche, Lukács, Adomo,
Horkheimer, Benjamin, Habermas, Foucault,
Bourdieu and Freire. It is highly recommended
that students take SOAN: 044E Colloquium:
Modem Social Theory before taking this
course.
Theory course.
1 credit.
Not offered 2012—2013. Mufioz.
SOAN 044E. Colloquium: Modern Social
Theory
This course is an analysis of the rise and
development of modem social theory. The
introduction to the colloquium deals with works
by such social philosophers as Rousseau, Kant,
and Hegel. The core of the colloquium focuses
on selected works by Marx, Weber, Durkheim,

p. 435

and Freud. The colloquium is recommended for
advanced work in social theory and is
particularly well suited for students interested in
the areas of sociology and anthropology and
interpretation theory.
Eligible for INTP credit.
Theory course.
1 credit.
Fall 2012. Mufioz.
SOAN 048C. Sociology of Science
This class explores the wide range of work on
science as a social phenomenon. After a brief
discussion of key themes in the philosophy of
science, it looks at the various ‘internal’ aspects
of science as an institution, including its
organizational structures, work practices, status
systems, and forms of discourse. It then turns to
the ‘external’ issues of how science relates to
the rest of society, including its connection to
gender, racial, and international inequality, its
portrayal in the media, its relationship to
technology, its conflicts with religion, and its
authority as ‘objective’ troth in law and
government. Authors covered will include
Robert Merton, Karin Knorr, Bruno Latour, Ian
Hacking, Sharon Traweek, Emily Martin,
Dorothy Nelkin, and Sheila Jasanoff. The class
will also involve a field trip to analyze The
Franklin Institute Science Museum.
1 credit.
Not offered 2012-2013. Reay.
SOAN 048D. Sociology of Humor
Humor and laughter are common elements of
everyday life in most cultures, but what exactly
are they, and what do they do? This course
explores work on humor not just in sociology
and anthropology, but also in linguistics, and to
a lesser extent in psychology and philosophy. It
suggests that humor is in fact a wonderfully
complex and multifunctional phenomenon
based on people managing social contradictions
by switching their level of awareness. It looks
at how this deceptively simple mechanism can
then end up playing a number of important roles
in communication, group identity formation,
domination, resistance, and entertainment. The
class is not a practicum. That was a joke. What
does that mean? What did it do? Studying
humor does not generally reduce one’s
enjoyment of it, by the way.
1 credit.
Not offered 2012-2013. Reay.
SOAN 049B. Comparative Perspectives
on the Body
This class explores how different societies
regulate, discipline, and shape the human body.
In the first part, we examine theories of the
body and how they have evolved over time. In

Sociology and Anthropology
the second part, we focus on in-depth
ethnographic cases and compare diverse
cultural practices that range from the seemingly
traditional practices, such as circumcision, foot
binding, and veiling to the currently
fashionable, such as piercing, tattooing, dieting,
and plastic surgery. By comparing body
modification through space and time, we ask
questions such as: Is contemporary anorexia
similar to wearing the corset during the 19th
century? Is female circumcision different from
breast implants? Furthermore, we investigate
how embodiment shapes personal and
collective identities (especially gender
identities) and vice versa.
Eligible for GSST or INTP credit.
1 credit
Spring 2013. Ghannam.
SOAN 062B. Sociology of Education
(See EDUC 062)
Theory course.
1 credit.
Not offered 2012-2013.
SOAN 071B. Research Seminar:
Strategy and Nonviolent Struggle
(See PEAC 07 IB)
Writing course.
1 credit.
Fall 2012 and spring 2013. Lakey.
SOAN 072C. Memory, History, Nation
How do national communities remember—and
forget? What roles do commemoration and
amnesia play in constructing, maintaining, or
challenging national and collective identities?
This seminar considers memory and its
pathologies as a central problematic for the
nation-state. It reads theory and ethnography
against each other to explore the politics and
aesthetics of national memory across a number
of sites and contexts, attentive to both the
collectivities such commemorations inspire and
their points of resistance and failure.
Eligible for INTP credit.
Theory course.
1 credit.
Not offered 2012—2013. Nadkami.
SOAN 072D. Visual Anthropology
This course introduces students to the history,
theory, and practice of visual anthropology. It
begins by examining how photographic and
ethnographic forms of knowledge both emerged
in the 19th century to analyze and classify
various societal and cultural “others.” It then
investigates how visual ethnographic methods
have been used by anthropologists as tools of
cultural analysis, in order to ask the
consequences and implications of visual

p. 436

ethnography for the discipline more generally.
Finally, it explores how indigenous groups and
activists have used visual technologies to gain
visibility and to remake their social worlds. The
course will include a series of film screenings,
as well as a small production component.
Theory course.
Eligible for FMST credit.
1 credit.
Fall 2012. Nadkami.
SOAN 077B. The Visual Anthropology of
Performance
(See DANC 077B)
Theory course.
1 credit.
Spring 2013. Chakravorty.
SOAN 080B. Anthropological
Linguistics: Endangered Languages
(See LING 120)
Theory course.
1 credit.
Spring 2013. Harrison.
SOAN 082B. After Empire:
Ethnographies of Postsocialism and
Postcolonialism
This course brings together two bodies of
literature concerned with the experience and
legacies of imperial rule. Treating the “post” as
both a temporal marker and a critical stance, we
will ask what postsocialist studies can learn
from postcolonial studies, and vice-versa. To do
so, we will investigate how each conceptualizes
questions of power, epistemology, subjectivity,
and difference in order to paint a more nuanced
picture of the histories of colonialism and state
socialism, as well as their after-effects upon
contemporary politics, economy, and culture.
1 credit
Not offered 2012-2013. Nadkami.
SOAN 095. Independent Study
Two options exist for students wishing to get
credit for independent work. All students
wishing to do independent work must have the
advance consent of the department and of an
instructor who agrees to supervise the proposed
project.
Option 1 - consists of individual or group
directed reading and study in fields of special
interest to the students not dealt with in the
regular course offerings.
Option 2 - credit may be received for practical
work in which direct experience lends itself to
intellectual analysis and is likely to contribute
to a student’s progress in regular course work.
Students must demonstrate to the instructor and
the department a basis for the work in previous
academic study. Students will normally be

Sociology and Anthropology
required to examine pertinent literature and
produce a written report to receive credit.
0.5 or 1 credit.
Fall 2012 and spring 2013. Staff.
SOAN 096-097. Thesis
Theses will be required of all majors. Seniors
will normally take two consecutive semesters of
thesis tutorial. Students are urged to discuss
their thesis proposals with faculty during the
spring semester of their junior year, especially
if they are interested in the possibility of
fieldwork. In order to receive credit for SOAN
096 students must attend SOAN 098.
Writing course (for SOAN 097 only).
1 credit each semester.
Fall 2012 and spring 2013. Staff.
SOAN 098. Thesis Writers Master Class
This class meets weekly to support sociology
and anthropology students in developing the
skills necessary for writing their theses,
including conducting literature searches,
interpreting data, formulating research
questions, and writing in a way that contributes
to the disciplines. The class complements and
supports the work that students are doing with
their thesis advisers. Students who have signed
up for a senior thesis credit are automatically
enrolled in the class. The class is open to only
senior thesis writers.
Fall 2012. Ghannam.

Seminars
SOAN 112. Cities, Spaces, and Power
This seminar explores recent interdisciplinary
insights to the analysis of spatial practices,
power relationships, and urban forms. In
addition, we read ethnographies and novels and
watch films to explore questions such as: How
is space socially constructed? What is the
relationship between space and power? How is
this relationship embedded in urban forms
under projects of modernity and postmodemity?
How do the ordinary practitioners of the city
resist and transform these forms? Our
discussion will pay special attention to issues
related to racism and segregation, ethnic
enclaves, urban danger, gendered spaces,
colonial urbanism, and the “global” city.
Theory course.
2 credits.
Not offered 2012—2013. Ghannam.
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

p. 437

ethnographies (texts and films) through space
and examine how the representation of the city
has changed over time. These ethnographies are
conducted in Western cities such as New York,
London, and Paris as well as cities in other parts
of the world such as Cairo, Casablanca,
Bombay, Sao Paolo, and Shanghai. We read
these ethnographies to (1) discuss different
techniques and approaches used to study urban
cultures and identities, (2) examine how the
collection of data relates to anthropological
theories and methods, and (3) explore how
research in cities shapes the field of cultural
anthropology. In our discussions, we also
explore important urban problems such as
poverty, gangs, violence, and homelessness.
2 credits.
Not offered 2012-2013. Ghannam.
SOAN 123. Culture, Power, Islam
This seminar will be an interdisciplinary
investigation into the shifting manners by which
Islam is multiply understood as a creatively
mystical force, a canonically organized religion,
a political platform, a particular approach to
economic investment, and a secular but
powerful identity put forth in interethnic
conflicts, to name only a handful of
incarnations. Though wide ranging in our
theoretical perspective, a deeply ethnographic
approach to the lived experience of Islam in a
number of cultural settings guides this study.
Eligible for ISLM credit.
2 credits.
Not offered 2012—2013. Ghannam.
SOAN 127. Race Theories
Contemporary theories of race and racism by
sociologists such as Winant, Gilroy, Williams,
Gallagher, Ansell, Omi, and others will be
explored. Concepts and controversies explored
will include racial identity and social status, the
question of social engineering, the social
construction of justice, social stasis, and
change. The United States is the focus, but
other countries will be examined. Without
exception, an introductory course on race
and/or racism is a prerequisite.
Theory course.
Eligible for BLST credit.
2 credits.
Not offered 2012-2013. Willie-LeBreton..
SOAN 128. Culture, State, Citizenship
This honors seminar examines the challenges of
citizenship in a number of ethnographic
contexts: from immigrants seeking legal and
cultural recognition in the U.S. to battles over
multiculturalism in Europe, and from disability
activists in the former Soviet Union to refugees
from Southeast Asia. It investigates how people

Sociology and Anthropology
and communities experience citizenship as a
crucial facet of their identities, and how these
identities are produced, reinforced, or
challenged in national and transnational
contexts. Readings include selections from
Gershon Shafir’s The Citizenship Debates: A
Reader, as well as work by Renato Rosaldo,
Aihwa Ong, and other anthropologists who
analyze citizenship as a form of practice.
2 credits.
Not offered 2012-2013. Nadkami.
SOAN 129. Sociology of Technology
This seminar will explore sociological
approaches to understanding the development
and impact of technology. The first half will
review the literature on a number of basic
topics, including utopian and dystopian ideas
about the impact of technology, historical and
constructionist approaches to explaining
technological development, and debates over
the control of technological risk. The second
half will further explore these ideas with respect
to different areas of the application of
technology, with seminar participants
themselves selecting the topics, as well as
finding and presenting appropriate readings.
Possible topics for the second half are cities,
bodies, communication, energy, transportation,
virtual reality, food, and government.
2 credits.
Fall 2012. Reay.
SOAN 133. Anthropology of
Biomedicine
In this seminar we explore biomedicine from an
anthropological perspective, exploring the
entanglement of bodies with history,
environment, culture, and power. We begin the
course with a focus on the historical emergence
of biomedical technologies and their related
discourses and practices and then move into
contemporary contexts of their use and
circulation. Throughout, we focus on the ways
in which the development, use, and distribution
of biomedical technologies and discourses are
influenced by prevailing medical systems,
political interests, and cultural norms. Topics to
be covered include biomedicine as technology,
medical categorization and ideas of the normal,
ethics and moral boundaries, the space of the
clinic, the circulation of pharmaceuticals, and
health and inequality.
2 credits.
Spring 2013. Schuetze.
SOAN 138. Work and Identity
This is a senior seminar about work experiences
in the United States over the last thirty years. It
looks at how different occupations and work
conditions are central to the construction of
identity and to the reproduction of class, racial,

p. 438

ethnic, and gender inequalities. It explores these
issues by looking primarily at ethnographies
and interviews, getting into a fair amount of
detail concerning what it’s like to do different
jobs. Particular topics covered include factory
work (both traditional assembly-line and more
recent ‘humanized’ arrangements), construction
(focusing on gender aspects), managerial work,
service work (typically seen as low-status),
domestic labor (which is often ‘invisible’
because it is gendered as female), office work,
and illegal work (i.e. sex and drugs).
2 credits.
Not offered 2012-2013. Reay.
SOAN 162. Sociology of Education
(See EDUC 162)
Prerequisite: EDUC 014 or permission of the
instructor.
Theory course.
2 credits.
Spring 2013.
SOAN 180. Thesis
Candidates for honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.
Writing course.
2 credits.
Fall 2012 and spring 2013. Staff.

Theater

p. 439

ALLEN KUHARSKI, Professor and Chair3
K. ELIZABETH STEVENS, Assistant Professor, Acting Chair
MATT SAUNDERS, Assistant Professor (part time)
T.ATT.A SWANSON, Assistant Professor (part time), Co-Chair for Production
GABRIEL QUINN BAURIEDEL, Visiting Assistant Professor (part time)
CHARLES COES, Visiting Assistant Professor (part time)
JAMES MAGRUDER, Visiting Assistant Professor (part time)
I.TZZTF. OLESKER, Visiting Assistant Professor (part time)
ADRIANO SHAPLIN, Visiting Assistant Professor (part time)
ELIZABETH WEBSTER DUKE, Visiting Assistant Professor (part time)
RICHARD HAMBURGER, Associate in Theater Performance (part time)
JAMES MURPHY, Associate in Theater Performance (part time)
ADAM RIGGAR, Production Manager and Technical Director
JEAN TIERNO, Administrative Assistant (part time)
TARA WEBB, Costume Shop Supervisor and Arts Administration Intern
3Absent on leave 2012—2013.

The theater major uses the study of all aspects
of performance as the center of a liberal arts
education. It is intended to be of broad benefit
regardless of a student’s professional intentions.
All courses in the department address the
processes of play production, especially as they
involve collaboration; all production for
performance in the department is part of
coursework.
The Theater Department emphasizes writing as
an important aspect of discursive thinking and
communication. Many courses have a
significant writing component, the nature of
which varies from course to course.

The Academic Program
Planning a major or minor in theater requires
thoughtful care and deliberate planning. Firstand second-year students thinking about a
theater major should read these requirements
and recommendations closely and should
consult with their faculty adviser or the chair of
the Theater Department early and often. Leave
schedules, study abroad, a wide variety of
intern and apprentice programs, and the
importance of course sequences make longrange planning essential. Almost all theater
courses and seminars are offered on a regular,
annual schedule.
THEA 001: Theater and Performance is a
prerequisite for most intermediate and advanced
classes and seminars.
Courses numbered 001 to 010 are introductory
and are prerequisite to intermediate courses.
Courses numbered 011 to 049 are intermediate
and are prerequisite to advanced courses
numbered 050 through 099.
Seminars carry numbers 100 and above.
Intermediate work in each of the course
sequences requires a beginning course in that
area.

Some advanced courses carry additional
prerequisites that are listed in the course
descriptions.
For those majors who intend a career in theater,
whether academic, not-for-profit, or
commercial, internships in professional theaters
are strongly recommended. Because of
scheduling difficulties, students should plan and
apply for internships, time spent off campus,
and community projects as far in advance as
possible.
Alumni guest artists are typically in residence
on campus during the summer as part of the
Swarthmore Project in Theater. Positions are
usually available in production, development,
public relations, marketing, box office, and
house or stage management. Positions are
usually not available in acting, directing, or
design.

Course Major
Requirements
10 credits of work including:
THEA 001: Theater and Performance; THEA
002A: Acting I; THEA 003: Fundamentals of
Design; THEA 015: Performance Theory and
Practice; either THEA 006: Playwriting
Workshop, or THEA 021: Production
Dramaturgy, or THEA 025: Solo Performance,
or THEA 035: Directing I; THEA 022:
Production Ensemble I or THEA 034: Special
Project in Design; THEA 099: Senior
Company; and a 100-level seminar. In addition,
each major will choose an area of specialization
and take one additional course in that area.
All course majors and minors are required to
fulfill a set number of hours doing
technical/crew work before the end of the junior
year. Students can obtain details on how to
fulfill the technical/crew requirement from their
major advisers, the department office, or from

Theater
advising forms available outside the chair’s
office. Technical/crew hours can be arranged
directly with the department’s Production
Manager/Technical Director or Costume Shop
Supervisor.
N.B.: Requirements for course major will be
modified starting with the class of 2014. See
department advising materials for details.
The areas of specialization are acting, solo
performance, directing, design, playwriting,
dramaturgy, and theater history. Special
arrangements will be made for students who
seek secondary school certification. Prospective
majors should consult with the chair or thendepartment adviser about their choice.
In addition to these course requirements, the
major includes a comprehensive examination in
two parts: (1) an essay relating the student’s
experience in Senior Company; and (2) an oral
examination on the essay and related subjects
by theater faculty.

Course Minor
Course minors are required to take 7.0 credits
of work including:
THEA 001: Theater and Performance; THEA
002A: Acting I; THEA 003: Fundamentals of
Design; THEA 015: Performance Theory and
Practice; either THEA 006: Playwriting
Workshop, or THEA 021: Production
Dramaturgy, or THEA 025: Solo Performance,
or THEA 035: Directing I; and THEA 022:
Production Ensemble I or THEA 034: Special
Project in Design. In addition, each minor will
choose an area of specialization and take one
additional course in that area. Course minors
who complete these requirements by the end of
the junior year may petition to enroll in THEA
099: Senior Company in the fall semester of
their senior year.
All course minors need to fulfill the same
technical/crew requirement described for course
majors above.
N.B.: Requirements for course minor will be
modified starting with the class of 2014. See
department advising materials for details.

Honors Major
General requirements include:
THEA 001 : Theater and Performance; THEA
002A: Acting I; THEA 003: Fundamentals of
Design; THEA 015: Performance Theory and
Practice; either THEA 006: Playwriting
Workshop, or THEÄ 021 : Production
Dramaturgy, or THEA 025: Solo Performance,
or THEA 035: Directing I; THEA 022:
Production Ensemble I or THEA 034: Special
Project in Design; THEA 099: Senior
Company; and a 100-level seminar.

p. 440

All potential honors majors need to fulfill the
same technical/crew requirement described for
course majors above.
N.B.: Requirements for honors major will be
modified starting with the class of 2014. See
department advising materials for details.
In addition, each major will choose an area of
specialization and take one additional course in
that area. One specialization will constitute the
normal honors major in theater. Honors
students will take Senior Company in the fall of
senior year, while they are planning their
production project. The usual schedule will be
spring of junior year, Theater Seminar; fall of
senior year, THEA 099 and pre-rehearsal thesis
project preparation; and spring of senior year,
rehearsal and performance of the thesis project.
Double majors taking three examinations in
theater will also follow that schedule.
For double majors taking one honors
examination and comps in theater, the
examination may be a production project,
depending on available resources.
Approval of the Sophomore Plan for any honors
major is conditional upon the student
maintaining good academic standing through
the end of the junior year. Theater honors
majors approved for production thesis projects
in the senior year are required to notify the
department chair of their intention to drop or
change their Honors Program by the end of the
junior year. An honors major in theater must
receive the approval of their major adviser
before committing to any extracurricular or offcampus projects during the senior year in order
to avoid potential conflicts with their honors
thesis work. Students who prove unable to
fulfill the expectations of the faculty for their
Honors Programs in theater may be dropped
from honors at the department’s discretion.
Unless for reasons of health or other personal
circumstance beyond the student’s control,
leaving the department’s Honors Program after
the end of the junior year is considered a
significant compromise of a student’s academic
performance.
Honors students majoring in theater will
typically make a total of three preparations as
follows:
1. Seminar (listed earlier), written examination,
and an oral set by an outside examiner.
2. A production project in one of the following
fields:
Acting
The student, together with their adviser, will
select and prepare a role from an appropriate
script. The program will hire a professional
director for a set number of rehearsal hours,
which the student will supplement with practice
and other acting “homework.” The adviser will

Theater
assist in this work on a regular basis. The
external examiner will attend as many rehearsal
sessions as possible to observe the student’s
process. The examiner also attends one or more
of the public performances. The examination
proper will consist of an extended interview
directly following the performance and a briefer
oral during honors weekend. The subject of the
first interview will be the student’s processes as
he or she relates to the production. The second
oral will concern the student’s assessment of
the entire process as a part of his or her
undergraduate education and future plans.
Design
The student will function as the designer for a
production presented by the Theater
Department in one area of design. The student
will produce appropriate preparatory materials
for this project (research, sketches, color
renderings, drafting, models, digital media,
light or sound plots, etc). Because this is a
collaborative project, a production time line
will need to be prepared and production
meetings scheduled. In addition to the
development of the design, the student will
collaborate with all relevant staff and craftsmen
during the fabrication stage, ensuring the fullscale design is executed as designed. The local
instructor will supervise these activities
appropriately, on the model of a special project
in theater. The external examiner will receive
copies of all materials as the student creates
them and will pay close attention to the way in
which the project develops under continual
revision. The examiner will attend one of the
public performances and in advance of honors
weekend will receive in digital form the
student’s completed portfolio for presentation.
The examination proper will consist of an
extended interview directly following the
performance and a briefer oral during honors
weekend. The subject of the first interview will
be the student’s processes as he or she relates to
the production. The second oral will concern
the student’s assessment of the entire process as
a part of his or her undergraduate education and
future plans.

p. 441

will visit this project several times (depending
on schedule and available funds). These visits
(to rehearsal or planning session) will not
include feedback from the examiner. The
examiner attends rehearsal to know as much as
possible about the student’s methods of making
the work. The examiner also attends one or
more of the public performances. The
examination proper will consist of an extended
interview directly following the performance
and a briefer oral dining honors weekend. The
subject of the first interview will be the
student’s processes as he or she relates to the
production. The second oral will concern the
student’s assessment of the entire process as a
part of his or her undergraduate education and
future plans.

Dramaturgy
This project will be done in one of the
following ways:
1. As a production project in the form of a onecredit attachment to the Production Dramaturgy
class (THEA 021) consisting of work with a
faculty or student director. This will typically
be in connection with Production Ensemble or
an honors thesis in directing. The student will
create a body of writing appropriate to the
specific project. This will include (but is not
limited to) notes on production history, given
circumstances, script analysis, program and
press-kit notes, study guide, and a grant
proposal. The student’s work will continue in
rehearsal. The external examiner will receive all
materials as they are generated. The examiner
also attends one or more of the public
performances. The examination proper will
consist of an extended interview directly
following the performance and a briefer oral
during honors weekend. The subject of the first
interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment of the
entire process as a part of his or her
undergraduate education and future plans.
2. The completion of a stage adaptation of a
non-dramatic text or combination of texts. A
complete draft of the adaptation will be
completed under the supervision of a faculty
Directing
member in production dramaturgy, and a staged
The student will, under faculty supervision,
reading of a revised version of the text will be
read around a given playwright’s work, make a
presented in collaboration with a professional
director’s preparation for the entire play, and
director as guest artist. This is a two-credit
rehearse for public presentation a locally
thesis project to be completed over two
castable portion of the chosen play. Original
semesters in the senior year, generally parallel
developmental projects may be proposed,
to the honors thesis model for playwriting. The
subject to the approval of the faculty adviser for
examiner will attend at least two rehearsals and
the thesis. The department will hire a
professional collaborator (usually an actor) for a the final staged reading, in addition to reading
the final text and its original source. The
set number of rehearsal hours in connection
examination will consist of an extended oral
with the project. The instructor will supervise
presentation given during honors weekend.
these activities appropriately, on the model of a
special project in theater. The external examiner

Theater
3. Students fluent in a second language can
apply to do a translation of a play into or out of
English as an honors thesis attachment to
Production Dramaturgy. This may be a onecredit attachment for a written draft only (done
with a member of the faculty) or as a two-credit
thesis with a staged reading done in
collaboration with a guest director, as in the
adaptation thesis above. In the case of a staged
reading, the examiner will attend at least two
rehearsals and the final staged reading, in
addition to reading the final text together with
the original source. The examination proper
will consist of an extended interview directly
following the performance and a briefer oral
during honors weekend. The subject of the first
interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment of the
entire process as a part of his or her
undergraduate education and future plans.
Playwriting
The student will write a complete draft of a play
over the course of a semester in collaboration
with a faculty member or other professional
production dramaturgy. In a second semester,
the department will hire a professional director
for a set number of rehearsal hours in
preparation for a staged reading, which whom
the student will work through a rehearsal and
revision process based on the earlier work with
the production dramaturgy. The faculty adviser
and/or the production dramaturgy faculty will
continue to assist during the rehearsal/revision
process. The external examiner will read the
completed first draft and attend as many
rehearsal sessions as possible and the final
staged reading to observe the student’s writing
and collaborative process. The examination
proper will consist of an extended interview
directly following the staged reading, the
reading of the student’s revised draft based on
the rehearsal process and performances, and a
briefer oral examination during honors
weekend. There is also the option of a purely
written playwriting thesis preparation, without
the production component.
Solo Performance
The student, with guidance from their adviser,
will create and perform a solo performance. The
program will hire a professional director for a
set number of rehearsal hours, which the
student will supplement with practice and other
writing, acting, and design “homework.” The
adviser will assist in this work on a regular
basis. The external examiner will attend as
many rehearsal sessions as possible to observe
the student’s process. The examiner attends
rehearsal to know as much as possible about the
student’s methods of making the work. The
examiner also attends one or more of the public

p. 442

performances. The examination proper will
consist of an extended interview directly
following the performance and a briefer oral
during honors weekend. The subject of the first
interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment o f the
entire process as a part of his or her
undergraduate education and future plans.
A third preparation for honors will be approved
at the discretion of the faculty at the end of the
student’s junior year. In the student’s
Sophomore Plan of study and again in the
junior year, they will be asked to indicate their
first and second preference for their third
honors preparation, only one of which may be
for an additional production thesis. In addition
to thesis preparations in the form of
performance projects, the third preparation may
consist of a second seminar, staged readings in
playwriting or production dramaturgy, portfolio
projects in design, written thesis work in
performance theory, playwriting, dramaturgy,
etc. Due to scheduling and staffing constraints,
the department can only guarantee one
individual performance thesis project per
student. Decisions on the third preparation in
honors will be made on a case-by-case basis, in
part on the quality and completeness of each
student’s coursework in the department through
the end of the junior year.

Honors Minor
Seven credits of work including:
THEA 001: Theater and Performance; THEA
002A: Acting I; THEA 003: Fundamentals of
Design; THEA 015: Performance Theory and
Practice; either THEA 006: Playwriting
Workshop, or THEA 021: Production
Dramaturgy, or THEA 025: Solo Performance,
or THEA 035: Directing I; and a 100-level
seminar or THEA 022: Special Project in
Dramaturgy. Honors minors who complete
these requirements and complete a sequence in
acting, design, directing, or
playwriting/dramaturgy by the end of the junior
year may petition to enroll in THEA 099:
Senior Company in the fall semester of their
senior year.
There is an option for students to pursue a
course major in conjunction with an Honors
minor, in which case the student may be
eligible for an individual thesis project along
the lines of those described for honors majors
above. Interested students should discuss the
details of this with their major advisers before
preparing their sophomore papers.
All potential honors minors need to fulfill the
same technical/crew requirement described for
course majors above.

Theater
N.B.: Requirements for honors minor will be
modified starting with the class of 2014. See
department advising materials for details.
Co-curricular and extracurricular work in the
Theater Department, although not specifically
required, is strongly recommended for majors.
Opportunities include paid and volunteer staff
positions with the department, in-house projects
for various classes, production work in The
Eugene M. and Theresa Lang Performing Arts
Center, and Drama Board productions.
While the Theater faculty recognizes the value
of co-curricular and extra-curricular
performance work by students, such
commitments at times can create serious stress
and scheduling conflicts that can negatively
impact a student’s health and academic
performance. The department therefore requires
all majors and minors to receive written pre­
approval from either their advisers or the chair
before committing to any performance work
outside of the department.
In the case of conflicts for students between
dress rehearsals or performances in the
department and other classes, the faculty will
gladly make arrangements for excused absences
with professors in other departments. Students
should alert the department faculty about any
such conflicts in the first weeks of rehearsals
for any given production in the department, and
never less than two weeks before the date of the
conflict with dress rehearsals.
Working consistently with faculty on such timemanagement issues is essential for all rising
theater majors and minors, and is of the highest
priority for students planning to participate in
the Honors Program.
With respect to the 20-course rule, courses in
dramatic literature taught in the English
Literature, Classics, or Modem Languages and
Literatures departments may be designated as
part of the major. Courses in non-dramatic
literatures taught in those departments will not
be considered part of the major.

Off-Campus Study
Semester Abroad in Poland
The Department of Theater’s semester abroad
in Poland is currently on hiatus until a future
date still to be determined. Interest students are
welcome to contact Professor Allen Kuharski.

Recommended Course/Seminar
Sequence for Majors and Minors
First Year
THEA 001. Theater and Performance, fall or
spring semester* (counts for writing intensive
course credit in the humanities)
THEA 002A. Acting I, fall or spring semester*

p. 443

THEA 003. or any course in THEA 004, fall or
spring semester*
THEA 022 or THEA 034. Spring semester*,
(THEA 022 by audition if student has taken
Acting I in the fall semester)
Sophomore Year
Any course in THEA 003 or THEA 004, fall or
spring semester* (if not taken in the first year)
THEA 015. Performance Theory & Practice,
fall semester*
(counts for writing intensive course credit in the
humanities)
1 credit from this list:,
THEA 006. Playwriting Workshop, fall
semester*
THEA 021. Production Dramaturgy, spring
semester*
1 credit from this list:
THEA 022. Production Ensemble I, spring
semester*, or
THEA 034. Advanced Design, spring semester*
(If not taken in the first year - THEA 022 or
034 recommended here for students considering
study abroad in their junior year)
NB: Theater majors planning a semester abroad
should plan to do so in the spring of the
Sophomore year or the fall of the junior year.
Junior Year
THEA 015. Performance Theory & Practice (if
not taken in sophomore year)
1 credit from this list :
THEA 006. Playwriting Workshop, fall or
spring semester*, or
THEA 035. Directing I, fall semester*
THEA 021. Production Dramaturgy, spring
semester (if not taken in sophomore year).
THEA 022. Production Ensemble I, spring
semester* (if not taken in sophomore year)
THEA 106. Theater History Seminar, spring
semester* (counts for writing intensive course
credit in the humanities)
NB: Theater 106 is required for all theater
majors and honors minors and should be taken
in the junior year.
Completion of a sequence in acting, directing,
design, or playwriting/production dramaturgy*.
Completion of the technical/crew hours
requirement (required for all course and honors
majors in Theater)
Senior Year
THEA 099. Senior Company, fall semester*
(honors majors add at least one credit of thesis
credit each semester of the senior year)
* indicates requirements for all course and
honors majors in theater.

Theater
NB: The recommended program for the first
three years is the same for course and honors
majors.
All introductory level courses (THEA 001,
002A, 002B, 003,004A, 004B, 004C, 004D,
005,006) can be taken without prerequisite.
THEA 001. Theater & Performance is a
prerequisite for most intermediate and advanced
level classes and seminars offered in the
department.
THEA 001,002A, 004, and 0015 should be
completed by the end of the sophomore year by
all students applying for course or honors
majors, particularly those planning a semester
abroad.
THEA 022 or THEA 054 is required of all
majors and course minors in the department.
Exact prerequisites for THEA 022/054 vary
according to the student’s area of emphasis in
the department. THEA 022 can be repeated up
to three times using other advanced course
numbers.
THEA 106 should be completed before the end
of the junior year in order to enroll in THEA
099 Senior Company. Exceptions are made in
the case of those planning junior semesters
abroad.
All course and honors majors must complete
one of the sequences of courses in acting,
directing, design, or playwriting/production
dramaturgy by the end of the junior year in
order to enroll in Senior Company.
Course and honors minors may petition to
enroll in THEA 099 Senior Company if they
have completed requirements for the minor as
well as a sequence in acting, directing, design,
or playwriting/dramaturgy by the end of the
junior year.
Students wishing to study abroad should see
Prof. Kuharski as early as possible regarding
their plans, particularly regarding the College’s
semester abroad program in Poland. The
programs of theater majors usually benefit from
study abroad in the spring of the sophomore
year or fall of the junior year. Honors thesis
work is possible as part of the Poland Program.
Majors with an emphasis in directing in
particular generally need to be on campus
during the spring of their junior year in order to
complete their requirements and should
anticipate this in their plans for study abroad.
Study abroad in the spring semester of the
sophomore year is usually both necessary and
desirable for directing students.
Comprehensive written and oral exams for
course majors are given in the spring semester
of the senior year. The written comprehensive
examination is based on the work of the Senior
Company class, and constitutes the final graded
work for the course.

p. 444

Approval of honors majors and minors is
conditional upon the student being in good
academic standing at the end of the junior year.
Honors majors or minors doing production
thesis work should notify the chair of any
possible change in their Honors Program no
later than the end of the junior year. Honors
majors or minors approved for production thesis
work are required to obtain advance approval
from their major advisers before committing to
any extracurricular or off-campus production
work in the senior year.

Introductory Courses
All introductory courses are open to all students
without prerequisite.
THEA 001. Theater and Performance
By combining a survey of many different
approaches to theatrical performance, this class
should give students an understanding and
appreciation of the importance of theater and
performance in the world. Study will include
history, performance theory, and production
design in relationship to play scripts and
videotaped or live performances. Sessions will
include exercises that pertain to the
collaboration between actors, directors and
designers. Writing requirements will include
journal keeping, responses to readings and
performances and research papers.
Fulfills a general requirement for all theater
majors and minors.
Writing course.
1 credit.
Fall 2012. Swanson.
THEA002A01. Acting I
This course is designed as a practical
introduction to some of the principles,
techniques, and tools of acting. We will use
theater games and improvisational exercises
(from Stanislavsky, Viola Spolin, Uta Hagen
and other sources) to unleash the actor’s
imagination, expand the boundaries of accepted
logic, encourage risk taking, and free the body
and voice for the creative process. We will also
focus on beginning to analyze text,
understanding scene-work and monologues in
relation to an entire play, listening and
responding to self, others and space, and
developing the ability to play actions. Finally,
each student will have the opportunity to test
our principles of work through one scene with a
partner, no longer than ten minutes, to be
assigned by the instructor. This scene will be
performed in front of the class.
Fulfills a general requirement for all theater
majors and minors.
1 credit.
Fall 2012. Hamburger. Spring 2013. Stevens.

Theater
THEA 002A 02. Acting I
This course is designed as a practical
introduction to some of the principles,
techniques, and tools of acting. We will use
theater games and improvisation exercises
(from Stanislavsky, Viola Spolin, Viewpoints,
and other sources) to unleash the actor’s
imagination, expand the boundaries o f accepted
logic, encourage risk taking, and prepare the
actor for the creative process. We will focus on
preparing the body and voice for rehearsal and
performance and will pay special attention to
vocal and physical imagination. We will focus
on increasing “presence” on stage, developing a
character, learning how to rehearse, and
evoking a response from the audience in the
context of scene study. Four hours per week.
Fulfills a general requirement for all theater
majors and minors.
1 credit.
Fall 2012. Bauriedel.
THEA 002B. Special Project in Voice
Performance
By individual arrangement with the directing or
acting faculty for performance work in
connection with department directing
workshops, honors thesis projects, or Senior
Company.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 002C. Special Project in Acting
By individual arrangement with the directing or
acting faculty for performance work in
connection with department directing
workshops, honors thesis projects, or Senior
Company.
Prerequisite: Concurrent or past enrollment in
THEA 002A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 003. Fundamentals of Design for
Theater and Performance
This course offers an introduction to creative
aspects of designing scenery, costumes,
lighting, and sound for theater and performance
with emphasis on the correlation of text,
imagination, and space. In a collaborative
classroom setting, the students will have the
opportunity to explore individual ideas and
transform these into a design that is cohesive
and relevant to a production. The lab
component of the course will provide a broad
introduction to the technical aspects of theater
production. The course is designed to serve all
students regardless of prior experience in
theater production.

p. 445

N.B.: Starting with the class of 2014, fulfills a
general requirement for all theater majors and
minors.
1 credit.
Fall 2012. Saunders.
THEA 004A. Set Design
This course will focus on set design and
introduce methods that apply to designing for
stage. In class, we will take a look at the set
designer’s responsibilities as an artist and
collaborator and explore the relationship
between text, concept, and production in
addition to learning the basic skills of drafting
and model making. In addition, we will discuss
the relationship between scenery, costumes, and
light in performance. A lab component of this
class will include an introduction to computer
drafting and additional information about
materials used for stage construction. The
course is designed to serve all students
regardless o f prior experience in theater
production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
1 credit.
Fall 2012. Saunders.
THEA 004B. Lighting Design
This class explores the fundamentals of lighting
design. The course objective is to introduce
lighting concepts and how to express them for
both theater and dance. It is intended to
demystify an enormously powerful medium.
Reading and class discussion provide a
theoretical basis for such creativity while the
assignments and projects provide the practice
for this artistic endeavor. The course is
designed to serve all students regardless of prior
experience in theater production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
1 credit.
Fall 2012. Murphy.
THEA 004C. Costume Design
This course will focus on costume design and
introduce methods that apply to designing for
stage. In class, we will take a look at the
costume designer’s responsibilities as an artist
and collaborator and explore the relationship
between text, concept, and production. In
addition to formal lecture, we will discuss
fabrics and colors and how they relate to light
and scenery in performance, and we will
explore different medium and techniques for
presentation o f a design. A lab component of
this class will introduce the student to costume
shop operation and equipment in addition to a

Theater
brief overview of costume history. The course
is designed to serve all students regardless of
prior experience in theater production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
1 credit.
Spring 2013. Swanson.
THEA 004D. Integrated Media Design for
Live Performance
The purpose of this course is to introduce
students to the application of various visual and
audio technologies in live theater and dance
performance. Discussion of the historical and
theoretical context of contemporary mixedmedia performance will be combined with an
orientation to the available technologies found
at Swarthmore and beyond. The class will
include the conceptualization and preparation of
a series of individual studio projects. The
course is designed to serve all students
regardless of prior experience in theater
production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
1 credit
Spring 2013. Saunders.
THEA 004E. Sound Design
This course will provide an introduction to
sound design concepts for live performance.
Course work will emphasize research, design
development, collaboration, and the creative
process. Laboratory work will focus on basic
audio engineering, software, field recording,
and documentation in a theatrical context. The
course is designed to serve all students
regardless of prior experience in theater
production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
1 credit.
Spring 2013. Staff.
THEA 006. Playwriting Workshop
This creative workshop course introduces
students to essential elements of dramatic
writing. In-class writing exercises and weekly
assignments lead to the development of
character monologues, scenes, and two original
one-act plays. A variety of stylistic approaches
and thematic concerns are identified through the
reading and discussion of plays by
contemporary playwrights. Students will
explore their individual creative voice, learning
how to translate their vision through character,
image, and story. Fulfills a general requirement
for all theater majors and minors.

p. 446

1 credit.
Fall 2012. Olesker.
THEA 008. Movement Theater Workshop
(Cross-listed as DANC 049)
This class will offer an orientation to
movement-based acting through various
approaches: traditional performance traditions
in Bali and elsewhere, commedia dell’arte, the
teachings of Jacques Lecoq, and so forth.
Taught by Gabriel Quinn Bauriedel of the Pig
Iron Theatre Company in Philadelphia. The
class will require rehearsal with other students
outside of class time and will end with a public
showing of work generated by the students. Six
hours per week.
Note: Movement Theater Workshop cannot be
taken in lieu of THEA 012 either as a
prerequisite for Acting III or by students
seeking a major or a minor with an emphasis in
acting.
Prerequisites: THEA 001 or 002A, any dance
course numbered 040-044, or consent of the
instructor.
1 credit.
Spring 2013. Bauriedel.

Intermediate Courses
THEA 012. Acting II
In this course students will explore and develop
the skills necessary to perform Shakespeare
with specificity and confidence. In addition to
vocal and physical exercises intended to
strengthen and free the actor’s body and voice,
students will delve into Shakespearean scene
study. The course provides a strong foundation
in basic acting technique that can be applied to
multiple dramatic genres. In addition students
will explore Shakespearean scenes using
rigorous textual analysis, learning to use the
clues in Shakespeare’s text to make smart,
useful acting choices. While working on scenes
from Shakespeare’s plays, students will learn
how to rehearse, how to develop a character and
how to increase their vocal, physical and
emotional flexibility.
Prerequisites: THEA 002A. Interested students
may simultaneously enroll in THEA 001 if they
have not previously taken the class.
1 credit.
Fall 2012. Duke.
THEA 012A. Intermediate Special Project
in Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company. May
be taken concurrently with THEA 008 or 012.

Theater
Prerequisite: THEA 002A, THEA 002C, and
THEA 008 or 012 or 022.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 013. Special Project in Theater
Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 003 or any 004 design
class.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 014. Special Project in Stage
Management
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014A. Special Project in Set
Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004A.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014B. Special Project in Lighting
Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004B.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014C. Special Project in Costume
Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004C.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014D. Special Project in
Integrated Media Design
By individual arrangement for a production
project in connection with department directing

p. 447

workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 014E. Special Project in Sound
Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004E.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 015. Performance Theory and
Practice
This course covers a series of major texts on
performance theory and practice, with emphasis
on directing and acting. Assigned readings will
focus on theoretical writings by or about the
performance work of artists such as Zeami,
Stanislavsky, Artaud, Brecht, Grotowski,
Mnouchkine, Chaikin, Suzuki, and Robert
Wilson as well as selected theoretical and
critical texts by nonpractitioners. The course
includes units on performance traditions and
genres outside of Europe and North America.
Weekly video screenings required.
Fulfills a general requirement for all theater
majors and minors.
Prerequisite: THEA 001.
Writing course.
1 credit
Fall 2012. Stevens.
THEA 016. Special Project in Playwriting
An independent study in playwriting taken
either as a tutorial or in connection with a
production project in the department. By
individual arrangement between the student and
department faculty.
Prerequisites: THEA 001 and THEA 006.
1 credit.
Fall and spring semesters. Staff.
THEA 021. Production Dramaturgy
This course will investigate a tripartite nature of
dramaturgy as it is currently regarded and
practiced in American theater. Structural
dramaturgy: tragedy, comedy, melodrama,
farce, the well-made play, and modem
departures thereof. Production dramaturgy:
collaborative process, methods and strategies
for historical research, note taking, script
editing, and adaptation. Institutional
dramaturgy: script evaluation, season planning,
mission statements, grant proposals, marketing
and audience outreach. Through readings,
discussions, writing assignments, and

Theater
engagement with campus productions (and
perhaps area productions), students will
sidestep the deathless—and deadly—question,
“What is a dramaturg?” to focus on how
dramaturgs think and what they do with what
they know.
Fulfills a general requirement for all theater
majors and minors.
Prerequisites: THEA 001.
1 credit.
Spring 2013. Magruder.
THEA 022. Production Ensemble I
Rehearsal of a full-length work for public
performance with a faculty director: ensemble
techniques, improvisation, using the audience
as part of the given circumstances. Required for
all course and honors majors in acting,
directing, and dramaturgy; also required for
course minors in acting, directing, and
dramaturgy.
Fulfills a general requirement for all theater
majors and minors.
Prerequisites for acting students: THEA 002A
and audition in fall semester.
Prerequisites for directing students: THEA 001,
THEA 002A, and THEA 035.
Prerequisites for dramaturgy students: THEA
001 and THEA 021.
1 credit.
Spring 2013. Hamburger. Fall 2013. Stevens.
NB: beginning in fall 2013, Production
Ensemble will be offered in the fall semester
each year.
THEA 023. Special Project: Intermediate
Theater Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 003 or any 004 design
class, and THEA 013.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 024. Special Project: Intermediate
Stage Management
By individual arrangement for a production
project in connection with department directing
workshops, honors thesis projects, Acting III, or
Senior Company.
Prerequisite: THEA 003, or THEA 004B, or
THEA 035.
0.5 or 1 credit.
Fall and spring semesters. Staff.

p. 448

THEA 025. Solo Performance
Solo performance is a theater o f inclusion: it
creates a space in which everyone can speak up
and be heard. In this course students will
research, write, and perform a one-person show.
This course fulfills the intermediate acting
requirement for acting majors and minors
(Acting I is still required for all majors and
minors). It also counts as a prerequisite for
Production Ensemble in the spring.
Fulfills a general requirement for all theater
majors and minors.
1 credit.
Not offered 2012-2013.
THEA 034A. Special Project:
Intermediate Set Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004A and THEA 014A.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034B. Special Project:
Intermediate Lighting Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004B and THEA 014B.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034C. Special Project:
Intermediate Costume Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004C and THEA 014C.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034D. Special Project:
Intermediate Integrated Media Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004D and THEA 014D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 034E. Special Project:
Intermediate Sound Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.

Theater
Prerequisite: THEA 004E and THEA 014E.
0. 5 or 1 credit.
Fall and spring semesters. Staff.
THEA 035. Directing I: Directors’ Lab
This course focuses on the theater director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. Units cover
the director’s relationship with actors,
designers, composers, technicians, and
playscripts. The student’s directorial self­
definition through this collaborative process is
the laboratory’s ultimate concern. Final project
consists of an extended scene to be performed
as part of a program presented by the class.
1 credit.
Fall 2012. Stevens.
THEA042. Production Ensemble II
Available by audition or consent of instructor to
students who have successfully completed
THEA 022.
Prerequisites for acting students: THEA 002A,
022, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022, and THEA 035.
Prerequisites for dramaturgy students: THEA
001, 021 or THEA 035,022.
1 credit.
Spring 2013. Hamburger.

Advanced Courses
THEA 051. Special Project in Production
Dramaturgy
Production dramaturgy in connection with a
production completed on or off campus. To be
taken concurrently with or following THEA
021: Production Dramaturgy. By individual
arrangement between the student and the
department faculty.
Prerequisites: THEA 001 and 021.
0.5 or 1 credit.
Fall and spring semesters. Magruder.
THEA 052. Production Ensemble III
Available by audition or consent of instructor to
students who have successfully completed
THEA 022 and 042.
Prerequisites for acting students: THEA 002A,
022,042, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022, THEA 035, and 042.
Prerequisites for dramaturgy students: THEA
001,021 or THEA 035,022, and 042.
1 credit.
Spring 2013. Hamburger.

p. 449

THEA 053. Special Project: Advanced
Theater Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 003 or any 004 design
class, and THEA 013, and THEA 023.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 054A. Special Project: Advanced
Set Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004A and THEA 014A and
THEA034A.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 054B. Special Project: Advanced
Lighting Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004B and THEA 014B and
THEA034B.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 054C. Special Project: Advanced
Costume Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004C and THEA 014C
THEA 034C.
0.5 or 1 credit.
Fall and spring semesters. Staff
THEA 054D. Special Project: Advanced
Integrated Media Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004D and THEA 014Dand
THEA 034D.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 054E. Special Project: Advanced
Sound Design
By individual arrangement for a production
project in connection with department directing

Theater
workshops, Production Ensemble, honors thesis
projects, or Senior Company.
Prerequisite: THEA 004E and THEA 014E and
THEA034E.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 055. Directing II: Advanced
Directing Workshop
Directing II requires students to apply the
exercises from THEA 035: Directing I to a
variety of scene assignments. These will
address a variety of theatrical genres and
various approaches to dramatic text
(improvisation, cutting, and/or augmentation of
play scripts, adaptation of nondramatic texts for
performance, etc.). Projects will be presented
for public performance.
Prerequisites: THEA 001,002A, 015, THEA
035, and any class in design.
1 credit.
Spring 2013. Stevens.
THEA 061. Intermediate Special Project
in Production Dramaturgy
Production dramaturgy in connection with a
production complete on or off campus. By
individual arrangement between the student and
the department faculty.
Prerequisites: THEA 001,021, and 051.
0.5 or 1 credit.
Fall and spring semesters. Magruder.
THEA 062. Production Ensemble IV
Available by audition or consent of instructor to
students who have successfully completed
THEA 022,042, and 052.
Prerequisites for acting students: THEA 002A,
022,042,052, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022,035,042, and 052.
Prerequisites for dramaturgy students: THEA
001,021 or 035,022,042, and 052.
1 credit.
Spring 2013. Hamburger.
THEA 064. Advanced Special Project in
Scenography, Sound, and Technology
A portfolio design or other design project in
connection with a production completed on or
off campus. To be taken concurrently or
following THEA 054A, THEA 054B, THEA
054C, THEA 054D, or THEA 054E. By
individual arrangement between the student and
the department faculty.
Prerequisites: Any course in the THEA 004
group, THEA 014 group, and THEA 034 group.
0.5 or 1 credit.
Fall and spring semesters. Staff.

p. 450

THEA 072. Advanced Special Project in
Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company.
With faculty approval, acting in a production
off campus may qualify for this credit.
Prerequisites: THEA 002A, THEA 002C,
THEA 008 or 012 or 022, THEA 012A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 074A. Special Project: Senior
Project in Set Design
This course is an independent study in set
design. This special project will examine the
forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship of the design faculty for
work in connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 004A, THEA 014A, THEA
034A, and THEA 054A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 074B. Special Project: Senior
Project in Lighting Design
This course is an independent study in lighting
design. This special project will examine the
forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship of the design faculty for
work in connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 004B, THEA 014B, THEA
034B, and THEA 054B.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 074C. Special Project: Senior
Project in Costume Design
This course is an independent study in costume
design. This special project will examine the
forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship of the design faculty for
work in connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 004C, THEA 014C, THEA
034C, and THEA 054C.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.

Theater
THEA 074D. Special Project: Senior
Project in Integrated Media Design
This course is an independent study in
integrated media design. This special project
will examine the forms and techniques of
design applied in actual production. By
individual arrangement under the mentorship of
the design faculty for work in connection with
department directing workshops, honors thesis
productions, Production Ensemble, or Senior
Company.
Prerequisite: THEA 004D, THEA 014D, THEA
034D, and THEA 054D.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 074E. Special Project: Senior
Project in Sound Design
This course is an independent study in sound
design. This special project will examine the
forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship of the design faculty for
work in connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 004E, THEA 014E, THEA
034E, and THEA 054E.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff
THEA 075. Advanced Special Project in
Directing
By individual arrangement with the directing
faculty. With faculty approval, directing or
assistant directing off campus may qualify for
this credit.
Prerequisites: THEA 001, THEA 015 or THEA
021, THEA 022, THEA 035, THEA 106.
Fall and spring semesters. Staff.
THEA 076. Polish Theater and Drama
Available to students participating in the
Semester Abroad Program in Poland. No
reading knowledge of Polish required.
By arrangement with Allen Kuharski.
Prerequisite: THEA 001.
1 credit.
THEA 091. Advanced Special Project in
Production Dramaturgy
Production dramaturgy in connection with a
production complete on or off campus. By
individual arrangement between the student and
the department faculty.
Prerequisites: THEA 001,021,051, and 061.
0.5 or 1 credit.
Fall and spring semesters. Magruder.

p. 451

THEA 092. Off-Campus Projects in
Theater
Residence at local arts organizations and
theaters. Fields include management, financial
and audience development, community
outreach, and stage and house management.
Prerequisites: THEA 001 and appropriate
preparation in the major.
1 credit.
Fall and spring semesters. Staff.
THEA 093. Directed Reading
1 credit.
Fall and spring semesters. Staff.
THEA 094. Special Projects in Theater
1 credit.
Fall and spring semesters. Staff.
THEA 099. Senior Company
A workshop course emphasizing issues of
collaborative play making across lines of
specialization, ensemble development of
performance projects, and the collective
dynamics of forming the prototype of a theater
company. Work with an audience in
performance of a single project or a series of
projects.
This course is required of all theater majors in
their senior year and can not be taken for
external examination in the Honors Program.
Class members will consult with the instructor
during spring semester of their junior year,
before registration, to organize and make
preparations. Course and honors minors may
petition to enroll, provided they have met the
prerequisites.
Prerequisites: THEA 001; 002A; any design
class; 015; 006,021,025, or 035; 022; a 100level seminar; and the completion of one threecourse sequence in theater.
Fulfills a general requirement for all theater
majors and minors.
1 credit.
Fall 2012. Swanson.

Seminars
THEA 121. Dramaturgy Seminar
How does a “monstre sacre” like Phaedra or
Don Juan repeat across the centuries? What
does Joe Orton owe to Wycherley and Ralph
Roister Doister? In this cross-temporal
comparative study of the post-classical western
dramatic canon, emphasis will be placed
equally on works from famous “periods”
(Spanish Golden Age, Restoration comedy,
French Classicism, Sturm und Drang, etc.) and
on examples of forgotten or usurped genres—
e.g., masque, melodrama, ballad opera, le
parade, tragicomedy, Grand Guignol. Readings

Theater
will also include critical texts by Castelvetro,
Jonson, Boileau, Rousseau, Diderot, Dryden,
Lessing, Schiller, Hegel, Hugo, Kierkegaard,
Strindberg, Shaw, Nietzsche, and others.
Prerequisites: THEA 001 and 015 or by
permission of instructor.
Fulfills a general requirement for all theater
majors and minors.
Writing course.
2 credits.
Spring 2013. Magruder.
THEA 180. Honors Thesis Preparation
Credit either for honors attachments to courses
or for honors thesis projects in directing,
design, acting, and so on. By arrangement with
the student’s faculty adviser in theater.
THEA 180A. Honors Thesis Preparation in
Acting
THEA 180 B. Honors Thesis Preparation in
Directing
THEA 180 C. Honors Thesis Preparation in
Playwriting.
THEA 180D. Honors Thesis Preparation in
Design.
THEA 180E. Honors Thesis Preparation in
Dramaturgy.
THEA 180F. Honors Thesis Preparation in Solo
Performance.
THEA 180E. Honor Thesis Preparation in
Performance Theory.
Fall and spring semesters. Staff.
THEA 181. Honors Thesis Project
Credit for honors thesis projects in directing,
design, acting, and so on. By arrangement with
the student’s faculty adviser in theater.
THEA 181 A. Honors Thesis Production in
Acting
THEA 181 B. Honors Thesis Production in
Directing
THEA 181 C. Honors Thesis Production in
Playwriting.
THEA 181D. Honors Thesis Production in
Design.
THEA 181E. Honors Thesis Production in
Dramaturgy.
THEA 18IF. Honors Thesis Production in Solo
Performance.
THEA 181E. Honor Thesis Production in
Performance Theory.
Fall and spring semesters. Staff.

p. 452

M a ry Lyon Resid e n c e Hall detail

52 Clothier Fields
53 Roberts Residence Hall
54 Pittenger Residence Hall
55 Palmer Residence Hall
56 South Entrance

Hall
Center for Civic and
Responsibility
(Visitors)

Is

31 Sproul Observatory

57 Swarthmore SEPTA Train Station

32 Wharton Residence Hall

58 A lice Paul Residence Hall

33 Crum Woods

59 David Kemp Residence Hall

34 H allow eil Residence Hall

60 Mertz Residence Hall

35 Dana Residence Hall

61 Old Tarble

36 Faulkner Tennis Courts

62 Worth Health Center

37 Women's Resource Center

63 Benjamin W est House

and Olde Club
38 Kitao Student A it Gallery

64 Benjamin West Parking (Visitors)

39 Delta Upsiloa House

66 Worth Residence Hall

___ jo r classroom

40 Phi Omicron Psi House

67 Cunningham Field

Cornell Science and

41 Sharpies Dining Hall

68 Cunningham Parking

Engineering Library

42 Heating Plant

69 M ain Entrance

23 Martin Hall

43 Service Building

70 Courtney Smith Ho h sc

24 Kohlberg Hall and Cosby

44 Field House Parking (Visitors)

71 Robinson House (Black Cultural Center)

Courtyard
25 Eugene M. and Theresa Lang

45 Bam

72 W fllets Residence Hall
73 W lster Education Center and

46 Tarble Pavilion

65 Bond Memorial Hall and Lodges

and Sidney West House
U K y le House (student residence)
6 Worth Entrance

26 Lang Music Building

48 Squash Court Building

74 Cunningham House (Scott Arboretum

27 Scott Building (staff lounge)

7 Woolman Residence Hall
8 Water Tower Parking

28 Scott Amphitheater

49 Ware Pool
50 Mullan Tennis Center

75 Mary Lyon Residence Hall

29 Clothier Memorial Hall

51 Crum Ledge

9 p e te r van de Kamp Observatory
;ulty-S4B$cience Center

Performing Arts Center

Clothier Tower and Cloister
30 Sprout Alumni House

47 Lamb-Miller Field House

Greenhouse
Offices)

Directions to Swarthmore College
Swarthmore College is located 11 miles southwest of the city of Philadelphia in the Borough of
Swarthmore, Pennsylvania. The College is just a 30 minute drive from Philadelphia. New York and
Washington, D.C. are each about two hours away.
DRIVING
From the NORTH (New Jersey Turnpike or 1-95)
Take the New Jersey Turnpike to Exit 6 (1-276 West/Pennsylvania Turnpike). Follow 1-276 West to
Exit 20 (1-476 South, toward Philadelphia/Chester). Take 1-476 South to Exit 3,
Media/Swarthmore. At the bottom of the exit ramp turn left onto Baltimore Pike. (Directions
continue below.)
From the SOUTH (1-95)
.
^
telgf
Follow 1-95 North to Pennsylvania Exit 7 (1-476 North/Plymouth Meeting). Take 1-476 to Exit 3
(Media/Swarthmore). At the bottom of the exit ramp turn right onto Baltimore Pike. (Directions
continue below.)
From the EAST (via the Pennsylvania Turnpike)
From Exit 333(Norristown), follow signs for 1-476 South. Stay on 1-476 approximately 17 miles to
Exit 3 (Media/Swarthmore). At the bottom of the exit ramp turn left onto Baltimore Pike.
(Directions continue below.)
From the WEST (via the Pennsylvania Turnpike)
From Exit 326(Valley Forge), Take 1-76 East (Schuylkill Expressway), about 4 miles to 1-476
South. Take 1-476 approximately 12 miles to Exit 3 (Media/Swarthmore). At the bottom of the exit
ramp turn left onto Baltimore Pike. (Directions continue below.)
From the AIRPORT
.
Take 1-95 South. Continue to Exit 7 (1-476 North/Plymouth Meetmg). Take 1-476 North to Exit 3
(Media/Swarthmore). At the bottom of the exit ramp turn right onto Baltimore Pike. (Directions
continue below.)
Continue to the Visitor’s Center
Stay in the right lane and in less than 1/4 mile turn right onto state Route 320 South. At the nrst
light turn right to stay on state Route 320. Proceed through two traffic lights on College Avenue
and then turn right into the first driveway on your right toward visitor parking at the Benjamin West
House. The Benjamin West House is the College’s visitor center and is open 24 hours a day.
Continue to the Admissions Office
Stay in the right lane and in less than 1/4 mile turn right onto state Route 320 South. At the lirst
light turn right to stay on state Route 320. At the next light turn right onto College Avenue. On
College Avenue take the first right onto Cedar Lane. At the next stop sign turn left onto Elm
Avenue. Turn left onto Whittier Place, marked by stone pillars. Proceed to the end of Whittier Place
and turn right into the DuPont parking lot, beside the Science Center. After parking in the DuPont
parking lot, it is a short walk to the Admissions Office in Parrish Hall. Follow the path in front of
the Science Center, continue past Kohlberg Hall, and you will see the back entrance of Parrish
straight ahead. The Admissions Office is on the second floor.

The College is readily accessible from Philadelphia by train. Amtrak trains from New York and
Washington arrive hourly at Philadelphia’s 30th Street Station. From 30th Street Station, the
SEPTA Media/Elwyn Local takes approximately 23 minutes to reach the Swarthmore station,
which is adjacent to campus.

An express train runs from the Philadelphia International Airport to 30th Street Station, where you
can take the SEPTA Media/Elwyn Local train directly to the Swarthmore campus. Taxi service is
also available.

Index
Absence from examinations, 8.4
Academic misconduct, 6.1.1,6.8
Academic support, 6.7.3
Administration and staff, 14
Administrative divisions, 14.1
Admissions, 3
Advanced Placement, 3.5
Advanced standing, 3.5,7.6
Advancement Services, 14.1,14.10.1
Advising, 6.7,7.4
Alumni and Gift Records, 14.1,14.10.1
Alumni Association officers, 12
Alumni Council, 12
Alumni Relations, 12,14.1,14.10.2
Alumni, total, 12
Annual and Parent Giving, 14.1,14.10.3
Associate dean for academic affairs, 14.1,14.9
Associate dean for multicultural affairs, 14.1
Associate dean for student life, 14.1,14.9
Associate provost, 14.1,14.30
Athletics, 6.5.3
Attendance at classes, 7.9.1,8.1
Auditing courses, 8.3
Automobiles, regulations, 6.2.4
Awards and prizes, 17.4
Bachelor of arts degree, 9.1
Bachelor of science degree, 9.1
Bequests, 2.1
Black Cultural Center, 6.6.1,14.1,14.9
Board of Managers, 11
Bookstore, 2.5.4,6.6.6,14.1,14.3
Business Office, 14.1,14.7
Calendars, see preface
Capital Giving, 14.1,14.10.3
Career Services, 6.7.6,14.1,14.4
Center for Social and Policy Studies, 2.5.1,
14.1,14.5
Cocurricular opportunities, 6.5
Code of Conduct, 6.1.1,6.2.1
College entrance examinations, 3.1
Communications Office, 2.4,14.1,14.6
Community-based learning, 6.6.5
Comprehensive examinations, 7.1,9.1
Computing services, see Information
Technology Services
Controller’s Office, 14.1,14.7
Cooper (William J.) Foundation, 2.6
Cooperation with neighboring institutions, 7.12
Cornell Science and Engineering Library, 2.2,
14.1,14.25.2
Corporate, Foundation, and Government
Relations, 14.1,14.10.3
Corporation, officers of, 10
Counseling and Psychological Services 6.3.3,
14.1,14.8
Course numbering system, 20
Creative arts, 6.5.2,7.11
Credit/no credit, 8.2.3
Cross-listed course rules, 7.2
Curriculum, 1.2,7

Dean of Students Office, 14.1,14.9
Degree requirements, 9
Degrees conferred, 16
Degrees offered, 9
Development, 14.1,14.10.3
Dining Services, 2.5.4,6.2.3,14.1,14.11
Directed reading, 7.8.1
Directions for correspondence, see preface
Directions for reaching the College, see endnote
Disability services, 6.7.3,14.1
Distribution requirements, 7.2
Divisions and departments, 13.3
Domestic exchange, 7.13
Drop/add, see Registration
Emeriti faculty, 13.1
Endowed chairs, 18
Endowment, 2.1
Enrollment statistics, 19
Environmental Services, 14.1,14.14
Equal Opportunity Office, 14.1,14.12
Equal Opportunity statement, see preface
Examinations, 8.4
Exceptions to the 4-year program, 7.6
Exchange programs, 7.13
Exclusion from the College, 8.8
Expenses, 4
Extracurricular activities, 6.5
Facilities management, 14.1,14.14
Faculty advisers, 6.7.2
Faculty members, 13.2
Faculty regulations, 8
Fees (tuition, residence, etc.), 4
Fellowships, 17.6
Fellowships and Prizes Office, 14.1,14.9
Final examinations, 8.4.1
Financial aid, 5
Footnote key, 20
Foreign language requirement, 9.1
Fraternities, 6.6.2
Friends Historical Library, 2.2.1,14.1,14.25.4
Gender education, 14.1,14.9
Geographic distribution of students, 19.2
Ghana Program, 7.14, see also Dance and
Engineering
Gift Planning Office, 14.1,14.10.3
Grades, 8.2
Graduation requirements, 7,9
Grounds, 2.5.5,14.1,14.14
Health Sciences Office, 6.7.4,7.10,14.1,14.17
Health Services, 6.3.2,14.1,14.18
Honors examiners, 7.5,15
Honors Program, 7.5
Housing, 6.2.1
Human Resources, 14.1,14.19
Incomplete grade policies, 8.2.2
Independent study, 7.8.1
Information Technology Services, 2.3,14.1,
14.20

Index
Institutional research, 14.1,14.21
Insurance, 6.2.2,6.3.4
Intercultural Center, 6.6.3,14.1,14.9
Interdisciplinary work, 7.9
International admissions, 3.6
Investment Office, 14.1,14.22
Judicial system, 6.8
Lang Center for Civic and Social
Responsibility, 2.5.1,6.5.5,6.6.5,7.2,14.1,
14.23
Leaves of absence, 8.5.1
Libraries, 2.2,14.1,14.25
List Gallery, 2.5.2,14.26
Loans to students, 5.2
Madrid Program, 7.14
Maintenance, 14.1,14.14
Map of College grounds, see endnote
Master’s degrees, 9.2
McCabe Library, 2.2,14.1,14.25.1
Normal course load, 7.7
Observatory, 2.5.1, see also Physics and
Astronomy
Occupational and environmental safety, 14.1,
14.13
Off-Campus Study Office 7.14,14.1,14.27
Office Services, 14.1,14.7
Pass/fail, see credit/no credit
Payroll, 14.1,14.19
Physical education requirements, 7.2,8.7
Planning and Construction, 14.1,14.14
Poland Program, 7.14, see also Engineering,
Environmental Studies, Music and Dance,
and Theater
Post office, 14.1,14.28
Prelaw advising 6.7.5
Premedical advising, 6.7.4,7.10
President’s Office, 14.1,14.29
Program of study, 7
Provost’s Office, 14.1,14.30
Psychological Services, 6.3.3,14.1,14.8
Public Safety, 6.4,14.1,14.31
Publications, student, 6.5.4
Readmission to the College, 8.5.3
Registrar’s Office, 14.1,14.32
Registration, 8.3
Religious advisers, 6.6.4
Repeated course rules, 8.2.4
Residential life, 6.2,14.1,14.9
SAT, 3.1
Scholarships, 5.1,5.4
Scott Arboretum, 2.5.5,14.1,14.33
Secretary of the College, 14.1,14.6
Sharpies Dining Hall, 2.5.4,6.2.3
Social Affairs Committee, 6.5.1
Sophomore Plan, 7.2

Special major, 7.4.1
Standing committees of the faculty, 13.4
Student accounts, 4.5,14.1,14.7
Student activities, 6.5,14.1,14.9
Student conduct, 6.1.1
Student Council, 6.5.1
Student employment, 5.3
Student exchange programs, 7.13
Student Right to Know, 7.15
Student rights, 6.1.1
Student-run courses, 7.8.2
Study abroad, see Off-Campus Study Office
Summer programs, 14.1,14.14
Summer school work, 8.6
Swarthmore College Peace Collection, 2.2.1,
14.1,14.25.5
Swarthmore Foundation, 6.6.5
Tarble Social Center, 6.6.6
Teacher certification, see Educational Studies
Transfer, application for, 3.7
Transfer credit, 7.2,8.6
Tuition and other fees, 4.1
Twenty-course credit rule, 7.2
Underhill Music and Dance Library, 2.2,2.5.2,
14.1,14.25.3
van de Kamp Observatory, 2.5.1, see also
Physics and Astronomy
Vice President for Communications, 14.1,14.6
Vice President and Dean of Admissions, 14.1,
14.2,14.16
Vice President for Development and Alumni
Relations, 14.1,14.10
Vice President for College and Community
Relations and Executive Assistant to the
President, 14.1,14.29
Vice President for Facilities and Services, 14.1,
14.13
Vice President for Finance and Treasurer, 14.1,
14.15
Vice President for Human Resources, 14.1,
14.19
Withdrawal from the College, 4.3,8.5.2
Withdrawal from courses, 8.2, 8.3
Women’s Resource Center, 6.6.7
Worth Health Center, 6.3.1
Writing Center, 2.5.1,6.7.3

Swarthmore College
500 College Avenue
Swarthmore PA 19081-1390
(610) 328-8000
www. swarthmore.edu